Blog, week of April 19
The Neurobiology of Learning by Michael J. Friedlander March 31, 2011
Michael J. Friedlander is the executive director of the Virginia Tech Carilion Research Institute and professor of biological sciences and of biomedical engineering and science at Virginia Tech. He is the lead author on this article. These are the other researchers who contributed and their institutions.
I. Andrews, E. G. Armstrong, C.Aschenbrenner, J.S. Kass, P. Ogden, R.Schwartzstein, T.Viggiano, from: Va Tech Carilion Research, Baylor, Harvard Macy Institute, Harvard Medical, Assoc, American Medical Colleges, Ben Taub Hospital, Center for Ethics, Baylor, Texas A&M Health Center, College of Medicine, Harvard Med School Academy, Mayo Medical School.
I have adapted this article from the original which I have cited below. All quotes are the words of Dr. Friedlander. The site is: http://www.vtnews.vt.edu/articles/2011/03/033111-vtc-friedlanderacademicmedicine.html
The 4MAT comments are of course mine. Bernice McCarthy
Research on How People Learn
The Intro to the Article
Behavioral approaches, functional brain imaging and computational neuroscience have revealed strategies used by our brains to acquire, store, and retrieve information. Adding to the molecular and cellular approaches is knowledge of how the underlying brain hardware changes during learning and forming memories, there has also been progress in higher-order, human-based studies of cognition, including learning and memory. Scientists use MRIs (magnetic resonance imaging) of the living brain combined with computer modeling to make clear the strategies the brain uses and the underlying biology processes.
Learning leads to functional and structural changes in the cellular networks, chemical communication or synapses between neurons at a variety of sites throughout the central nervous system. The functional changes in communicating between individual neurons and networks of neurons are accompanied by substantial changes in the structural circuitry of the brain. This was once thought to be hard-wired in adults.
"One of the most exciting advances, as a result of optical imaging of the living brain, is the demonstration that there is growth, retraction, and modifying connectivity between neurons," says Friedlander, the chief researcher. "We have also seen that the mature brain can generate new neurons, although, this research is so new that the functional implications of these new neurons and their potential contribution to learning and memory formation remain to be determined," he said.
The Recommendations for Optimal Learning
Here are the ten key aspects of designing learning recommended by this prestigious panel of brain experts. They believe that by incorporating these recommendations into instructional design more effective teaching will result.
Repetition
Learning needs to go deeper. Repetition, not repeated the same way again and again, but presented and tasked in a clarity producing variety of ways. This will result in the learner requiring less energy for mastery. The different techniques you use, if they insure the students learn material clearly will release the higher-order pathways available for additional cognitive processing. However, the researchers suggest that the repetitions must be appropriately spaced.
4MAT: The 4MAT Learning Cycle reminds learners of the past experiences that connect to the learning, engages them in discussions of those experiences, has them image them, then hear them explained, then practice them, then extend and refine them, and finally perform them. Repetition at its best. The conceptual approach of the 4MAT model also encourages depth over coverage, with isolated topics nested into larger concepts that have more meaning and relevance to learners.
Reward and reinforcement
The brain has an intrinsic reward system, self-congratulations with the realization of success. An important factor is the realization that accomplishing an immediate goal is a step toward a future goal. The students who find learning joyful, activating this intrinsic reward system, facilitate their learning process.
4MAT: Our research indicates the combination of tasks used in a 4MAT instructional design, especially the Right Mode and the nonverbal and visual tasks, are learning strategies that bring joy and personal engagement to learning and our students report that this is so.
Visualization
“Visualization and mental rehearsal are real biological processes with associated patterned activation of neural circuitry in sensory, motor, executive, and decision-making pathways in the brain.” Internally generated activity in the brain from thoughts, visualization, memories, and emotions should be able to contribute to the learning process.
4MAT: Requires visualization, story memories, emotional reactions and perception discussions. Our assessments include image creating so students can show what they know and become more cognizant of what they do know in the process of creating their images. The experiential nature of 4MAT and the use of right mode teaching methods are well aligned to visualization strategies and more creative forms of learning.
Active engagement
“There is considerable neurobiological evidence that functional changes in neural circuitry that are associated with learning occur best when the learner is actively engaged.” Learners working as editors and even tutors for each other evoke neural reward pathways.
4MAT: Most of the tasks in the 4MAT Learning Cycle that occur on the left side of the wheel fall into this category. As students move past six o'clock on the 4MAT model, they must take over the learning. Students practice in partners and groups, multi work stations are often set up, and the final learning requires extending the learning into their own lives and integrating it by using it in the real world, not just the world of school.
Stress
When the authors of this research speak of stress, they do not mean detrimental stress, rather “A small, interactive teaching format may be judiciously employed to moderately engage the stress system.”
4MAT: This is plain and simple, using strategies that honor rigor. Ask the very best of them and convince them you will help them get there. And be sure to ask it of all of them.
Fatigue
“Research suggests that it is important to have appropriate downtime between intense problem-solving sessions.”
4MAT: Lecturing should be reduced and made more informal with interactive techniques including small groups of students who react to key and subtle ideas throughout the lecture. Also include graphic organizer note taking to engage the visual aspect of acquiring information. Part of the 4MAT training is how to do an interactive lecture. 4MAT Units are also taught over longer periods of time, with larger concepts driving instruction. These units give students time to process the meaning of learning and interact with it in more dynamic ways.
Multitasking
Multitasking needs to be relevant and an integral part of the learning design. But be aware it can be a distraction from learning, unless all of the tasks are relevant to the material being taught.
4MAT: A 4MAT Learning Cycle design must be conceptually cohesive with all tasks clearly related to the major concept. The required performance emerges directly from the attendant skills taught in the unit. The range of activities incorporated into the 4MAT Learning Cycle requires students to engage in many challenging tasks and learning experiences that help broaden student understanding and use.
Individual learning styles
“Neural responses of different individuals vary, which is the rationale for embracing multiple learning styles to provide opportunities for all learners to be most effectively reached.”
4MAT: We already knew this.
Active involvement
Doing is learning. And success at doing and learning builds confidence.
4MAT: If we don't put learning to use, it just goes away. Transfer is learning. 4MAT’s ultimate goal is transfer. The learner adapts learning to into his life and integrates it.ftentimes moving to higher and higher levels of expertise.
Revisiting information and concepts using multimedia
“Addressing the same information using different sensory processes, such as seeing and hearing, enhances the learning process, potentially bringing more neural hardware to bear to process and store information.” ment: This is the common sense use of auditory, visual and kinesthetic. People have all three sensory faculties and we should use all of these facilities when designing teaching and learning. Learning should integrate all three of these methods to help improve learner performance and retention.
A Final Note
The researchers recommend that (medical students) learners be taught the underlying neurobiological principles that shape their learning experiences. "By appealing not only to students' capacity to derive pleasure from learning about medicine but also to their intellectual capacity for understanding the rationale for the educational process selected real motivation can be engendered. They become more effective communicators and enhance their (patients') learners success at learning the information they need for managing their own health and treatments as well." Italics mine
4MAT: The more learners know about their learning preferences, how they learn and the Learning Cycle, the more skillfully they will come to travel it. This makes learners more adept at teaching, communicating, and more effectively conveying information and ideas in multiple and ambiguous settings.
