Creating a Brain-Nourishing Learning Enivornment

i-Search Research Paper

Nicole Bishop 2014

The Search Story:
Bioengineered body parts, tiny batteries, alternative fuel sources, high definition screen
displays, robotic drones, wearable technology, lab grown food, and advances in cancer
research. These are some of the most recent scientific advances from 2013. Just try and
imagine what will be available when this years 6
th
graders graduate high school in 2021! It is
exciting to think about, but a bit overwhelming as we (teachers) try to determine the best
methods for teaching the next generation of engineers, inventors, mathematicians, artists,
athletes, doctors, and entrepenuers. The question is no longer what content knowledge do
students need to know to be successful (although that is important as well), but what skills do
students need to master to be successful in their future?
I love teaching middle school students. They are quirky, curious, silly, moldable,
interested, and fun! They know basic school expectations, but are willing to step outside the
box and stretch their comfort zones. Throughout this socially and emotionally challenging time,
students need to be part of a classroom where their basic needs for survival and learning are
taken into consideration. Throughout this i-Search, I seek to learn how to effectively design a
brain-nurturing learning environment. Not just brain friendly, but an environment that will
provide all essential pieces for the most brain development to occur. Afterall, it is really the
brain we are teaching and molding, building positive neuronal connections that will prepare the
young brain for a successful future.
As part of my endeavor to more fully understand the learning needs of the brain, I
would like to have concrete and practical ideas for use in my classroom for this upcoming
school year. I would like to know answers to questions regarding the layout of the room,
seating arrangements, dcor, teacher control, classroom rules and procedures, and daily
outcomes. I want to make sure that my teaching will benefit all brains in the classroom, not
just a few, and that my teaching will enhance and utilize content knowledge that is being
gained during daily lessons. Afterall, I can teach as much science content as I want, but if the
brains are not prepared for molding, that content will not be learned. As I begin my quest for a
better understanding of a brain-nourishing classroom, I will first research the brain and the
conditions under which it best learns. After learning more about the way the brain learns, I will
develop practical ways to apply these facts to create a brain-nourishing classroom environment.
By following these simple steps, my applications and practices will be based on evidence-based
research, not just what seems right. I will be using A Beginniners Guide to the Brain by Elaine
Johnson, my inspiration for this i-Search study as well as other brain-based journals and
research articles related to the topic of learning. I will also use The Fifth Discipline by Peter
Senge and the Systems Thinkning Handbook for Secondary Educators to develop practical tools
for use in the brain-nourishing environment. A few other sources, including Lego Education
curriculum, Xperience STEM conference materials, Discovery Educations Digital Educator
Network, So What do They Really Know? by Cris Tovani, and Wendy Ward Hoffers Science
as Thinking will also be used to develop practical tools.

