Practical pedagogy

 Book published in 2019 by Routledge. Mike Sharple's draws on the innovative pedagogy series published yearly by the Open University since 2012.

The book 'Practical pedagogy'  works through the various pedagogies sorted into 6 categories. 

- Personalisation includes adaptive teaching, spaced learning, personal inquiry, stealth assessments and translanguage.

- Connectivity introduces crossover learning, seamless learning, incidental learning, learning from gaming, geo-learning, learning through social media, and navigating knowledge.

-Reflection summarises 'explore first' teachback, learning through argumentation, computational thinking, learning from animations, learning to learn. assessment for learning and formative analytics.

- Extension has threshold concepts, learning through storytelling, learning through wonder, learning in remote science labs, context-based learning, event-based learning, and learning for the future.

- Embodiment includes embodied learning, immersive learning, maker culture, bricolage, and design thinking.

- Scale refers to massive open social learning, crowd learning, citizen inquiry, rhizomatic learning, reputation management, open pedagogy, humanistic knowledge-building and communities. Some discussion of the contents of the book found here.

The last chapter discusses 'pedagogies in practice'.

Leaders and Legends Online learning - Professor Mike Sharples

 Dr. Mark Nichols' podcast on Leaders and Legends of Online Learning this week is with Professor Emeritus Mike Sharples. 

Began with an overview of his career, how it started with a degree in computer science and worked towards his PhD on cognition, computers and creative writing. He has always worked with AI and Gen AI for over 50 years. 

He compared the 'sudden awareness' of AI to how the internet developed. Much work undertaken over many decades before user relevance and other parts supporting the concept, took it into the mainstream. As with the www, important to think through implications and have guardrails with AI as there are many ways it can be utilised for good and also for bad.

Discussed his involvement across the 2000s with mobile learning as a means to provide more personal and individualised learning. 

Then provided an overview of how the UK version of MOOC - futurelearn - was set up to bring in good practice and pedagogy based on understanding of neuroscience into the design of futurelearn. A successful learning platform, distinctively difference from other MOOCs which are based mainly on lectures. In contrast, futurelearn stresses social learning opportunities along with the usual online learning platform mechanics.

Then introduced his most recent books including Story Machines: How computers have become creative writers.

Discussed the importance of social constructivist learning. Personalised learning is one piece but not the only one. There is still a need for learners to interact with their peers, teachers etc. to springboard and synthesise, discuss and defend their stance, weight up and evaluate their conceptual understanding. AI should not be only a technological tool but needs to be led by pedagogy. Encouraged the need to ensure the use of technology is more human centred. 

Summarised the important components of a new online system. Pedagogy is essential. Concepts include the need to have spaced learning, ensure learning is a social process, feedback is provided at the right time,and the need to build learner efficacy. AI-enhanced collaborative learning must be the goal.

Proposed the most important research is to find out how to best leverage technology to encourage and support social learning, rather than just go down the personalised learning route. New methods of assessment also need to be considered to allow for social learning and to focus on assessments for learning. Some ideas include peer assessments, the opportunity for learners to express their judgment, and evaluative and critical thinking. 

Now he is retired, his research interest centres around the future of technology-enhanced education. He is able to concentrate on research without the distractions of the other aspects of an academic career. Recommended to follow the work of colleagues at the University of Sussex and Looi Chee Kit (Nanyang Technological University and The Educational University of Hong Kong) who has had success introducing many principles of learning sciences at the primary school level. 

AVETRA OctoberVET - presentations from the May issue of Research Today

This afternoon, a series of presentations from articles published in the May 2021 issue of the Research Today magazine.  The session is hosted by Andrew Williamson from Holmsglen and editor of Research Today. The magazine publishes practitioner and beginning researcher articles, along with pieces from experienced VET researchers. 

Notes taken below:

Dr. Joe Pagnoccolo (also from Holmsglen) on "The role of interpersonal attributes in the apprentice experience". 

