Yolanda U. Trapp
We are in the middle of an unprecedented revolution of knowledge about the human brain, including how it processes, interprets, and stores information. Never before have we known more about human learning. Thanks to a rapidly growing body of research in neuroscience. It is no longer just an art form - it is also a science. Never before have we had the potential for being successful with more students. Also the research is no magic bullet, what we are discovering about learning has the potential for making the greatest contribution to our practice in recent memory. Yet despite this incredible promise, many educators still question its significance.4
Despite all the rhetoric about reform, teaching and schools have changed little as old practices die hard. The Industrial Model and Agrarian calendar persists (although year-rounds schedules are on the increase). Lecturing continues to be the main method of instruction in secondary schools, and the overhead projector is often the most advanced technology used. Because students see little novelty and relevancy in what they are learning, they have a difficult time following for extended periods and are easily distracted. For many students, school is seen as a dull, non-engaging environment that is much less interesting than what is happening outside of school.
The valuable new information about the brain and learning can help us understand and deal more successfully with today's students. The advancements in neuroscience require that we now shift our focus to the learning process. The brain-based approach is not a packaged program or bandwagon. It is an acknowledgment that when teachers have a thorough understanding of how the brain develops, learns and organizes itself, they will make better decisions about teaching, and will use programs such as multiple intelligences, learning styles, and cooperative learning more effectively. It comes down to work smarter, not harder.5
