In the development of the human
brain there are "windows of opportunity" when the hard, permanent
wiring must take place. To miss these windows handicaps the child’s ability
to learn, attach emotionally and socially with adults, and will cause difficulty
in the integration of the 19 senses. The first three years of a child’s
life should be filled with enriching experiences provided by the parents or
caretakers. These experiences create connections in the brain that form the
foundation for spoken language, reading, comprehension of written language,
writing, and problem-solving. These experiences allow the child to recall past
experiences as if they were happening at the moment. Dr. Harry Chugani, a neurologist
working with parents who have adopted Romanian children, using PET scans and
MRI’s has discovered how the brain can be altered permanently due to lack
of parental nurturing and enriching experiences.
The brain prefers to input information in a hierarchy depending on the number
of senses engaged. The most preferred way is the being there experience
that engages all 19 senses. These are experiences as they happen in the real
world. The second way input is taken in is the "immersion" experience.
It is an experience that attempts to replicate a being there experience
by creating an immersion wall, pond, or mural , reconnects in a students to
the being there experience. The third way input is taken in is by using
"hands-on, real" experiences. These are the "real" spider,
the "real" frog and the "real" earthworm living in a habitat
on each student’s desk. The fourth way input is taken in is by using "hands-on
representational" experiences. These are the rubber or plastic models of
frogs, spiders, and earthworms. They represent the real animal, but are not
real. The fifth way input is taken in is "secondhand." This information
is found in models, pictures and videotapes of real experiences. This form of
input has power and inpact if there has been a being there experience
prior to secondhand input. The most challenging way the brain takes in information
is "symbolic." This input is found in the form of letters that create
words, numbers that create math problems, notes in music, and equations and
formulas found in science or math. This information is the most difficult for
the brain because it engages only one or two of the 19 senses.
Leslie A. Hart, Human Brain and Human Learning
Time Magazine: February 26, 1996, "Your Child's Mind."
ABC News, PrimeTime, January 25, 1995, "From the Beginning."
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The body and brain form an inseparable learning partnership. Each sends messages out to the other which alters the messages that are sent back. Most sensory input (if not all) is filtered through/modulated by our emotions which direct our attention…Therefore, the environment of the body is critical – the physical surroundings and the quality of interrelationships of those in it (student-student and student-adult). Consequently, implementation of the ITI model begins with ensuring that the classroom and schoolwide environment enhance rather than impede students’ abilities to focus on the learning at hand and creating a sense of community characterized by absence of threat (real and perceived).
--Robert Sylwester, Celebrating Neurons, ASCD,1996
Dr. Paul Maclean, National Mental Health Institute
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Howard Gardner, Frames of Mind: A Theory of Multiple Intelligences, has identified at least eight different ways of solving problems or producing products. He has established criteria for these eight intelligences including where they are located in the brain. Gardner firmly believes the human brain has all eight, but many are not developed or are underdeveloped due to lack of experiences. His eight intelligences and clues for identifying them include:
Linguistic
Intelligence - the most observable clue is that people who are highly linguistic
have a book with them at all times just in case things get boring. Individuals
can be linguistic in four different ways: reading, speaking, listening, and
writing. It is possible to have a highly developed linguistic intelligence and
not necessarily be good in all four ways.
Logical-Mathematical Intelligence - the most observable clue is that people who are highly
logical-mathematical are listers and appreciate things done in a sequential manner. They like order
and insist that all drawers and doors be closed, encyclopedias need to be in order and they use
post-it notes to tab reading materials.
Spatial
Intelligence - the most observable clue for spatial intelligence people is they
look up toward the ceiling when asked a question. They are looking for the answer
to the question by forming a picture, from their experiences, in the prefrontal
lobes of their brain. The most important thing teachers can do is allow "wait
time", time for the answer to form so they can respond.