 Introduced the qualitative study to explore how final year apprentices coped with their apprenticeship. Completion of apprentices still low, hovering around 50 plus %. The study explored how 'soft skills' contributed towards apprentices' resilience and contributed to completion. Soft skills include interpersonal and people-related generic skills. Applied concepts of emotional intelligence to anchor the study. Summarised the research method. Collated apprentices' stories, behaviours and training experiences. Shared the interpretation of the data,implications and limitations of the study. Argued for the need to support apprentices in appreciating the importance of 'soft skills' - not often made visible in vocational qualifications.

Professor Erica Smith: VET teachers’ accounts of difficult teaching situations and how learning theories explain them. 

 Reiterated the complexity of VET teaching contexts and how learning theories often do not align with VET. In general, VET teachers have little chance to connect with the raft of learning theories available. Used teachers' 'critical incidents' as a means to deconstruct the teaching situation and how to apply teaching theories to try to work through the challenges. The range across 15 VET students was very wide and diverse. Introduced the Holistic approache to technology enhanced learning diagram as a source of some theories. Provided examples of some matches between teaching challenges and learning theories that could be applied. Offered these examples to the audience :) 

Professor Thomas Deissinger & Oksana Melnyk (University of Konstanz): Partnership and cooperation in vocational teacher education as a focus of Erasmus + capacity building in the EU. 

Thomas ummarised the progress of a project which started in 2020. Began with an overview of the context and the cooperative VET project to increase the employability of VET graduates - through the dual system. Includes 6 organisations across Astria, Germany, Italy and the Ukraine. The project's objective are to improve partnerships between universities delivering VET teacher education, the vocational schools and other stakeholders. Oksana provided details on the Ukraine section of the project which involves the Ministry of education and Science, and 5 Universities offering VET teacher education. Shared the first resultf from a national survey. Found students did not have the skills to apply pedagogical practices and there was low work readiness post graduation. The second phase is to open up communication with vocaitonal schools and work cooperative to improve the programmes offered through the universities. More information on the project's site. 

Simon Bruce: Consequential Learning: Learning with real impact.

Began with setting up the context of his work - in leadership and organisational development with a focus on shifting and influencing attitudes and behaviours, developing and enhancing 'soft skills' and developing and reinforcing leadership skills. His observations and reflections include: learning experiences need to provide more than content; These need to allow participants to share their experiences and expertise, question themselves and others, challenge preconceptions, reflect on possible bias and prejudgements and open to perspectives, opinions and views of others. Important to interperse content, context, conversation with opportunities to discuss the consequences. Provided examples and how to operationalise. His research collated through an International specialised skills institute fellowship (ISSI) (2018-2019)- summary here.

Linno Rhodes: Reading Between the Lines – adult literacy education and neuroscience.

Presenting on learnings attained through an ISSI fellowship completed in 2017. Summarised the neuroscience of learning - how the brain deals with danger and the need to keep safe. Overviewed the triune brain - neo cortex, mammalian brain and the reptile brain. Applied to how learning takes place in the VET context, especially the need to create a safe but also stimulating space for learning. 

Lindee Conway & KarenDymke (Melbourne Polytechnic): From Done to or Done for, to Doing with – from ‘PD’ to Professional Learning.

Began with background on Melbourne Polytechnic- a 'dual enrolment' institute - i.e., VET and HE. Referred to the Best evidence synthesis on Teacher PD completed by Auckland Universitty for the NZ Ministry of Education. Summarised the shift from PD which was 'workshopped' to a partnership/collaborative/co-constructed 'impact cycle' - an ongoing journey with instructional coaching and communities of practice. Knight's impact cycle involve the identifing, learning and improving. 

Noticeable shift into empowering teachers. Action research undertaken to see what and why - i.e.. why and how is the impact cycle and instructional coaching working. Discussed the challenge to identify 'what is being researched' and honed in on the 'impact cycle'. Instructional coaches are journalling their experiences to collect data. Shared some data. Look forward to reporting later.

Good connection between the presentations. Each provides a perspective into the complex world of teaching and learning. Having the sessions online this year has made it much more accessible for me as Oct VET is Australian based. 

Effortful educator - a resource for teachers to apply cognitive science to teaching

 I came across this blog while catching up on the work of Professor Paul Kirshner though this blog 'ask a researcher' . The blog Effortful Educator is a good resource as it collates many seminal resources informing teaching and learning. The main focus of the blog is to summarise learnings on cognitive psychology and connect them to the messy world of teaching and learning. 

