The Importance of Neuroscience in Education

The seven basic principles explain in details how learning takes place. Among the seven, the
three that I might incorporate into the classroom include the following;

1. Each brain is uniquely organized. This principle will inform my instruction in a great way
   (Sousa & Tomlinson, 2011). Even though I will be teaching a class of students in the
   same grade and even maybe age, the fact that every learner’s brain is unique will allow
   me to deal with each learner individually. The principle asserts that even identical twins,
   who are born and raised in the same environmental conditions, differ significantly in
   terms of how they experience the world and how they interpret the world. As a result, I
   will incorporate this principle by differentiating my instruction and adopting different
   instructional designs that will ensure that I meet every student’s learning needs. There are
   students that learn individually; others learn well in groups, some by listening, observing,
   while there are those that learn through experimenting. As such, I will ensure that I
   deliver content through different methods so every learner can learner in the best way
   they can. The principle asserts that one “one circular, instructional, and assessment
   program fits all is hardly brain-compatible” (Sousa & Tomlinson, 2011). Using different
   instructional strategies will support student learning needs and ensure that each student’s
   brain fits in one of the different approaches adopted.
2. Learning is as much a social process as it is a cognitive one (Sousa & Tomlinson, 2011).
   Through the mechanism of mirror neurons, individuals learn from observing others. this
   is the case right from childhood. Based on this principle, “student’s learning is shaped
   too, by the practices and values of the groups to which they belong” (Sousa &
   Tomlinson, 2011). As such, the student’s level of participation in class is largely

influenced by how they think their peers will perceive them in the event they fail to give
the correct answer. As such, I will incorporate the tenets of this principle in the classroom
by creating a constructive environment. I will ensure that I deliver the content packaged
in different ways that every learner will be able to master and understand. In this case,
every learner will be encouraged to participate without the fear of failing. I will create
constructive social interactions as this will generate positive emotions in the learner’s
brain and thus enable them to perform executive functions and learn more efficiently.

3. Emotions are processed in the brain’s limbic system and play an important role in pattern
   making (Sousa & Tomlinson, 2011). I will incorporate this principle in my classroom my
   capitalizing on ensuring that I deliver content and information in patterns that produce the
   “Aha!” chemicals in the student’s brain. These chemicals will foster learning as they will
   facilitate learning through stimulating a student’s brain and keeping him or her motivated
   throughout the learning period. When students view content as interesting, they do not
   worry about passing tests. Their brain is stimulated to process the information, and
   enhance retention of content learning. When this happens, passing tests becomes easy
   because students already understand the content delivered, and the instructional process is
   not hindered by fears and misconceptions of having to deal with information that is hard
   to understand. Based on brain research, stimulating the learner’s brain ensures that he or
   she remains motivated to learn, enjoys the learning process, and content retention in the
   brain is high.

References

Sousa, D. A. & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience
supports the learner-friendly classroom. Retrieved from https://www.vitalsource.com/