We know so much more about the brain than we did even 10 or 15 years ago thanks to research around the world led by organizations such the International Brain Research Organization (IBRO) and the Federation of European Neuroscience Societies (FENS).
Individuals such as JoAnn Deak, Brian Knutson and Daniel Willingham have analyzed this research over many years and have written and presented compelling arguments and information for schools and teachers to improve teaching and learning.
In education we use this research (not enough in my opinion) to help us understand the best ways to learn. An example of this is how we now understand that the brain processes information in ‘working memory’ and transfers this information to ‘long term memory’. Another example is the way teachers help children to understand how they learn best –metacognition – as an important part of educating the whole child today.
We know from research that for us to learn most effectively, the learning needs to be at exactly the right level of difficulty. Too easy and we get distracted, too hard and we switch off. (How many times has a student described a lesson as ‘boring’ when it was actually too hard). This is what makes teaching so difficult and is why teachers require so much training and experience to meet the needs of their children.
I like to say that a teacher does not teach a class of say, 28 students, she teaches 28 individuals. If she is to personalize learning and help the child to learn at exactly the right level for optimum effectiveness, she needs to understand each individual child’s learning style and differentiate to support that child. So many schools and school systems don’t support this personalization of learning and teachers are forced to generalize or differentiate their teaching to reach groups of kids in their class rather than the individual child.
Computer games companies spend time and money on analyzing the same brain research as we educators do. Their motive (to sell lots of games and make money) may be completely different to ours at school but the goal is the same. Computer games companies want their games to be ENGAGING, ACHIEVABLE and ADDICTIVE.
Achievable, for the reasons I have mentioned (not too easy and not too hard). Educators need to focus on these things. If we can get kids to be ‘engaged’ and ‘addicted’ to learning, we’re on the right path!