A good place to start is the blog on 'five essential article for teachers'. It has been extended by several additions /contributions from others, but the five essential articles are very useful as a start to better understanding the precepts of cognitive science as they apply to learning. One of the links brings you to 'the retrieval practice library' which provides good resources for understanding these concepts.

The Effortful Educator blog series on 'ask a researcher' is also a good way to understand how contemporary researchers approach their work and has summaries and recommendations from each researcher.

As always, the context is formal education with clear lines to follow through into higher education. However, careful reading of articles and resources archived in the blog will provide good material for application to the vocational education context as well. 

Kick off session # 13 – Nathan Wallis on the teenage brain

 

In this session, Nathan Wallis shares his ideas on the teenagebrain. As per previous presentation (2015), Nathan provides a good overview. 

Alan Hoskins facilitates the session. This time around Nathan begins with the anatomy of the human brain, with the 4 brains. Re-emphasised that 3 of the brains are presents in all mammals. Humans have a well evolved brain 4 – the cortex with the frontal cortex the most relevant to today’s presentation. The frontal cortex takes time to develop fully and is essential in development of our emotions, conscience, empathy etc.

Explained the function of brain scans and how they are useful in understanding how we tick. Large scale brain scan studies over the last few years show frontal cortex maturity to be beyond the late twenties and for some people, into the early thirties.

In general, female’s brain mature earlier (between 18 -24) with males much later. The better the nurturing/’data’ during the first 1000 days of life = better language and interrelationship skills going into the future. First born children have major advantages compared to their siblings, due to focussed attention. Therefore, in general, first born females mature earliest. Summarised balancing risks (single parent, parent in jail etc.) with advantages/resilience (one parent at home during first year, two parents, active grandparents/extended family, bilingual, music learning).

Returned to importance of brains 1, 2 and 3 which are conduits to brain 4. Brain 1 referred to as the survival brain. Brain 2 controls movements and brain 3 is the feeling/emotional brain.

Shared Perry’s neuro-sequential model (2002) as an overview. Revealed the 4 brains using human development from birth to adolescents using the neuro-sequential model. The frontal cortex tends to have to do a re-wiring around 14 – 17 as it deals with the developments required to mature. Hence, the teenage years are challenging.  10 year olds often have better emotional control than 15 year olds! Adolescence involves putting the frontal cortex onstream from 19% to 90%. Adults use 90% and use this to logically think through impact, consequences etc. Teenagers unable to engage the large frontal cortex input required and return to the emotional/limbic brain.

Introduced the need for balance within brain activity. When brain 1 is active, the cortex is less so and vice versa. To effectively use the cortex, requires the brainstem to be calm. Therefore, if brainstem is disturbed, learning is not supported. Explains why mindfulness is useful as it helps relax the brainstem. Connecting new/challenging learning with learners’ context/interests/motivations helpful in getting the frontal cortex up. Accessing cortex during exam is better if limbic system is relaxed. Recommended ‘boxed breathing’ as one way to calm down so the cortex is engaged to its maximum capacity when required.

Recommended the following to help learners learn. Use cognitive training to help learning occur – tell them what to do (not what not to do!) – describe the learning that you want – as 25% of the cortex will visualise it. Well-reinforced, this leads to changes in behaviour. Meet needs of the brain stem by calming it down to prepare for learning.

A good overview using good examples to illustrate complex ideas. 

As always, important to remember neuroscience is still on a journey to understand how the human brain works. As per understanding behaviour - see overview of book - behave - "things are complicated. We may understand some of the underlying biological basis for behaviour but there are many contributing factors beyond the biological. There is never one factor or cause, but a multitude of interactions, concurrent shifts, biological and social coevolution etc." 

Npj Science of Learning Journal - article - Learning Strategies: a synthesis and conceptual model

As a follow up from last week's post, here is an article from the journal npj Science of learning, written by Professor John Hattie and Gregory Donoghue on Learning strategies: Synthesis and conceptual model. 

