Why Brain Research Matters to You

Today's guest writer is Diane Johnson, Outreach Director

May 8, 2009

During admission events for prospective families, I speak with great pride about our program, and how it is inspired and informed by current research on the human brain and child development. I often wonder how the audience reacts to this because I imagine what they expect to hear is more about whether our campus is safe, how we evaluate our students’ progress, where children eat lunch and so on. At these events, parents often just want to learn the practical, logistical information of day-to-day life at Redwood Day School. Because we have limited time, and we must present an overview of the program, I can never elaborate and go deeply into the discussion I want to have, which is to really let them know that brain research matters to us all. The understanding and integration of this research is what makes Redwood Day School different.

When teachers understand how information travels through the brain’s filters, they can prepare the environment so that students really learn academically. At the same time, they are teaching students to delay gratification, build internal motivations, develop persistence, and practice self-discipline. Information must get to your prefrontal cortex: the thinking part of the brain. The prefrontal cortex is involved in problem solving, feeling, expressing emotions, complex thoughts, attention and focus. Knowing how best to get information there requires a skilled educator. Our brains have developed a complex filtering system. We have billions of bits of information inundating us at all times. Our filters are the gate-keepers and determine what is important enough to let in.

A great teacher primes the filters, and opens a mind up for learning. For example, the amygdala is the part of the brain that relates to memory retention, learning, and emotional reaction. A lower school teacher who understands that the amygdala’s effective filter is impacted by stress will work to plan for stability and familiarity in her classroom logistics so the learning experiences have a clearer passage through this filter.

A middle school teacher who understands that novelty is the key to the Reticular Activating System might prepare lessons that include music, costumes, and movement. Memory retention best occurs with connections to emotional experiences. Students need to have the connection of “here, me now.” Understanding this, teachers deliver their lessons in a variety of ways to get through the brain’s filters and to the final goal, a release of dopamine. Dopamine, the brain’s neurotransmitter, increases focus and function in the frontal lobes.

So, you can start to see why brain research matters to you, and to your child. Sustained attention and focus connects new information input to working memory and consolidated working memory to strong long-term memory. All of this to say, you have given your children the gift of a lifetime. You have selected not only a safe, challenging academic experience, but an educational experience that is interactive, relevant to them, and interesting.

Have a great weekend,

Diane

If you are as intrigued as I am by this research, I recommend that you pick up a copy of How Your Child Learns Best: Brain-Friendly Strategies You Can Use to Ignite Your Child's Learning and Increase School Success (paperback), by Judy Willis, MD, M.Ed.