This is Your Brain in the Digital Classroom

When asked to write a blog post on brain-based learning in the digital age the first thing that came to mind is this company, Lumosity. Lumosity uses short, simple digital games to exercise mental flexibility, problem-solving, memory, attention, etc. The “exercises” are engaging, colorful and quickly become more or less challenging based on the users performance. While Lumosity is marketed as a sort of “brain-gym” for adults, I was curious if their strategies might apply to a classroom. I checked out their website and, low and behold, I came across this study, which showed “promising preliminary evidence that cognitive training may be an effective tool for improving students’ cognitive abilities.”  While the study was based on student improvement on Lumosity’s own Brain Performance Test, it did get me thinking about ways to connect brain-based learning, technology and the classroom.

As we read in multiple different articles on brain based learning, in order for students to retain information, we need to teach in such a way that their brain can store and integrate information for long-term recall.  In a discussion of ratio of retention to teaching method Leslie Wilson writes, “practicing immediately after exposure to materials…[is] the most effective at about 85-90% [retention]... teachers are encouraged to plan varied experiences so that students can manipulate information within a variety of modalities (Wilson, n.d.)".  Using games, apps and other technological tools opens the door to dynamic avenues for immediate practice and application of skills.  Whereas it may be time consuming and sometimes logistically impossible for a single teacher to offer practice that is leveled and meets all student needs at the same time, a digital tool can also respond to each students performance, to further increase integration of skills. Here is an example of how I might use digital tools to apply this brain based concept:

Let’s say I am teaching a lesson on multiplication and division. After teaching the concept and relating the concept back to our overall learning goals, students may use an app such as Sky Numbers to immediately apply the skill. 

The app is dynamic, there is background music and the students are not only able to apply the new skills we learned but also recall prior knowledge of addition and subtraction.  Tying new knowledge to familiar concepts is another important component of brain-based learning (Hardiman, 2012).  While using this sort of app may not work in all situations, it is an example of a quick, engaging way for students to practice new skills, without requiring a great deal of prep on the part of the teacher (aside from making sure students have access to the technology!) 

Other important elements of brain based learning, include the design of the learning environment (Hardiman, 2012), changing modes of practice (Wilson, n.d.), and making the learning meaningful in order to create spatial or locale memories (Sonoma County Dept. of Education).  While all these concepts have application in the physical classroom, they can also be enhanced in a virtual format. 

If a teacher wants to take the digital learning to another level there are options such as Sokikom. While Sokikom is not marketed as brain based learning, there are certainly some brain based concepts at play in the design of this "social-learning" math tool. Students are interacting with varied visual and auditory stimuli as they practice learned skills.  The social aspects of the platform can make the tool meaningful in the moment, as well as contribute to a sense of community and safety in the classroom.  

All that being said, there are also some significant aspects of brain based learning that live outside of the digital universe.  Integrating physical movement, art and other sensory experiences cannot necessarily be replicated in a digital format.  Taking students out into the world, interacting with living, breathing manifestations of the concepts they are learning is essential for the brain (Jensen, n.d.) Technology and digital tools can help to concretize the learning, offer the students more tools and methods to organize the mind and practice patterning, and facilitate ease of planning and organization for the teacher. As students get older, using technology to create and make meaning of their learning can also offer powerful learning opportunities.  Ultimately, brain based learning takes the whole brain (and body) into account and therefore technology can and should be used as a part of such learning in partnership with the other strategies offered by brain based learning experts.

Sources

• Hardiman, M (2012) The Brain Targeted Teaching Model. Retrieved from the Johns Hopkins University Website at:  http://education.jhu.edu/PD/newhorizons/Journals/spring2010/thebraintargetedteachingmodel/index.html
• Jensen, E (n.d.) What is Brain Based Learning. Retrieved from the Florida Education Association website at http://feaweb.org/brain-based-learning-strategies  
• Ng, N., Sternberg, D., Katz, B., Hardy, J. Scanlon, M. (March, 2103). Cognitive Capacities in School Aged Children, retrieved from the Lumosity website at: http://cdn-hcp.lumosity.com/uploads/completed_research_post/original_paper_file/3/Ng-2012-ESCoNS.pdf
• Sonoma County Dept. of Education (2013). Twelve Principles for Brain Based Learning. Retrieved from: http://www.talkingpage.org/artic011.html
• Wilson, L (n.d.) Overview of Brain Based Education. Retrieved from: http://www4.uwsp.edu/education/lwilson/brain/bboverview.htm