The journal is open access, so all articles are available for download online.The above article is in the first volume and issue (2016), setting the scene for future article from the journal which have a focus on applying the evidence from neuroscience, to practice in teaching and learning.

Back to the article which proposes a model of learning that is made up of various learning strategies at identified stages in the learning process. The model assumes three inputs or outcomes - skill, will and thrill; and three phases of learning as being surface, deep and transfer. As with all of Hattie's work, the model is based on meta-anaylsis of 228 students to identify effective strategies for learning.

The skill that learner's bring to learning is their prior learning / experiences. The will refers to learner 'habits of mind' and their willingness / resilience and persistence. Motivation is the factor the contributing  to the thrill whereby the learner is engaged with learning. As learning proceeds, learning progresses from surface to deep to transfer.

The authors advocate for learning how to learn to be embedded or integrated into all aspects of learner experiences. Divorcing the 'skills' of learning to learn and teaching these separately, dilutes the effectiveness. As humans, we always learning better when learning occurs in context. Situated learning occurs because of what the learner brings into the experience. It is more likely that skills, will and thrills are effective when learners are able to make the connections for learning when learning occurs within context. Vocational education has a major advantage in that most of the skills, knowledge and attributes learnt across vocational education is achieved within context. The challenge is to deepen learning for learners through assisting them to apply learning to learn skills which are relevant to their learning context.

Higher Education Learning Framework - report from Science of Learning research centre - Australia

Here is a report which is relevant to all forms of learning and should be required reading for all teachers. The report is put together by researchers from the Science of Learning research centre (SLRC) who are based at the University of Queensland and the University of Melbourne.

The report is titled 'Higher Education Learning Framework: An evidence-informed model for university learning'. Athough the context is higher education, there is much in the report which summarises the latest in educational research and neuroscience which are also relevant in other education sectors.

There is a summary of the matrix and an overview of the project as well.

The centre also edits a journal - Npj Science of Learning - which is worth a look through.

The report advocates seven themes that support learning. Each of the themes is then extended with an explanation. Then strategies for teachers and students are detailed to maximise the efficacy of these themes for each group. Strategies for assessment and the principle theories / literature review and a list of relevant references complete each theme.

The themes are:
- learning as becoming
- contextual learning
- emotions and learning
- interactive learning
- learning to learn and higher order thinking
- learninc challenge and difficulty
- deep and meaningful learning.

The report is particularly useful as each theme is summarised briefly and the strategies for teachers, students and for assessments, provide good pragmatic examples for follow through.It is not too long, and teachers can dip in and out of the report to mine the ideas for enhancing teaching practice.

Brain facts - interactives for core concepts

Brain facts is my go to site for keeping up with developments in neuroscience which inform learning and teaching.

They now have a series of interactive snippets, to help explain core concepts. These are short activities, to explain some of the core concepts of how the brain works.

There is also a good overview in their 'brain facts book' which is updated regularly. Currently, the latest 2018 version is available and a good resource for finding out how the brain and nervous system works.

The truth behind brain-based training

Brainfacts.org provides a one stop shop for up to date research on the neuroscience. They provide a good resource to ensure the right information is available. The Brain Facts book is a good reference source for understanding the workings of the brain and neuroscience contribution to understanding how the brain learns.

A 20 minute video  by Jane Zadina, associate profession of neurology at Tulane University, updates on the latest understanding of brain-based learning. She begins the video with 10 questions, which participants need to respond as true or false:

1)      Students can learn something without actively paying attention to it

2)      We use only 10% of our brains

3)      Understanding a student’s learning style can help us teach them better

4)      Physical activities that cross the midline, such as brain gym, help studentsl learn better through integration of left and right brain

5)      Some people are more left-brained and some are more right-brained

6)      Drinking fewer that 6-8 glasses of water a day can cause the brain to shrink

7)      Male and female brains are different and we should adjust our teaching accordingly

8)      It is helpful to examine which of the multiple intelligences students have

9)      The more dendrites children grow, the better

10)   Education cannot address learning difficulties caused by developmental brain differences.

Then works through each of the above to discuss the contributions from current neurobiology research, in particular the use of brain imaging to confirm or dispel the prevalent brain-based educational approaches of the last two decades.