Musical
Intelligence - the musical intelligence person is the "most distracted
person in the room." Their brain is trying to make sense from every sound
it hears. The most observable clue is that the person looks toward the source
of the sound, a speaker in a classroom, a door opening, or a book dropped on
the floor. Any source of sound is a distraction. They can be called the "hummers
and drummers" since they often are trying to tap out the rhythm of the
voice of the teacher. Stopping the tapping or humming will cut off the input
to the brain so alternative ways must be sought as the person needs to feel
the rhythm.
Bodily-Kinesthetic
Intelligence - people with this intelligence need to experience input via the
long muscles of their arms and legs. They need to have the freedom to move,
stand, or walk around. The most observable clue to identify them is the "work
dance." After an assignment is given by a teacher the bodily-kinesthetic
individual will get up to sharpen a pencil, go back and sit down, get a book
and sit down, get a drink of water and sit down, get another book and sit down.
What they are doing is processing the directions to do the assignment or task.
These students need to be allowed to stand and work or need to be assigned tasks
such as collecting papers and passing out materials.
Naturalist
Intelligence - this is the newest of the intelligences identified by Howard
Gardner and involves the ability to distinguish, compare, or make sense, of
man-made things and things found in nature. The most observable clue is their
need to be outside doing "real" things. They gain the most from being
there experiences. Naturalists among us include farmers, conservationists
and people who know how to navigate "the city" or community in which
they live.
Interpersonal Intelligence - people with this intelligence are firm believers in the "power of
many." They believe collaboration is the way to solve problems and produce products. They want
and need to be part of a group. The observable clue is often heard in the form of a verbal "Yes!"
when told they will be working in groups today.
Intrapersonal
Intelligence - people with this intelligence consistently ask, "Can I do
this alone?" They firmly believe they can do a job better by themselves.
This intelligence is one that will suffer the more classrooms move toward collaboration.
Time needs to be set aside for the intrapersonal person. Silent sustained reading
and silent sustained writing must be silent to honor this intelligence.
Howard Gardner, Frames of Mind: A Theory of Multiple Intelligences
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The human brain is constantly seeking patterns in its environment. Leslie A. Hart, author of Human Brain and Human Learning, has identified six major patterns the brain identifies. These are objects, actions, procedures, situations, relationships, and systems. The brain does not take in patterns in a logical, sequential manner. In order to determine the patterns in one's environment the brain needs many, real experiences. Pattern recognition is the ability to identify and understand the things in the environment. The brain needs quantum amounts of experiences to understand the patterns. Application of patterns is how mental programs are built.
Leslie A. Hart, Human Brain and Human Learning
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Leslie A. Hart, author of Human Brain and Human Learning, defines learning as "the acquisition of mental programs." To build a mental program takes lots of pattern repetition. For example, if teachers taught multiplication facts using the pattern-seeking ability of the brain and repeated the patterns until the brain was able to identify and understand them, all students would master multiplication facts. The reality is teachers do not do enough pattern-seeking and move on too quickly, thus multiplication is taught at every grade level 3 - 12 and every college and university in the United States offers multiplication in its remedial math classes. Mental programs allow humans to use the patterns they have identified and understand. More curriculum connections and mastery of skills could result from building mental programs.
Leslie A. Hart, Human Brain and Human Learning
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Beginning at first and continuing
throughout life the personality and temperament of a person
has a direct relationship to how the person learns, takes in information, how
he/she organizes during learning and when applying learnings, decision-making,
and orientation to other learners in group settings or in the classroom. David
Keirsey and Marilyn Bates's, Please Understand Me: Character and Temperament
Type is an excellent tool to use to gain information about oneself or colleagues.
Some characteristics of each of the personality and temperaments include:
In developing grade level or interdisciplinary teams, teachers need to be aware of the differences in the personality and temperament of their teammates. Middle and high school teachers need to be aware of the personality and temperament styles of their students.
David Keirsey and Margaret Bates, Please Understand Me: Temperament and Personality