The optimum context for learning; drawing on neuroscience to inform best practice in the classroom

Abstract

Aims:As our understanding of neuroscience and the developing brain continues to grow, there is a worldwide move to use this information to inform educational practice. This paper attempts to draw together several convergent but complementary ideas in neuroscience to produce a model outlining the optimum context for a child to learn in a classroom.Method:A general outline of brain development is presented, highlighting key areas of brain functioning and cell connection. The positive cycle of learning shows how brain circuits are formed which require the child to be engaged in ‘doing’ a task.Findings:Two key situations which mitigate against a child entering the positive cycle of learning are highlighted: where the child is stressed, and where they are not at their achievable challenge level. Both situations might emphasise activity in the midbrain, which is believed to reduce connections to the forebrain (primarily considered the ‘thinking brain’, which is essential for learning). The importance of a student’s beliefs and mindset are also described which are strong contributors to learning behaviour. Finally, the importance of maintaining a developmental perspective within education is outlined, given what is known about stages of brain development and in particular given the significant changes that take place during adolescence in terms of brain reorganisation. A final model is proposed to guide teacher’s behaviour as a model to be empirically tested in the future.Limitations:Although an emerging area, this field is in its infancy. Many of the studies included in the model have yet to be replicated and the degree to which a cohesive model such as this can offer a testable means for approaching individual needs is unknown. Merging paradigms from different fields such neuroscience, attachment research and education is a fairly recent endeavour and will require further empirical investigation in a collaborative manner.