Introduction
Modern research in educational techniques and strategies has focused a lot on brain research and classroom differentiation. Specifically, the field of educational neuroscience has focused a lot on the relationship between cognitive processes and classroom differentiation.
A number of research studies have endeavored to explore the kind of differentiation brought about by certain brain related disorders. Some of these brain related disorders include autism and hypersensitivity, among others (Sousa & Tomlinson, 2010). As a result, this has led to the discovery of efficient tools for the management of the above named disorders.
The paper is an attempt to explore how brain research supports classroom differentiation. Specifically, the paper will attempt to analyze the recent discoveries and research findings in the field of neuroscience on how a learner brain supports differentiation in a classroom setting.
Emphasis shall also be placed on the learning process, and how it underscores the importance of learning. Finally, the paper will try to illustrate how research findings in the current study may be used to develop useful teaching strategies for adoption at the classroom setting.
Relationship between research findings and differentiation in class rooms
Differentiation in a classroom setting is brought about by differences in students’ abilities. Students’ abilities relate to the comprehension of lesson content and the application of this content to real life situations (Sousa & Tomlinson, 2010).
Classroom differentiation is heavily influenced by the learning environment. The classroom environment can influence the cognitive processes in a student’s brain thereby interfering with his/her ability to comprehend the contents of a lesson.
Sousa and Tomlinson (2010) have sought to classify learning environments into two major categories. First, they have categorized the learning environment into a positive environment which results in a series of cognitive processes. A positive environment elicits the production of endorphins.
Endorphins are the hormones associated with feelings of excitement. Endorphins stimulate the frontal lobe which impacts heavily on our memory. Therefore, students associate feelings of excitement with learning and thus they are able to understand more lesson content.
On the other hand, a negative environment results in increased production of cortisol. Cortisol combines with adrenaline to relieve the short-term memories. In a learning environment, this combination leads to increased student anxiety due memories of tragic events (Sousa & Tomlinson, 2010).
The student tends to concentrate on the tragic events as opposed to the contents of a lesson. This has a huge impact on the student’s learning and comprehension of the lesson content. Also, strong negative emotions can enhance memory of tragic events. This can also impact heavily on the student’s learning ability.
Importance of differentiation in the learning process
The learning process encompasses continued interaction between the teacher and student. Therefore, behavior exhibited by both parties towards one another is very important (Sousa & Tomlinson, 2010). According to the learning theory, the learning process is divided into two major approaches.
They include behavioral and cognitive approaches. Cognitive approach relates behavior to past experience which influences perception of various stimuli in the environment (Volante & Bennett, 2011).
The importance of understanding differentiation is that the teacher is in a position to relate negative emotions to student behavior. Therefore, they do not form a negative perception based on the behavior but understand the source of such behavior. Understanding the source of such behavior enables teachers provide appropriate moral support to needy students.
Understanding student behavior also enables teachers to appreciate students’ weaknesses and emphasize with them (Sousa & Tomnilson, 2010). For example, a student who has suffered a traumatic event (for example, a rape ordeal) may not be in a position to concentrate on the contents of a lesson. This could be as a result of the memories of such an event.
Therefore, while a teacher tackles a topic related to such an issue he or she understands the impact of such an event on a student’s cognitive processes. This includes providing the necessary support such as encouragement to reduce instances of recollection of the traumatic event.
Influence of differentiation on teaching strategies
Knowledge on the importance of differentiation can be used to formulate effective teaching strategies. One teaching strategy that is based on this knowledge is the development of an all inclusive environment. This environment entails understanding the various needs of a student.
Therefore, students are in a position to express negative emotions which is an effective way of release. This reduces distractions from such instances as tragic memories and improves the learning process.
Another strategy that can be employed is the use of formative assessment (Sousa & Tollison, 2010). Formative assessment is administered during the lesson. It involves such things as self assessment by students (Volante & Bennett, 2011).
Formative assessment, also referred to as assessment for learning reduces emphasis on grading which results in low achievers feeling alienated (Black & William, 1998). Formative assessment enable teacher to give individualized attention to each student. Therefore, they are able to identify student’s weaknesses and thus come up with appropriate remedies to these weaknesses.
Conclusion
Educational neuroscience has provided a new front through which teachers and students alike are able to understand behavior. Differentiation enables teacher to understand cognitive sources of behavior.
They are able to relate behavior to cognitive functions and thus avoid wrong perception of the student based on the behavior. Therefore, they put up effective strategies to counter weaknesses in student’s learning abilities as a result of cognitive functions.
Reference List
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148
Sousa, D. & Tomlinson C.A. (2011). Differentiation and the Brain: How neuroscience supports the learner-friendly classroom. Bloomington IN: Solution Tree Press.
Volante, L.& Beckett, D. (2011). Formative assessment and the contemporary classroom: Synergies and tensions between research and practice. Canadian Journal of Education, 34(2)239-255