Justin M. Boucher
It has been said that to truly understand something, one needs to be able to draw a schematic diagram of it. Never was this simple statement more accurate then in the case of the human brain. An impossibly complex organ, with a myriad of functions, the brain demands a thorough understanding if any attempt is going to be made at diagramming it. Conversely, only through some sort of visual representation could most people keep track of the structures, levels, functions and interactions of the brain as a functioning organ. In this dichotomy lies the challenge of teaching the brain to High School students and a strategy for meeting that challenge.
Each level of brain anatomy is responsible for its own function, and contributes to the overall understanding of the brain. These levels must not only be understood completely in and of themselves, but also, they must be understood in relation to one another so as to provide an appreciation of the whole, rather than the appearance of understanding.
Keeping track of this wide array of levels and functions and pieces and parts is next to impossible for even the most gifted student, and so teaching a topic of this depth necessitates the use of diagrams. Even simply viewing diagrams of the brain, or models of it, or even simple diagrams of function and relation can drastically enhance a unit of this kind. This kind of exposure can help students to put their thoughts and their facts in order. The limitation of this process is however that the students are simply memorizing a means of organizing specific information. Such a study may have validity in terms of studying for an exam, but it does not lead to the kind of synthesis, which is required for the students to access this knowledge later in the year.
It is for this reason that I propose not only to allow my students to view these diagrams, but to create them themselves. This unit will necessarily begin with viewing diagrams, and studying the most basic levels of neuroanatomy. We will view graphics and representations of the Neuron (the basic building block of brain and nervous system anatomy) combined with the expectation that the students will create their own simple diagrams of Neuron function. This will allow the students to approach simpler material when their diagramming skills are at their least defined.
As the unit progresses, we will view more and more complex diagrams and representations. As a means of granting my students a fuller more "real" view of the brain, we will look at more accurate and "real" representations of the brain in the form of x-rays, MRIs and CAT scans. This will have the added benefit of orienting my students to the actual technologies used in studying the brain as well as giving them less figurative views to work with.
It will be my goal to move from viewing these representations to creating diagrams of our own. This creation will be a cumulative process. Beginning with the neuron, we will then jump to larger pieces of the brain. The lobes, hemispheres, and other structures will be presented in the most straightforward terms, and diagramed as we go along to allow for complete understanding of function and interaction.
The diagrams will progress with the study so that ultimately the students will leave the unit with a schematic diagram of the brain of their own creation. This will benefit them on multiple levels.
In order to create their diagrams the students must appreciate each level of the brain and its function. This conceptual understanding will then be accessible later, both physically in terms of the diagram, and mentally, in terms of the understanding gained through the process. Additionally, it will offer students and unorthodox way of approaching the material, which can lead to a fuller understanding as well as an increased interest on their part.
