|
Learning Steps - A Learning community
Volume 2
|
Schooling the
Kid
Step-11
Multitasking of the
brain
The recent
exercise on identifying the wonders of the world really did not impress me. If
you see the architecture of the brain and the way it functions (though a lot about it is yet to be studied
and unraveled) no wonders of the world can match its architecture and
sensitivities Some interesting studies on brain has revealed the following
information:
•
The brain processes only one thing at a time
•
Even if it is a fraction of a millisecond, the second task is
processed subsequently
•
Brain adopts task switching technique. (Hal Paschler, University of California
•
Mental rehearsing of priorities appears to be important
•
For example, while driving, the priority to save a pedestrian
appears more important than other observations
•
Immersing in the immediate task appears important; however the brain
takes much less time in preparing itself to the subsequent task.
•
With focus on the single task, the blood flow to the concerned Area
(called area 10) increases.
•
Once a task becomes a routine, most related activities are surrendered
to the interior parts of the prefrontal cortex working on visual and motor
control
•
The active part of the prefrontal cortex takes charge of the new
conceptual framework of the new task
What a wonderful
gift to the human kind!
How does this
human brain compare to those of other species?
Look at the
following graph.
 |
It is a
comparison between those of human, monkey, mouse and fly! The above comparison
is on the total number of nerve cells each kind has. It clearly shows the huge
amount of nerve cells the human kind has for effective use. But it is also
understood that the number of nerve cells we really use is very insignificant
to what could really be used. (Please do remember that this has a serious
implication on our process of learning, styles of learning, quality and
quantity of learning; we will examine the relevant issues in the future pages
of the series.)
In terms of its composition, the following picture shows its
material content: The three important components of which it is made are water
78% Fat 10% and Protein 8%
A lot of studies have been done on the structure and functions of
the brain. As educators, it is important for us to know how this functions
(because we are often used to accuse our young children in the classroom: “You
don’t use your brain” or “You, a brainless chap!”- possibly we can avoid such
messages once we understand the way the brain functions)
The nerve cells in the human brains (neurons) are responsible for
all its activities. We will examine the way neurons function in the future
issues. But how many neurons are there in our brain? Can you imagine?
There are over a trillion neurons in the brain.
If you want to count the number of neurons in the brain, it is
claimed that it would take a couple of thousand years.
It is also said that the number of neurons in the brain (of every
human being) is more than the number of people on the planet earth!
About 70% percent of human nervous systems is in the brain
Neurons are connected to each other by nearly one million miles of
nerve fibres
Friends, don’t you think that all the above revelations indicate
which what kind of an instrument we are dealing with in our classrooms. Can we
try to give it a little more care, a little more love and a little more respect
to it – and don’t you think our children in the classroom will enjoy that care?
G.Balasubramanian
|
Learning Steps - A Learning community
Volume 2
|
Schooling the
Kid
Step-12
Understanding neurons
We have already
learnt that the brain has a near trillion neurons. They are formed at the
development stage of the foetus. How does a neuron look like?
The above picture
shows the image of a healthy neuron. Though we have about a trillion neurons it
is said we start losing them day almost everyday from the day of our birth and
we lose a few million cells everyday.
Neurologists also say that they are also produced continuously in our
brains. It may be a good idea if you could visit some websites which deal
exclusively with the way neurons are produced and managed in the brain. It
indeed makes an interesting reading and an insight into the way how nature
ordains itself.
Well, how is a
neuron connected to other parts of the brain? What work it does? Research by
neurologists show that
A normal functioning neuron
continuously fires, integrates and generates information across microscopic
gaps called synapses linking one cell to another.
No neuron is an endpoint in
itself
They act as conduit of
information
With whom do the
neurons communicate?
Generally neurons stay put in
their place
They extend their arms to the
axons
Axons “talk” (communicate) to
dendrites and dendrites “talk” (communicate) to neurons
When axons of a cell body meets
a dendrite from a neighboring cell the “Aha-a” experience, the learning takes
place
What do axons
do?
To connect itself with
thousands of other cells axons go on sub-dividing themselves.
They branch out
They conduct information
They transport chemical
substances
The thicker the axon the faster
it conducts the information and electricity 
We will follow the line of
communication in the next issue along with the tools used for such a
communication.
(Those who find
time available will do well to refer to some books on brain and learning- as
our focus here is just to understand how learning takes place and how we can
enable the learners to empower themselves over a period of time, which we call
schooling! )
G.Balasubramanian
|
Learning Steps - A Learning community
Volume 2
|
Schooling the
Kid
Step-13
How does
learning take place?
Psychologists
claim that Brain is basically designed to meet the needs of survival rather
than for instructions. They also claim that the primordial feeling associated
with the development of this organ is fear. This would rather explain many of
the behavioural patterns of the human beings at a later stage. However it is
important for us to know how the learning takes place in the brain. Is
something written over there? Is something recorded over there? If it is
recorded what is the mechanism by which it gets recorded? How are we in a
position to recall many things even after decades? How is memory caused? Why do
we remember things selectively? What is intelligence and what are the different
types of intelligences? How do they operate? When does a brain become creative?
