Teaching to the Brain’s Natural Learning Systems, Essay Example

As it comes from the results of neuroscience research, people’s brain functions in a heterogeneous way, with its two parts being responsible for different activities and responses. As Nevills and Wolfe (2009) noted, the main trouble with teaching reading is that the spoken language is natural for human beings, and reading is an acquired skill, and it has to be taught at the conscious level before it becomes automatic. However, there are various paths to achieving proficiency in reading; despite the common opinion that the left part of the brain is mostly responsible for reading, there are findings that support the capacities of the right hemisphere as well (Nevills & Wolfe, 2009).

In any way, there is a necessity to focus on the development of both hemispheres to ensure the coherent and effective learning process. In Given’s (2002) opinion, there are five theaters of the mind (emotional, social, cognitive, physical, and reflective), and all of them have to be engaged in the learning process. It is true that the majority of academic learning activities are mostly directed at the enactment of the left hemisphere functions since they are responsible for the logical, rational, reasoned, and synthetic functioning. However, one should not forget about the fact that many learners have right hemisphere more actively engaged in the thinking and learning process; hence, the necessity arises to combine left- and right-hemisphere teaching appeal to enhance the learning outcomes. For example, our group showed the right-hemisphere dominance results, and it is clear that we need both to enhance its capabilities, and to improve the functioning of the left hemisphere.

Feasible solutions for targeting both hemispheres in education were proposed by Williams (1986); the author recommended to use whole-brain techniques such as visual thinking, imagery, involvement of metaphoric thinking, acquisition of hands-on experience (through simulations, field works, roles plays, etc.), engagement in multisensory activities (such as a combination of dance and song, reading and speaking, etc.), and involvement of music in class activities (music is reported to have a positive effect on data retention).

References

Given, B. K. (2002). Teaching to the brain’s natural learning systems. Alexandria, VA: Association for Supervision & Curriculum Development.

Nevills, P. A., & Wolfe, P. A. (2009). Building the reading brain: PreK-3. Thousand Oaks, CA: Corwin Press.

Williams, L. (1986). Teaching for the two-sided mind. New York, NY: Touchstone Books.