1)      Selective attention is important. Act of attention affects plasticity. Need to pay attention to focus. When told, after an study of hotel room maids that what they did daily equated to going to the gym, they started to lose weight!

2)      we use much more than 10% of the brain – cognitive load is important.

3)       Students do learn differently but neuroimaging does not support learning styles theory. Students may have preferences but how they learn should not be pigeonholed. Learners need to be able to access all aspects of learning – check multiple pathways model.

4)      Brain gym not evidenced as well. However, intense aerobic exercise helps learning and can raise achievement.

5)      Similar to learning styles, right / left brain not supported through neuroscience research. There are some parts of the brain which are used more for some skills but in general, the whole brain is involved.

6)      A myth.

7)      More similarities than differences – as per right/ left brain

8)      Again not supported by contemporary research. Preferences, skills and interests exist but not specific intelligences. Does not mean we ditch but use appropriately

9)      Brain goes through cycles of growth and depletion, new dendrites formed when we learn but requires much more.

10)   Brain plasticity is now recognised. We are able to learn more and become experts, given the relevant practice and reinforcement.

So as always, it is important to think through the implications of various findings made by scientists and to be vary of 'fads'. 

Behave: the biology of humans at our best and worst - book overview

I picked this book up from the local library and am glad I chanced upon it.

Behave: the biology of humans at our best and worst by Robert M. Sapolsky, published 2017 by Penguin. 

Sapolsky presents excerpts from the book on a recent TedTalk. 

This book tries to and mostly succeeds in bringing together, the many threads of neurobiological, developmental, along with the evolutionary, and  social and cultural contributions to how we behave.

The book is pitched at interested lay people, but requires background in human biology to understand. 

The 3 appendices provided are therefore extremely useful overviews of neuroscience (i.e. how the brain works); endocrinology (i.e. the contribution of hormones and biochemical) and proteins (i.e. the genetics basis of life).

The book also has extensive notes for the keen to follow up (50 pages) and a thorough index.

There are 17 chapters with short introduction and epilogue bracketing the content.

The book begins with a behaviour, then proceeds to uncover, over time, layer by layer, the many influences that allow the said behaviour to occur.

The first 2 chapters focus on the neurobiology and biochemistry which drives behaviour. Appendix 1, covering the basics of neurobiology, is recommended as a prerequisite. The three chapters cover the brain areas relevant to understanding behaviour. The amygdala which is where reward, anticipation arise; the role of dopamine; and the frontal lobes contribution to regulation and restraint of behaviours.

Then follow 3 chapters which overlap between physical neurobiology and the biochemical interactions which contribute to behaviour. In particular, details on testetorone (on aggression), oxytoxin and vasopressin (on the mother-infant bond), adaptive female aggression through estrogen, progesterone and oxytoxine, the effects of sustained stress and the caveat that hormones do not determine, command or cause behaviours but make us more sensitive to triggers from emotionally charged behaviours. The effects of these hormones on memory and discussion on neuroplasticity are also included. Chapter 6 provides application of the precepts from the previous chapters by exploring and discussing the adolescent brain – ‘or dude, where is my frontal cortex?’

Then follow 3 chapters focusing on human development. Summarising the various behaviours’ development from birth and the genetic/ epigenetic causes of some of these behaviours. Also the contribution of mother’s behaviours while baby is in the womb and the wider social issues which cause behaviours which are distinct in various populations. Chapter 8 has a good overview of epigenetics and argues that genes are not autonomous. Instead, they are regulated by the wider environment. Epigenetics can allow environmental effects to be lifelong or even across generations. So it is now not so much important what your genetical heritage might be but the environment in which those genes find themselves and how many other environmental factors contribute to how genes manifest, or remain dormant.

Chapter 9 synthesises the biological with aspects of the social-cultural. For example, the role of culture in contributing to why there is a gender gap in mathemathics testing. There is overview of the salient foundations of social theories, including collectivist vs individualist cultures; pastoralism (e.g. what agriculture has contributed); stratified vs egalitarian cultures; the effects of population size, density and heteriogeneity; and origins of religion and war.

