IST 520 Paper Two Barraza 1

IST 520 Paper One

Diego Barraza

California State University Monterey Bay

Learning Theories
Dr. Tourtellotte
May, 2017
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Table of Contents
Introduction......................................................................................................................... 3

Research Methods............................................................................................................ 3

Research Results ................................................................................................................. 4

Discussion of results............................................................................................................ 4

Conclusion..................................................................................................................... 5

References......................................................................................................... 6
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Introduction

Teaching with the Brain in Mind by Kathleen Taylor and Annalee Lamoreaux is a

non-experimental descriptive research. It describes the characteristics of teaching with

the brain in mind. It is divided in subheader such as the essential brain, anatomy and

memory and complexity of the mind. The hypothesis in this research study attempts to

describe aspects of the brain function that suggest ways to teach with the brain in mind.

The researchers expressed a positive bias in describing the subject of the study

across all subheaders. The role of the adult educator is used throughout the paper to

establish a point of reference with the hypothesis. For instance, the paper references

that adult educators who want to teach with learners brain in mind need also to

recognize the emotional context of learning and therefore seek the most effective

balance of support and challenge.

The study proposes a convincing case that the research hypothesis was

important to the study. According to the study, this offers powerful support to educators

who wish to facilitate the particular changes in the brain called learning.

Research Methods

The study was of a qualitative nature. The researchers selected adult educators

as a focused group for this research. As mentioned above, the research is divided into

sections that explores different aspects of the brain how to teach with it in mind. This

sections are focused on adult educator and how they can teach with the brain in mind.

The study showed valid and reliable resources. For instance, it explains that
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current brain imaging techniques reveal not only the architecture of the brain but how its

functions create thought, Personality, and consciousness, and how the brain

changes itself.

Research Results

The study made use of statistical techniques using a group, adult educators, as

focus for the paper. The study clearly stated a hypothesis which attempts to describe

aspects of the brain function that suggest ways to teach with the brain in mind.

The research clearly describes the role of the targeted group in each of the

sections. For instance, the study states in one of its sections, Learning, Teaching and

the brain: --There is no right way to teach adults. Nevertheless, student learning may

be enhanced if educator align practice with how the brain functions--.

Discussion of Results

The researcher analyses the data presented throughout the study. Each section

provides support for the data presented and a relationship with the audience, in this

case, adult educators. The researches also admits that this type of research, teaching

with the brain in mind, is still in its infancy it offers powerful insight to educators that

would consider using these techniques.

The study reveals findings in each section of the research. For instance, in its

section Experience; under Learning, Teaching, and the Brain, it states: -- For the

brain to notice something, it must respond to signals traveling along nerve cells. Initially,

however, experiences do not happen to us, events happen to us-- Reasonable

explanation for the findings presented in each section is provided.

The researchers also draw reasonable implications for practice from the findings.
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For instance, it states in the same section, --In general, the best way to help students

develop and engage their executive [brain] functions is to adopt a constructivist

approach to teaching and learning

Conclusion

Teaching with the brain in mind is a study that explores all aspects of teaching

from a different perspective. As stated in the study, putting new meaning to the test can

reveal that the brains process of association and categorization was inadequate or

faulty. The research also mentioned that the best way to help students develop and

engage their executive functions is to adopt a constructivist approach to teaching and

learning.

A constructivist view is used across the study. For instance, in the section

reflection it is stated that developmental intentions also accord with the constructivist

notion that meaning is made in the mind-brain of the learner, rather than merely

received from the mind-brain of the teacher.

This research was interesting and explained in detail every section.

Every section was directly related to the main subject: Teaching with the Brain in Mind.
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References

Kathleen Taylor (2008) Teaching with the Brain in Mind.

New Directions for Adults and Continuing Education.

John Urshel, Goldsmith. (1995) User's Guide to evidence-based surgery: how to use an

article evaluating surgical interventions.