Abstract
- Before we can embark on new pedagogy of practice that is consistent with 21st century demands we need to understand quite clearly what it means to be a good learner, and to understand what it means to be a good learner requires us to understand how the brain learns. This new model of how the brain learns confronts the anecdotal and urban myths associated with thinking and learning and focuses on new and emerging research surrounding the interplay between neurons (7% of the brains cells), astrocytes (76% of the brain cells) and the activity and interference of brainwaves. This emerging model also integrates the role of the dendritic spines and their possible memristic qualities and how these may answer many questions surrounding the nature of memory storage via the hippocampus and those memories subsequent retrieval.
In this model there are three discrete learning systems that integrate to create our overarching learning system:
· Rote learning & memory retention – episodic memory (neural centric)
· Concept development – semantic memory (astrocytic centric)
· Creativity & the ‘imagination’ (brainwave centric)
This model proposes a new framework for how we create conceptual models of understanding in our brains, how we store and retrieve memories and how we synthesise concepts to develop creative thoughts ad innovative solutions. Humans are the only species with sufficient astrocytic cells in our brains to create new conceptual frameworks and make the connection “therefore this implies” in order to develop creative and innovative applications and solutions to needs, opportunities and challenges that we face.
We need to develop a set of teaching and learning practices that are compliant with how we now understand the brain learns. This includes the need for developing lifelong learning capabilities with outcomes focussed on creativity and innovation drawn from a foundation of knowledge and an understanding of how to use the competencies and inquiry processes within a framework of ICT tools . . . . in order to learn more efficiently and effectively.
Notes
Mark’s website
Brain: made up of
1) neurons (100 million x 10 000 dendrites x 100 000 spines = heaps of connections)
2) astrocytes (70% of brain cells)
Mark compared learning to read with learning to drive to illustrate two of the different way the brain learns.
| Learning to |
Read |
Drive |
| Time |
5000-7000 hours |
10 ish |
| Teacher |
University trained |
Parent |
| Pass rate |
70% |
95% |
| Correlation to genetic disposition |
80% |
0% |
Current style of teaching: theme->context->concept
Conceptual style of teaching (like driving): concept -> multiple contexts
Driving is a concept therefore we can predict and adapt while driving.
Third Learning system: imagination/creative (uses content and concepts)
Interoperability of memory systems
Savants present examples of when the conceptual/imagination memory systems don’t work. Check out this YouTube video:
Sites
Whatever were we thinking 1
Whatever were we thinking 2
Whatever were we thinking 3