Is the process of creativity natural or can we cause creativity in the minds of
the learners? There are a million questions that would galore. For a few we may
have answers. For a few we may not have. Nevertheless it is important to know
how scientists and psychologists’ world over have looked at this phenomenon and
offered their own interpretations.
Before we launch
on a journey towards this El Dorado
The
physiological process associated with learning is explained by Eric Jensen in
his book “Brain-based learning”. The salient features of the process are:
An electrical impulse travels down the axon where it triggers the
release of neurotransmitters into the synaptic gap
In about a microsecond, the chemicals are absorbed at the receptor
site on the surface of the receiving dendrite. 
The neurotransmitters are released, absorbed and re-absorbed via the
thousands of rapid fire impulses activated each second.
Neurotransmitters influence synaptic reactions and result either in
learning impairment, learning enhancement or leave no effect
In short, it is
basically an electro-chemical activity which leads to formation of new neural
connections. Every bit of learning is associated with the formation of a new
neural set up and hence with each process of learning the physical structure of
the brain changes, claim the neuro-psychologists.
The general
observations of Ben Jensen based on
extensive research findings are:
Every learning physically changes the brain
Every stimulus alters the electrochemical wiring
The stimulus activates cell-to cell communication
Every challenging stimuli activates a new pathway
If the stimuli is not
considered meaningful it is given less priority and leaves a weak trace
If the brain deems the stimuli as important a memory potential
occurs and Long term potentiation of the input occurs through an electro
chemical signaling
Prof. Petr
Kouzmich Anokhin of Moscow
University
“We can show that each of the ten billion neurons in
the human brain has a possibility of connection of one with twenty eight
noughts (0) after it! If a single neuron has this quality of potential, we can
hardly imagine what the whole brain can do. What it means is that the total
number of possible combinations/permutations in the brain, if written out,
would be 1 followed by 10.5 million kilometers of noughts! No human yet exists who can use all the
potential of the brain. That is why we don’t accept any pessimistic estimates
of the human brain. It is unlimited” ( Ref: Tony Burzan- The Mind Map Book)
Following is an
extract from the book “ Phantoms of the Brain” by Dr.V.S. Ramachandran and
Sandra Blakeslee:
“A piece of your brain the size of a grain
of sand would contain one hundred thousand neurons, two million axons, and one
billion synapses, all “talking to” each other. Given these figures, it’s been
calculated that the number of possible brain states – the number of
permutations and combinations of activity that are theoretically possible – exceeds the number of elementary
particles in the universe. Given this complexity how do we begin to understand
the functions of the brain?
Well, we often
think of overloading the brain of the child? If the brain can not be overloaded as per the above conclusions on
the theoretical possibilities, what are the impediments to learning and pursuit
of excellence? Has it anything to do with the way we impart learning? When does
a mind maximize its learning? When does it become creative? What are the
faculties involved in ushering the creativity? Can all of us learn the same
way?
Let us try to
find answers in the ensuing issues.
G.Balasubramanian
|
Learning Steps
- A Learning community
Volume
2
|
Schooling the
Kid
Step-14
More on Learning…
Albert Einstein says: It is in
fact, nothing short of a miracle that the modern methods of instruction have
not entirely strangled the holy curiosity of inquiry.” Severe allegations
are being made against the present system of education from almost all corners
of the world. In spite of all such criticisms, the education system is
producing unique individuals world over who have metamorphosed the civilization
within a century in a spectacular manner. Discoveries, inventions,
achievements, feats, performances of many kinds have led to a spectral display
of the human knowledge and skills. All these could be attributed to the way the
human brain functions. Though the human brain is not uniquely designed for
learning, the process of learning has been happening both overtly and covertly.
Millions of interpretations, approaches and philosophies have emerged world
over to interpret the process, yet with no finality. Possibly it is because
every learning experience is unique as no two individuals are alike.
Says Ben Jensen in his book:
A learner arrives not with “a blank slate”
The learners brain, even at the pre-school stage has been shaped by
home environment, siblings, extended family, playmates, genes, trauma, stress,
injuries, violence, culture, rituals etc.,
Even a trivial incident might have an impact on the life long
learning ability
For example, even a fragile temporal lobe injury might have an
impact on emotional processing and memory
Learning is
indeed a complex process. If we think that it is only assimilation of
information, it is a mistaken notion. All information, all knowledge comes with
related emotions and experience. Hence when the neuron fires the
electrochemical fluid into the axons, it sends signals to the entire system of
the body. Dr. Anokhin of Moscow
But the brain
avoids processing the same thing repeatedly. It is said:
•
Once a task becomes a routine, most related activities are
surrendered to the interior parts of the prefrontal cortex working on visual
and motor control
•
The active part of the prefrontal cortex takes charge of the new
conceptual framework of the new task
The following
words of Ben Jensen are worth pondering over:
“In addition to the experience based differences in
physiology, neural wiring, and biochemical tolerance, every brain is on a
different timetable of development. For some brains, the normal time to learn
to read is age six. For another, the normal time may be age three. Completely
normal development can differ by a spread of three years between learners.