Evolution's contribution is then discussed in the next three chapters. The premise is that evolution can shape behaviour, but with caveats. The usual foundations of evolution are discussed, including why there is reciprocal altruism, as it does not favour genetical transfer of the altruistic individual. The nuances of selection are proposed and critiqued – as in individual, group, kin selection etc.  In short, brain neurobiology, genes, hormones, social contributions etc.  provide not so much causes as propensities, potentials, vulnerabilities, predispositions etc.

Chapter 11 provides a good overview of why we are ‘tribal’ and why it we are drawn to ‘us vs them’ reactions. Discussions follow on the contribution of this concept to a whole host of human responses. Chapter 12 follows with extension of chapter 11 with discussion on the social basis of hierarchy, obedience and resistance. Why we crave status, its roots in biology and the social and cultural bases that support and enhance status. This chapter covers much ground. Importantly, the ways we make decisions are founded in our biology (i.e. how we make decisions, our approaches to reflective thought and how we resolve cognitive dissonance). Our social systems have ameliorated some of the predisposition to just look after ourselves and those close to us. For instance, we invented democracy and social welfare. However, we are also conformists and this may lead us to follow pathways which disadvantage ‘the other’.

The implications on behaviour are then presented in a couple of chapters. Chapter 13 summarises morality and ethics and how they contribute. Chapter 14 is on empathy, why do we feel the pain of others? And especially, why are we neurobiologically primed to have empathy.

Chapter 15 follows up behaviours at the other end of the continuum from empathy. Why do we kill? How do we circumvent the inner biological and cultural reinforcements of disgust etc. to kill others?

Chapter 16 is an interesting chapter which discusses whether we have free will. The criminal justice system is used as the basis for examples. In particular, how snippets of neuroscience research have been used, without deeper study of the actual implications. Hence, neurolaw, as an emergent science has to counter misconceptions and provide more studied responses.

The penultimate chapter ‘war and peace’ brings the various themes together. It presents the behaviours which have improved (i.e. we have mellowed and are less likely to go to war); discusses how to move forward and improve our behaviours as a species further; and summarises the best of humanity’s contributions.

In short, things are complicated. We may understand some of the underlying biological basis for behaviour but there are many contributing factors beyond the biological. There is never one factor or cause, but a multitude of interactions, concurrent shifts, biological and social coevolution etc. Understanding this means we need to read the literature critically and not just take things at face value.

All in, a really good synthesis, written in readable prose. Best read if you are interested in the topic as there is a lot to take in (over 600 pages including the appendices).

The Dunedin Study - Why am I?

Wettish weekend provided the opportunity to watch the last two episodes of a four part TV1 NZdocumentary on ‘The Dunedin Study’, a longitudinal multi-disciplinary study of 1000 people, born in Dunedin 40 years ago.

Summaries / reviews on stuff.

Essentially the study has provided the opportunity to collect and collate data to inform the 'nature' vs 'nurture' debate. With the recent advances in genetic technology, the study takes on even greater relevance. The study providing a source of data of the rich tapestry making up people's lives as they develop through the various socio-political-cultural changes.

The study is wide ranging, providing data to social and physical scientists in a range of discipline areas, with several of the study's findings now replicated in other Western countries. There is a need to keep in mind that the study is founded in a particular country with a particular say to seeing the world.

The documentary focuses on one aspect of the study, how certain gene markers (e.g. for a tendency for violent reaction in males) manifest or are recessive, depending on a person's childhood experiences. This example is reported over all episodes and a focus of two episodes. The genetic research shows about 1/3 of males have the gene marker but a childhood of neglect and abuse triggers anti-social behaviours, whereas a settled, nurturing childhood, dampens the emergence of the trait. Five types of personalities are also identified, with the implications of these personalities' development over the human lifespan.

Early childhood intervention is therefore important to stem the activation of the trait. How this can be done, through least consequence to the child and most importantly, who judges when intervention is required, is not discussed. Hence, the study may provide some steer as to possible causes, it will be social agencies within governments who have to make sense of the findings and come up with workable solutions.

