Course Reflection

After five weeks of learning the concept of brain development and learning, I have
learned a lot and my perception of my role as an educator has significantly improved. My
knowledge in neuroplasticity has improved, and now I know that teaching is more than content
delivery in front of a classroom of students, it involves changing the brain. I have gained insight
and a better understanding of how to refer to neuroscience on the functioning of the brain and
use the knowledge in designing better and more effective educational programs. Once I get a
classroom of my own, upon graduation and full certification of being a teacher, I will use the
information on the functioning of the brain to enhance the learning process for the learners and
ensure that they too learn at their own pace depending on how their different brains function.
The traditional education system gives learners little say and control of the learning
process, thus hindering their abilities to think independently (Willis & Mitchell, 2014). There is a
set curriculum to be followed, and the emphasis is given more on the delivery of the content as
opposed to the methodology and effectiveness of strategies used in teaching the learners. It is not
personalized and does not allow for explorative kind of learning where learners are given an
opportunity to think and satisfy their curiosity. Also, it gives little room to individualized
learning, thus overlooking the diversified learning needs of learners.
Understanding the brain functions and cognitive processes helps me to evaluate each
learner with respect to learning differences. This is the case because cognitive processes differ in
different learners. The brain does not mature at the same rate in each learner. Having a classroom
full of students of a relatively similar age does not mean that their brain functions the same. They
are neither equally ready to learn an idea, concept, or skill. As a teacher, I understand that brain
maturation affects a student’s readiness to learn. Therefore, when designing lessons and coming

up with learning materials, I will factor in that I am dealing with different learners whose
cognitive abilities vary.
Genetic variations will also affect the learning readiness and motivation levels of
different learners. A child’s genes have an impact on his or her brain and its perception of
rewards. Therefore, I know that not all learners will be motivated by rewards. I will factor in
such differences because even the environment of a student can either improve or lower the brain
ability. As such, I will work towards enriching the learning environment to enhance cognitive
development. I understand that early enrichment of the environment is usually more effective in
the cognitive development of a learner. However, I will provide such an environment to ensure
that learners who grew up in an impoverished environment, also get an opportunity to enrich
themselves, and help in the maturity of the brain. Overall, my knowledge of neuroplasticity has
made me a better teacher. I will put it into practice and ensure that I enhance the development of
my learner’s brain through my teaching practices.

References

Willis, J., & Mitchell, G. (2014). The neuroscience of learning: Principles and applications for
educators[Electronic version]. Retrieved from https://content.ashford.edu/