For Ism's Sake

Bill Kerr, blog writer of “Isms as Filter Not Blinker” (2007) brings forth the argument that we cannot rule out any particular, or specific, theory of learning since each are relevant to our growth and development; and I am in agreement. From an elementary perspective, let’s look the behaviorist learning theory and the potential outcome of those impacted solely by such a theory or learning strategy. For instance, what results would be achieved amongst a group of subjects that have been taught the behavior that accelerating through an amber traffic light is the “norm”? Although, this behavior may be the norm to some of us, by most laws, it is not considered common practice of the status quo. Yet, what if a small town of motorists were provided with this direction? From a strictly behaviorist perspective, this action would be that of non-consequence since it is a taught and learned desired behavior and result. Within that small town, which I will call Town A, it is acceptable to accelerate upon coming to an amber traffic light with no consequence. Yet, what if a motorist from a surrounding town, Town B, has decided to move to the Town A where the traffic laws vary from his/her town? Will the newcomer adapt to the surrounding environment, or conversely will an accident occur? Regardless of the outcome, a behavioral change or shift will take place on someone’s or some group’s behalf. So to this I pose, “at what juncture do we determine when one –ism shifts to another”?

In Learning Theories and Instruction (2009), Ormond, Schunk and Gredler argue that “…behaviorist approaches are probably more appropriate for certain groups…than others” (pp. 179). This, as well as Kerr’s views, supports the notion that more than one learning theory must be applied for growth and development. It can be argued that the varying strategies and concepts of learning are intertwined throughout or daily lives. As we are constantly evolving physically, we are also evolving in thought. To evolve in thought, it is understand, that one must undergo varying experiences. In relation to this subject matter, such experiences may be equated to the various –isms in which Kerr (2007), Ormond, Schunk and Gredler (2009) bring to light. If we take this argument and apply it to a classroom setting, we can possibly solve repeated issues that undermine a student’s growth. For instance, a student that demonstrates constant tardiness may benefit from a behavioral pattern or possibly the introduction of a cognitive approach to rectify the ongoing occurrence. Standridge (2001) may argue that “behavioral contracts, consequences, reinforcement, and cues” may assist in meeting the desired goal pertaining to the student’s attendance. Yet, from a cognitive approach, the instructor may consider different problem solving approaches to determine the best method in reaching the desired goal (Ormond, Schunk & Gredler, 2009). However, from a connectionism approach, the implementation of rewards or recognition over a period of time from demonstrating the desired result may also result in habit (http://tip.psychology.org/thorn.html).

We must take in take all these variations into consideration as Instructional Designers. If we focus primarily on one learning concept or theory we may limit our own abilities to provide outreach to those that need our assistance the most or may deter those that surpass the average capabilities of attaining certain knowledge sets. We must be amply prepared and flexible for what may or is to come.

Brain Education: Who Knew!?!

The brain, much like the heart, is an important part of the body and its function. However, the brain, unlike the heart, is seen as a critical piece to learning. In this week’s blog, we will discuss the manner in which the brain plays an integral part in the concept of learning and development. To begin, we must first understand the physiology of the brain. The brain can be described in sections, or hemispheres. There are four hemispheres of the cortex of the brain. The following are the four hemispheres and their primary function as noted in Learning Theories and Instruction (Ormrod, Schunk & Gredler, 2009):

Frontal lobe – Conscious thinking occurs in this lobe. Largely responsible for a variety of “human” activities such as language, attention, reasoning, decision making, planning, self-regulation, learning strategies, problem solving, consciously controlled movements and interpretation of others’ behaviors.

Parietal lobes- Receive and interpret somatosensory (Temperature, pressure, texture, pain) information

Occipital lobes – Interpreting and remembering visual information

Temporal lobes – Interpreting and remembering auditory information (Assists with long term memory)

With this understanding, we can delve into various scientific studies in relation to brain functionality and development within the realm of neuroscience and its impact on learning. In How People Learn: Brain, Mind, Experience, and School (2000), Bransford argues that "learning adds synapses [within the brain]. Learning specific tasks brings about localized changes in the areas of the brain appropriate to the task. Learning imposes new patterns…on the brain, and this phenomenon has been confirmed by electrophysiological recordings of the activity of nerve cells"(pp. 120-121). Based upon Bransford’s view, it is important to understand that it is not the exercising of the body that keeps the brain fit it is the actual exercising of the brain that enhances our abilities to learn. If a task is repeated daily, the brain, once the task is mastered, will no longer be driven to seek for additional activity. For instance, have you ever been bored at work from the monotonous activities and in turn it feels as though the day is dragging and you have not accomplished anything. The brain has become “stagnant”. It does not require extra energy to complete the task(s) at hand so the there is no additional nerve activity. Yet, when you are approached or faced with a new challenge or project, there is a sense of difference, invigoration or energy that comes about you. The brain is in the process of being exercised and gearing up to learn and grow.

Yet Immordino-Yang and Damasio take a different approach in exploring the brain, neuroscience and its connection to learning in We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education (2007). Immordino-Yang and Damasio “…contend, however, that the relationship between learning, emotion and [the] body…runs much deeper than many educators realize and is interwoven with the notion of learning itself. It is not that emotions rule our cognition, nor that rational thought does not exist. It is, rather, that the original purpose for which our brains evolved was to manage our physiology, to optimize our survival, and to allow us to flourish” (pp. 3). This argument pushes us to evaluate our very understanding on the premise of learning. From this basis, it can be argued that emotional stability is another critical component to effective learning and building cognitive skills. In this sense, stability relates to an individual’s capability to effectively relate to the surrounding environment. As the environment rapidly changes, we are unable to define stability in definitive terms. To understand this concept, in relation to Bransford’s view, we can simply use the example of the adult learner that has been in the same role (or career) for 15 years. This subject’s scope of practice has not varied greatly in the duration of their employment in turn affecting their morale and attitude towards the job. Bransford may argue that the subject requires new challenges to trigger essential brain activity and potentially effect the overall aspects of the body. Immordino-Yang and Damasio may argue that the subject’s emotional state, potentially created by the surrounding environment, is the main contributing factor to the subject’s decline in aptitude which directly affects the potential of promotion onto a new skill, level or role.

Interestingly, more and more educators are taking some of these types of theories, studies and understandings and introducing such concepts into their daily curriculum. What is Brain Education? provides us with a glimpse of some of the positive impacts the consideration of neuroscience and brain activity has within the educational institution. It highlights the 5 step training process of brain education: brain sensitizing, brain versatilizing, brain refreshing, brain integrating, brain mastering. I feel the "Brain Education" concept may be extremely beneficial to all age groups or learning styles. It keeps the student engaged and provides constant brain activity which allows for enhanced cognitive skills and builds emotional stability. From an Instructional Designer perspective, I feel that many of these concepts will enable me to learn how I learn as an individual and how much “brain power” I am allowing myself to obtain and exercise which in turn will allow me to understand the levels I am able to aid my students in reaching. If, based on these concepts alone, I will continually strive to learn and assist others to do the same in a positive and interactive environment.

What are your thoughts? How would Brain Education or the other views noted assist you in your Instructional Design quest?