All in, a worthwhile watch, to provide background on where findings from a longitudinal study may become useful to inform social policy.
As the study enters in the participants' middle age, there will be even more data to be collated of how people develop into their more settled years. Will need to keep an eye on the range of findings as the study proceeds.

The teenage brain

 Attended a short presentation with Nathan Mikaere-Wallis who is an educator with a trust, Brainwave Trust Aotearoa, set up to disseminate neuroscience research on brain development from birth to adulthood to NZ organisations.

Most of the trust’s work is focused on supporting better outcomes for young children as the bulk of brain development occurs in the first 1000 days, the first three years of life. Our brain grows by a third during the first 1000 days and the various networks in the frontal context and our efficacy to learning etc. are set up at this crucial life stage. For summary, see wiki by Nathan and podcast on National Radio on what 3 to 7 year olds should learn.

Much of the framework supporting early brain development is based on the Perry neurosequential model. More also from the childtrauma academy.

In short, our brains have evolved over millions of years. We have a brain stem(brain 1) which takes care of our physical needs to keep us alive. Then there is the brain 2 which ensures we move as it controls motion etc. Brain 3 is the limbic brain which provides us with our emotions / feelings / motivations etc. and brain 4 the neocortex, allows us to learn complex cognitive tasks like reading and writing.

Babies need dyadic attachment relationships to ensure brain development progresses well during the crucial 1000 days. We are primed to learn how to read and write at 7. During adolescence, there is a period of reconsolidation and reconstruction in the neocortex at average age of 27. Girls generally mature beyond adolescences between 18 and 24, boys between 22 and 32. The adolescence phase is theorised to exist as that is the time we have evolved to be sexually active and begin procreation. However, contemporary society is not in synch, with child birth in women now pushed well into the 30s.

Having a dyadic relationship during adolescence may assist in helping young men engage with learning. Perhaps why apprenticeship work as young men are ‘primed’ to be receptive to building a relationship with a mentor at this stage in life development.

Will need to do some reading around this area to see if there is synergy in bringing some of the concepts into my area of interest - occupational identity formation especially at the beginning of apprenticeship.

Educational neuroscience – some cause for critical evaluation

Educational neuroscience is a branch of psychology studying the application or relevance of recent neuroscience research to learning. The American Adult Education Research Association (AAER) has a website for their SIG on ‘brain, neurosciences andeducation. The British equivalent is bested at Cambridge University as the Centre for Neuroscience in Education. Various journals provide access to the work of educational neuroscientists including trends in neuroscience and education, mind brain and education and a more recent addition, neuroeducation. Conferences include this one for June 2015 and the annual AAER one. 

Of note are various publications, including this one from the Times, cautioning the direct match of neuroscience findings application to learning approaches or strategies. As per recent blog, the findings from various brain imagery systems tend to be patterns correlated from analyzing data, usually an ‘averaging’ out of various ‘spikes’ in the graphs measuring brain activity. 

The challenge is, as always, to try to consolidate the many (to teachers unfamiliar with the topic) disparate research themes and distill them to inform teaching practice. The recent book “visible learning and the science of how we learn” summarized on this blog, and websites like the one provided by the danafoundation and brain facts, go some way. However, there is so much coming along, it is hard to keep up.  The News site of the Dana foundation site, gathers newsfeeds from various general bulletins, pertinent to educational neuroscience with regular editorials, collating the latest findings including this one on neuro-myths and education. There is also a link to neuroethics – somewhat telling! 

Other articles of interest to follow up include:

Scientific and Pragmatic Challenges for Bridging Education and Neuroscience Sashank Varma, Bruce D. McCandliss, and Daniel L. Schwartz 

Can Cognitive Neuroscience Ground a Science of Learning?_702 17..23 (2011) Anthony E. Kelly

Neurosciencefor Educators: What Are They Seeking, and What Are They Finding? (2012) Cayce J. Hook & Martha J. Farah 

and a paper found on Ebsco host database -

Getting to the Heart of the Brain: Using Cognitive Neuroscience to Explore the Nature of Human Ability and Performance by  M. Layne Kalbfleisch

As always, a need to keep up with the play. There is much work pertinent to informing improvements in teaching and learning but always to approach with caution and a critical stance.