The human brain, a fascinating and intricate organ, holds the key to our ability to learn, remember, and think critically. Composed of interconnected nerve cells and synapses, it forms a vast network where learning takes place. Each connection between nerve cells, known as synapses, strengthens the bond between them. The brain constantly evolves and forms new connections, a phenomenon called neuroplasticity. This remarkable adaptability enables us to learn and acquire new knowledge continuously. Every time we learn something new, the brain forges fresh connections between nerve cells, expanding its capacity for growth. Learning dispositions, both positive and negative, play a vital role in shaping the brain's ability to learn.
Certain dispositions facilitate effective learning. Curiosity, the thirst for knowledge and understanding, propels us to explore and seek answers. Openness to new experiences broadens our horizons and allows us to embrace diverse perspectives. A willingness to take risks helps us venture beyond our comfort zones and discover new realms of knowledge (Claxton, 2012). These dispositions foster an environment of growth, encouraging the brain to make new connections and expand its intellectual capacity.
Conversely, negative dispositions hinder the brain's ability to learn. Close-mindedness, the resistance to new ideas and perspectives, creates barriers to learning and limits intellectual growth. Fear of new experiences confines us within the boundaries of familiarity, preventing us from exploring uncharted territories of knowledge. An unwillingness to take risks hampers our ability to step outside our comfort zones and inhibits the brain's potential for growth.
Fortunately, we can cultivate positive learning dispositions through various activities and experiences. Engaging in reading broadens our understanding, enhances critical thinking, and sparks curiosity. Writing allows us to express our thoughts, strengthen cognitive abilities, and develop a deeper connection with information (Claxton, 2012). Spending time in nature stimulates our senses, encourages exploration, and nurtures a sense of wonder and awe. These activities not only enrich our learning experiences but also strengthen the learning dispositions that drive our intellectual growth.
Advancements in brain research have shed new light on how we learn. By understanding the brain's information processing mechanisms, researchers have identified more effective teaching approaches (Wagner, 2008). Active engagement in the learning process has been found to be more impactful than passive listening to lectures. Active learning strategies, such as problem-based learning and inquiry-based learning, promote deeper understanding and retention of knowledge (Claxton, Costa & Kallick, 2016). Furthermore, the significance of learning dispositions in the learning process has gained recognition.
To predict and engage with the future effectively, it is crucial to align industry, curriculum, and societal needs. Emerging trends indicate that desired dispositions, fluencies, and skills extend beyond current content knowledge (Wagner, 2008). These desirable attributes have the potential to disrupt traditional educational processes. To foster deep engagement in learning, pedagogical attention must be given to the formation of learning identity and the development of learning dispositions (Deakin Crick & Goldspink, 2014). Additionally, the learning environment has evolved, with explicit teaching shifting towards smaller group settings or individual teacher tutoring and mentoring. This adjustment maximises the efficacy of learning dispositions, fluencies, or skills.
Establishing a clear learning intention or goal is the starting point for cultivating desired dispositions, fluencies, and skills. By strategically backward mapping and employing elements of design thinking, we can shape pedagogies that positively influence student learning. This intentional learning process cultivates the skills, ethics, and characteristics required for lifelong learning.
Ethical thinking, an integral part of these essential skills, enables students to grasp the significance of their learning and apply their knowledge in meaningful real-world contexts (Lobal, 2020). As students progress through this process, they engage authentically with, innovate on, inquire about, and address the complex challenges faced by humanity. Consequently, they develop a desire to contribute to society at large.
Encouraging the use of individual and collective agency, students become empowered to effect change, adapt to new information, and actively participate as globally aware citizens (Watanabe-Crockett, 2018).
While skills like ethical understanding may be challenging to isolate and measure, the role of exceptional teaching practices cannot be understated. Evidence-based, research-informed, and visionary teaching practices are essential for our safe passage into a digital future. By embracing these practices, we can realise the capabilities and dispositions necessary for navigating the complexities of the modern world (Watanabe-Crockett, 2018).
It is evident that learning dispositions significantly influence how students engage in learning and ultimately impact their overall outcomes. Therefore, the dispositions we seek to nurture in students are not only essential for their learning journey but also for their lives beyond the classroom (Claxton, Costa & Kallick, 2016). These dispositions serve as lifelong skills, fostering a deeper understanding of oneself, amplifying connection and empathy towards others, and nurturing an appreciation for the environment as a sustainable hub for life.
To this end, understanding the power of the brain and the role of learning dispositions is crucial for unlocking our full potential as learners. By cultivating positive dispositions, engaging in active learning strategies, and embracing the changing educational landscape, we can foster a lifelong love of learning, empowering ourselves and future generations to thrive in an ever-evolving world.
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References
Claxton, G. (2012). Cultivating positive learning dispositions. In Educational theories, cultures and learning (pp. 177-187). Routledge.
Claxton, G., Costa, A., & Kallick, B. (2016). Hard thinking about soft skills. Educational leadership. Learning for Life, 73(6) 60-64.
Deakin Crick, R., & Goldspink, C. (2014). Learner dispositions, self-theories and student engagement. British Journal of Educational Studies, 62(1), 19-35.
Lobal, L. (2020). Ethical thinking to navigate complexity: part of the student toolkit for an AI age. In NSWDET (2020) Future Edge 2 A Fairer Future. Accessed through https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/education-for-a-changing-world/media/documents/FutureEdge-Issue2.pdf
Wagner, T. (2008). Even our “best” schools are failing to prepare students for 21st-century careers and citizenship. Educational leadership, 66(2), 20-25.
Watanabe-Crockett, L. (2018). Future-Focused Learning: 10 Essential Shifts of Everyday Practice. Solution Tree.
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