The Search Results:
How the Brain Learns:
Lucky for us, the brain demonstrates plasticity, the way the brain responds to daily life by
molding and reshaping neuronal connections as we learn and grow. What teachers, parents,
and students need to know, however, is that the brain will build connections and strengthen
neurons depending on what we fill our brains with. In other words, if we spend our time
participating in and watching violent videos, books, and conversations, our brain will be filled
with strong violent memories. If we spend our time reading, writing, dialoguing, being creative,
and experiencing our world, our brain will be filled with creativity and positive relationships
within our world. When the brain works hard, it strengthens connections among neurons,
allowing a stronger memory path in the brain. The more ways a student experiences their
learning, the better they learn it. This supports the idea that scientists have found that
engaging all senses in learning allows our brain to learn and remember best.
At an XSTEM (Experience STEM) conference I recently attended, we had the opporutnity
to explore new experiences and try new skills. I had the opporutnity to SCUBA and, as
opposed to just learning about SCUBA, I had the chance to actually dive in a 12-foot
deep pool. Through engagement of my emotions, senses, and experiences, I will
remember the science of SCUBA and how the physics of the environment and
technology of the equipment can have an affect on the body. What an amazing way to
learn something new!
The importance of relationships in our learning and brain health cannot be overlooked.
Positive, successful relationships where the brain feels safe will help to develop mental models
open to creativity and multiple perspectives. As Elaine Johnson writes in her book, emotion
defeats reason, so a comfortable and safe brain is more able to learn than a stressed and
depressed brain. There are many things that can help to create this brain-nurturing
environment. The use of music, physical activity, thoughtful and relevant experiences, fostering
a sense of belonging, and tapping into prior knowledge (connecting with existing neuronal
connections) can all positively influence the learning environment. Mindful practice with
developing empathy and self-awareness lead to development of mental models that shape our
beliefs and wilingness to learn.
Something else that stood out to me as I researched how the brain learns was the impact of my
influence on student learning. When students watch me, their mirror neurons are learning and
experiencing the same thing (possibly with a different interpretation) as me. Just like their local
culture and home life can have a profound effect on student learning and self-awareness, my
influence has the power to influence their learning. By being a positive role model, excited and
supportive of my peers and all students, I teach students brains how to behave and give them
models for how to act in different social and academic situations. I guess I never really realized
how scientific living by example and a good role model really are! My attitude and actions
are brain builders better make them good!
Brain-Nourishing Learning Models:
As a science teacher, I tend to focus my attention on classroom practices specific to science or
engineering classes. In doing so, I frequently run across the term inquiry. As supported by
the Next Generation Science Standards, inquiry is the practice of asking questions and seeking
answers. The idea of inquiry is that students (and teachers) enjoy finding the answer. Through
multi-sensory investigation, hard work, data collection, and making meaning of observations
and experiences, students develop their own understanding of their world. Cris Tovani (So
What Do They Really Know?) describes the Workship Model for teaching and learning.
Basically, it begins with a short mini-lesson to set the learning topic for the day. This is then
followed by a longer block of time for practice, inquiry-based investigation, play, or an
exploration where students build skills and make meaning of the mini-lesson topic, and is
followed by a 5-10 min. debriefing to help students synthesize their learning. The workship
model originated as a tool for writing and reading, but has since been used in most content
areas as a way for students to really practice what they are learning build those neuronal
connections and internalize their learning.
Another learning model that is brain-friendly is the 5Es model: Engage, Explore, Explain,
Extend/Elaborate, Evaluate. This model also targets multiple senses and focuses on following a
structure for learning while still keeping the learning student-centered and engaging. Students
often participate in an applicable experience or inquiry session during the explore part of the
lesson and are able to name their learning and concepts during the explain part of the lesson.
This model is brain-friendly because it allows for multiple neuronal connections, utilizes
multiple senses, revisits a topic multiple times, and helps the learner find personal meaning.

Search Reflections:
The Importance of Dialogue:
After working with 7
th
and 8
th
graders for the past 9 years, my favorite thing to do with students
is engage in dialogue. When a student is given the chance and time to formulate their
understanding about a topic, not only do you get an idea of how well they comprehend, but
you get a glimpse into their own personal take and relation to a topic. The 21
st
century skills of
creativity, critical thinking and problem solving, collaboration, and communication are essential
for students to be able to use to ensure success through their adult life. Through the use of
dialogue, students collaboratively go through critical thinking processes while communicating
their ideas verbally and often visually. Assuming the culture in the classroom is set up for
proper dialogue (students feel safe and supported sharing their ideas and do not fear ridicule
from peers or the teacher), dialogue opens the mind to learning from one another, considering
new perspectives, and using the engineering design process to fine tune their own learning.
They have the freedom and safety to be creative with their problem solving while vetting their
ideas with peers who carry different perspectives. The tool of dialogue should be seen in all
classrooms, at all levels preK through post-secondary.

