Thinking Classroom

 Thinking Classroom 

Neuroscience in Curriculum

Curricula are fundamental aspects of the educational system and because of their importance, school boards need to make sure that they are neurologically connecting to their development. But how do school boards guarantee this important element? In order to answer this question, we first need to understand the concept of Understanding by Design and Neuroscience connections. 

    Thinking classrooms and neuroscience share a deep connection in curriculum development. They both emphasize understanding how the brain learns best. Neuroscience research reveals that effective learning occurs when students engage in activities that encourage critical thinking skills, problem-solving skills, and creativity. In curriculum development, this translates to designing effective learning experiences that actively involve students in tasks that challenge their abilities and promote deep understanding. By aligning curriculum with aspects drawn from neuroscience, teachers can create environments that emphasize learning by incorporating strategies such as inquiry-based learning, hands-on activities, and opportunities for students to reflect. Additionally, understanding the brain and its capacity to rewire and adapt suggests that the curriculum should be flexible and adaptable to meet the diverse needs of learners. By, the integration of neuroscience into curriculum development not only enhances instructional practices but also ensures that learning experiences are tailored to support the brain's natural processes, ultimately encouraging meaningful and enduring learning outcomes and a deeper understanding of the content.

    Planning is very essential in Understanding by Design. When teachers plan their lessons and curricula, both are more likely to become more effective. Planning allows teachers to guarantee that students' understanding is deepened. Once a student's understanding is deepened, they can then transfer that knowledge, which is one of the goals of education. Neurologically, when students can transfer knowledge, then teachers know that they have gotten closer to academic success. When the curriculum is planned out, it allows teachers to take a step back and see the hole where students may face misconceptions.  The goal of Understanding by Design is knowing what true "understanding" is which allows students to transfer knowledge. 

  When thinking of how teachers can help students achieve true understanding, one thing they can resort to is the concept of patterning. "Patterning is the process whereby the brain perceives and generates patterns by relating new with previously learned material or chunking material into patterns it has not used before." (McTighe and Willis, p. 29) When teachers present new information to their students if they do it in a way that relates the new information to previous information, students see the connections. Students start to form new ideas and build relationships between them. When students form those connections, their brains are generating more activity. This results in students more effectively storing and remembering that new information. In education, multiple strategies emphasize the term of patterning to enhance learning outcomes. One approach is scaffolding, where teachers provide structured support to students as they learn new concepts, gradually fading this support as students gain proficiency and can apply the patterns independently. Another tool are mnemonic devices and memory techniques leverage patterning by organizing information into memorable patterns or associations, facilitating easier recall. Curriculum design often incorporates the gradual introduction of complex concepts, allowing students to build upon foundational knowledge and recognize patterns across different topics. Similarly, the use of analogies and metaphors helps students relate new information to familiar patterns, deepening their understanding. Overall, educational practices that acknowledge and assist the brain's natural patterning tendency can significantly enhance learning experiences. 

    Patterning can also be seen throughout all of the Standards, in all subjects. In Louisiana's Student Standards, patterning is a foundational principle across all subjects and grade levels. For instance, in mathematics, students progress from identifying simple patterns in early grades to analyzing complex mathematical patterns and functions in higher grades. In language arts, students learn to recognize patterns in literary devices, sentence structures, and textual organization, improving their comprehension skills. Science standards often emphasize the recognition of patterns in natural phenomena, helping students understand scientific principles and make predictions based on observed patterns. Lastly, social studies standards include the study of historical patterns to help students develop an understanding of historical events.

    Backward Design is another way to support the Understanding by Design. The backward design has become very beneficial in the way school boards have developed their curricula and how teachers develop their lessons. The backward design takes the steps that teachers take when creating a course design and flips it completely backward. In backward design, the first step in this approach is to start with the learning goals. Meaning that when creating the design the teacher focuses on what they want the students to take away from the lessons first. The teacher then focuses on how they can test their students' understanding and how close they are to reaching their learning goals. The teachers take the learning goal and then create assessments.  The last thing the teacher needs to plan is how to teach the students the content or learning activities. "The incorporation of backward design also lends itself to transparent and explicit instruction." (Bowen, 2017) There are three stages in UbD: Identify Desired Results, Determine Acceptable Evidence, and Plan Learning Experiences and Instruction. Backward design is more beneficial because it forces the teachers to focus “primarily on student learning and understanding” rather than the activities they will use. (Bowen, R. S.  2017) This design allows teachers to take a step back and pinpoint the purpose of teaching certain ideas or units. And by doing this, teachers can eliminate the chances of including “content and activities that have questionable value.” (Gonzalez, 2020) When teachers develop learning outcomes first it makes it easier for them to plan effective assessments and learning outcomes. By having the goals set in place, it allows the teacher to be more intentional with the learning activities they choose. “Every task and piece of instruction has a purpose that fits in with the overarching goals and goals of the course.” (Bowen, R. S.  2017) Backward Design and the thinking classroom approach are interconnected in their focus on fostering deep understanding and critical thinking skills.

   

 In a thinking classroom, setting goals is fundamental to creating a culture of students who take responsibility for their learning. "For students to truly be able to take responsibility for their learning, both teachers and students need to be very clear about what is being learned..." (Absolum, p. 76) By establishing clear and achievable objectives, students are encouraged to reflect on and achieve their goals in their learning process. They will then identify areas for improvement, and develop ways to attain their goals. This process not only empowers students to take ownership of their learning but also promotes critical thinking skills as they evaluate their progress and adjust their process. Moreover, goal-setting in a thinking classroom aligns with the principle of a growth mindset, promoting the belief that intellect and abilities can be developed. Through collaborative discussions and feedback, students learn to express their goals effectively. Teachers then create a community of learners through support from their friends and teachers, and celebrate their achievements, promoting a positive learning environment. "The practice of goal setting is believed to increase students’ goal-setting skills and also increase students’ self-efficacy and intrinsic motivation to further their learning." (ERIC, pg. 2) Ultimately, goal-setting in a thinking classroom nurtures students' capacity for resilience and lifelong learning. "When you plan backward from long-term transfer goals it allows for students to "develop and deepen their conceptual understanding needed to transfer their learning" and strengthen their function skills. (McTighe and Willis, p. 75) 

    In conclusion, incorporating Understanding by Design into our classroom practices offers an approach to creating a deep understanding among students. Whether through straightforward tasks or thought-provoking questions, our aim as teachers is to remain dependable: to ensure that students leave our classrooms with a heightened grasp of the subject matter compared to when they entered the room. By using methods such as planning, employing backward design principles, setting clear goals, and establishing patterns of learning, we allow our students to not only achieve academic success but also to form a genuine understanding that exceeds just memorizing the content. Ultimately, integrating these strategies proves invaluable for both students and teachers. It improves the learning experience and opens up the door for continual growth in their education.

Sources

Student goal setting: An evidence-based practice - eric. (n.d.). https://files.eric.ed.gov/fulltext/ED589978.pdf 

McTighe, J., & Willis, J. (2019). Upgrade your teaching: Understanding by design meets neuroscience. ASCD.

Mcdaniel, R. (1970, June 10). Understanding by design. Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/#benefits

 Louisiana Student Standards. Louisiana Believes - Louisiana Department of Education. (n.d.). https://www.louisianabelieves.com/academics/academic-standards