(Healy 1987). This finding has dramatic implication for the organization of
learning worldwide.”
All the five year olds should not be expected to
perform academically physically and socially at the same level. Statewide
curriculums and frameworks which include specific grade-level performance
standards are biologically inappropriate.”
This observation
has serious repercussions on our present perception of learning both in a
classroom and elsewhere. Stereotyping
learning among different minds appears
more a punishment to its existence and competence. But the reality is, most
of our schools, most of our parental perceptions, most of our learner
expectancies centre around stereotyping.
The question is:
Ø Can we come out of this
stereotyping? Is it possible?
Ø What are the alternates
and how far they are feasible?
Ø Are our formal systems
ready for a change?
Ø If they aren’t ready for a
radical change, when and how can we bring about a change in the thought process
of all concerned?
Ø How can we educate parents
against stereotyping especially in a competitive and consumerist environment?
It is not
sufficient if we only identify problems, but we must pro-actively seek
solutions. While this platform will provoke you to think, if you have any good
ideas, suggestions, best practices in the places you are working, please do let
us know so that we can learn from each other.
G.Balasubramanian
|
Learning Steps
- A Learning community
Volume
2
|
Schooling the
Kid
Step-15
How much do we learn?
Very often we find children coming
and complaining to us: “I had learnt all those things. I just don’t know how I
forgot. I just don’t know why they didn’t come to my mind when I wanted it.” A
gentleman was narrating how one day he was struggling to address his wife,
because even her name suddenly got out of memory, and he just couldn’t believe
how it happened.
We normally believe that once we have gone through a book we have
learnt or once we get exposed to something we remember it. Many students think
that once we have attended a class and heard attentively what has been said we
have learnt. We also believe that once we are in touch with an idea or even
have practiced a skill for sometime we have learnt. But sometimes all we claim
to have learnt, evaporates into the thin air at a split second. We often wonder why it happens.
Talking of Memory formation, Ben Jensen says:
“You don’t think that the
learner’s brain would have permanently encoded the day’s learning.
Unfortunately it is not quite simple. Sometimes even after the learner is
provided with plenty of opportunity for experimentation and interaction, the
memory trace is still not strong enough to be activated at test time.
Additional factors that contribute to the issue of retrievability include
adequate rest, emotional intensity, context, nutrition, quality and quantity of
associations, stage of development, learners’ states and prior learning. All of
these encoding factors play a vital role in the depth of processing and
learning that occurs.”
It is important that our
teaching community understands the implication of the above words and treat the
learner with respect identifying his competencies, performances and
achievements rather than setting stereotype benchmarks and declaring him a
failure in one way or the other. There is an urgent need for a paradigm shift
in our thinking patterns.
When the baby arrives into this wonderful world, it does carry
certain memories of its existence in the mother’s womb. But there are many
things which are new and appear a threat to the child. Some of them include
light, sound (noise), new exposures, new touches, new feelings and so on.
Lying by the side of the mother enjoying the warmth of love, the
baby suddenly hears the sound of a crow from a nearby window. The sound is a
stimulus. The baby responds through the movements in the eye. But it neither
locates the crow nor does it understand that it is a crow and is in black in
colour. In short, the experience has no meaning. Therefore the construction of
a meaning acquires a new significance from the time of the birth.
Mother fondly looks at the baby and points her finger at the crow
and makes a sound. The baby relates the sound to the figure. Possibly next time
the mother uses the same word, the child relates to the previous experience and
the eyeballs are most likely to travel in the direction where it has
experienced the sound earlier. Here we enter into a new domain- the domain of
perceptions. Learning is also associated with perceptions. The impact of
associationism with learning has been widely researched on.
The first few months of the growth and development of the child is very
critical to its further learning. Parents have a very significant role to play
during this period. (It would be a great idea if the father uses his paternity
leave, wherever they are given, at the baby’s room in the company of the wife
and child rather than attending to sundry works pending for a long time!)
Mother is the first teacher and
then the father. The simple acts of the parents are keenly observed by the just
born for a number of lessons for the future. The gentleness of their words, the
speed of their movements, the style of their work and many other things are the
first few lessons on Life skills!
(I presume not much work has been
done or published to give an appropriate message to them or even where they are
available, they are not sought after because we take most things in a casual
manner. May be a separate training centre could be opened on this count by a
competent few for the prospective parents and that has a great future!)
It is also claimed that the way a
baby is handled in the first few months of its growth broadly defines the
emotional intelligence of the person in the offing! The role of amygdale (or the emotional brain)
has a significant role to play in the management of emotions. We would see in the next few issues the role
of amygdale in influencing learning and how parents need to handle the first
few months of the growth process of the kid!
G.Balasubramanian
No comments:
Post a Comment