About this lesson
We’ve structured this lesson around five actions, each of which draws on important principles about learning and the brain. If you’re here looking for information, jump down to perspectives and resources for select expert opinions. However, moving through each step will make the lesson more memorable for you.
Challenge
Why a challenge?
We learn best through stories, and through connections. A concrete challenge posed at the beginning of the lesson helps you to understand what you’re learning in real-world terms.
What parts of the brain do we use when we learn?
The brain is a complex organ made up of neurons, glial cells, blood vessels and many, many cells organized into specialized areas. These regions all participate in learning in some way. Some have functions focused on special types of learning such as language, face recognition, motor activity, and spatial recognition. Though these areas have specialized functions, they can influence the activities in other brain regions during learning.
Your challenge:
To understand some of the parts of the brain that are involved in learning. Think about how student’s individual brains might differ from one another. Learn how researchers find out about these differences.
Here are three guiding questions for you to consider throughout this module:
- What parts of the brain are involved in learning?
- How may brains differ from one another?
- How do scientists know what is going on in the brain?
Watch the Challenge Video (from 0:08-1:25):
Initial Thoughts
Why initial thoughts?
Why not just jump down to perspectives and resources? Learning Sciences research (e.g. Mueller, 2008) has shown clearly that making a ‘commitment’ to a specific stance or statement improves your learning, even if that belief later changes. Making your beliefs explicit is vital to the learning process.
What parts of the brain do we use when we learn?
Initial Thoughts
Take some time to record your initial thoughts on the Challenge in the survey below. This is a very important step in the Challenge Cycle. You will have an opportunity to revisit these later when you reflect on the new knowledge you experience as a result of the multiple perspectives and resources.
This information is private; no one else will see it.
Remember your guiding questions:
- What parts of the brain are involved in learning?
- How may brains differ from one another?
- How do scientists know what is going on in the brain?
Perspectives and resources
What parts of the brain do we use when we learn?
Let’s see how an expert explains the role of some parts of the brain in learning.
Please review the resources while keeping the guiding questions in mind:
- What parts of the brain are involved in learning?
- How may brains differ from one another?
- How do scientists know what is going on in the brain?
- Dr. John Medina on the hippocampus
Dr. John Medina talks about the famous case of H.M. – the man who forgot – and what it can tell us about learning and the brain.
- Taxi drivers and the hippocampus
A brief documentary describing neuroimaging findings on how the hippocampi of taxi drivers change as they learn.
- The amygdala and learning
Neurologist and educator Dr. Judy Willis explains how the amygdala can be seen to interact with learning. (The part of this video important to this section only lasts from 1:25-3:00 of the video.) Video used with permission from Edutopia and Judy Willis.
- Where is the memory?
This brief Scientific American article summarizes research done on the location of memories in the brain.
Read more - The frontal cortex and self-control
A short article from the US Department of Health and Human Services describes the “CEO of the brain”, “important to attention and problem solving”, and how it does not finish maturing until 25.
Read more - Brains and computers
This article in Scientific American directly compares the total power of a brain with the total power of computers. Based on what you have learned so far, do you think this comparison makes sense, or is helpful?
Read more
Revised thinking
Why revised thinking?
In addition to committing to an initial thought, reflecting on what you learned can promote metacognition, and your own understanding of the material. In addition, reflecting on your learning helps to solidify the lessons, making them easily accessible when you need them – in the future! (Bransford, Brown, and Cocking, 2001).
What parts of the brain do we use when we learn?
Take a moment to revisit your thinking from earlier in the cycle. Look back at your Initial Thoughts. Based on what you wrote earlier and the evidence presented in the Perspectives and Resources, consider the following questions:
- What was surprising?
- What did you already know, but now see in a new light?
- What still needs to be explained?
Report out
Why report out?
Learning is a deeply social activity. Sharing with others strengthens your learning, and gives others the opportunity to learn as well. According to veteran UW Physics professor Lillian McDermott, “you learn what you teach.”
What parts of the brain do we use when we learn?
Talk with someone you care about – friend, family member, co-worker, co-teacher, about brains in the classroom. What do you think? What have you learned. Tell us about your sharing out below.
Thank you for taking the time to walk through the whole cycle! We hope you’ve had fun and learned a lot!