Practical Tools for Teaching the Brain:
In addition to dialogue, the following is a list of tools I plan on using in my classroom. I have
organized them into a table to demonstrate the tool and the brain-friendly component for each
tool.
Classroom Tools I
Commit To Do
Brain-Nurturing Support for the Tool
Experiential Learning (field
trips, outdoor
environments, hands-on)
Provides a multi-sensory experience for students to create
personal meaning for a topic. This will help build value for a
specific learning goal.
Hands-On, Minds-On (when
doing hands-on learning or
investigations, be sure to
give time for reflection and
dialogue on the learning)
Multi-sensory tool where the body and brain are engaged at the
same time, building personal meaning and multiple neuronal
pathways. Giving time for reflection will allow students to
synthesize their learning and let those neurons fire!
Peer Collaboration (Seating
arrangements in groups of 2
or 4)
Positive relationships help foster a sense of belonging and open
students to new perspectives (mental models) and new ways of
thinking.
Celebrate Success
(emotional, social,
academic, personal)
Celebrating success taps into the emotional area of the brain that
makes a person find meaning and feel confident and comfortable
in a learning environment. The success must be real, though, so
make celebrations authentic and meaningful.
Include students in
developing a classroom
culture
Providing a sense of belonging helps bring feelings of pleasure to
the brain (dopamine = ). Pleasure means the brain will keep
coming back for more!
Let students struggle (find a
good level of rigor for each
student; not too easy, but
not unreasonably difficult)
Hard work helps raise IQ and helps students learn. Neurons are
strengthened and actually grow larger when allowed a healthy
level of struggle for success. Good neurons can actually replace or
cover unhealthy connections.
Flexible Structure (5Es
model or Workshop Model)
The brain likes structure and predictability, but it can also become
stagnant from learning if not challenged to work hard and grow.
The 5E or Workship Models allow predictability in structure but
supripse in specific activity or content specifics.
Include Need, Novelty,
Meaning, and Emotion in
each lesson, each day
These four components increase student engagement and interest
(more interaction and experience for the brain) and give a sense of
purpose and desire to the learner
Use music during transitions
or as part of a daily routine
Classical learning or Eric Jensens Top Tunes for Teaching
Establish rituals, routines,
and procedures that work
The brain likes structure, and students like to know what to
expect. This will provide a more reliable, predictable, yet flexible
environment.
Daily reflection time Students need time to make sense of their learning and allow their
brain to develop those connections. Sleep and nourishment (food)
help keep the body physically fit, but the brain also needs time to
think about its thinking!

As I reflect on my research and findings, I am empowered by the influence I can have on
student learning. Not just providing relevant content, but creating a brain-nurturing
environment where students feel confident and comfortable to learn and make mistakes. My
personal behavior (not just words, but actions) in the classroom and how I deal with my peers
can be seen and mimiced by student brains. I look forward to developing the ability to hold
high expectations and support students through their learning, not giving easy answers, but
encouraging them to look for creative solutions, seek peer support, and stretch their mental
models and expected outcomes. Students who enter my room will be expected to think and
provide evidence of their thinking every day. Risk, struggle, practice, and success will be
observable and essential daily experiences. I look forward to teaching young brains, helping
them to develop and become proficient in the 21
st
century skills that will lead them to be
successful citizens!

Whats Next:
Now you might be wondering what I will be doing with my newfound knowledge. As I
mentioned earlier, I am committing to doing the brain-nurturing tasks in the chart above. I
know it seems like a lot, but many I was already doing, they just need more attention and some
fine-tuning. Knowing the reason for doing those practices makes me want to be more
intentional about them. I will also be sharing these practices and research with my colleagues
at STEM Launch. I feel a team mindset is important, and if I want my students to work togheter
and appreciate differences, then I will need to do that with my colleagues as well. As part of a
grant for attending the Camp Snowball, I am in charge of sharing my experience with my entire
staff. I have thought a lot about what and how to share my experiences with them. I plan on
sharing the research for brain-nurturing education, including the impact a role model can have
on students. Along with the brain research, I plan to share the iceberg model tool and the
importance of mental models when working through problems. It is important not only to
know your own mental model, but to know that others may have mental models that differ
from your own. Their mental model is not a problem, it is just important to be aware of where
you are starting. The greatest application I can take from Camp Snowball and my brain
research is with my own children. I see the importance of helping them foster positive
relationships and allowing them to struggle through reading and writing while seeing success. I
look forward to practicing on my own kids, helping them to develop strong self-awareness and
brains that are ready to develop and grow!


References:
Hoffer, Wendy Ward. Science as Thinking: The Constants and Variables of Inquiry Teaching,
Grades 5-10. Portsmouth, NH: Heinemann, 2009. Print.
Johnson, Elaine B., Eric Chandler, and Jana Hirst. A Beginner's Guide to the Brain: Major
Discoveries That Will Change Your Life. Overland Pk. : KS: Teaching and Learning Compact, 2012.
Print.
"The 5 E Learning Cycle Model." The 5 E Learning Cycle Model. N.p., n.d. Web. 04 Aug. 2014.
Tovani, Cris. So What Do They Really Know?: Assessment That Informs Teaching and Learning.
Portland, Me.: Stenhouse, 2011. Print.
"Next Generation Science Standards." Next Generation Science Standards. N.p., n.d. Web. 04
Aug. 2014.
"Xperience STEM." Xperience STEM. N.p., n.d. Web. 04 Aug. 2014.
Senge, Peter M. The Fifth Discipline: The Art and Practice of the Learning Organization. New
York: Doubleday/Currency, 1990. Print.