How the Neuro-Glial Pool model of learning can change our ideas of school and learning.
With the understanding that researchers report glial cells far exceed neurons in cellular diversity, function and perhaps even in cell numbers, and further understanding that glial cells effectively regulate the activity of neurons and appear to direct and organize the information processing of the brain, a new brain model is needed where glial cells and neurons work together.
Humans see and feel, live and die, conscious of their own existence. They think and desire to understand themselves. Theories bridge the gap between what is understood today (scientific method) and what is not understood about our observations (the mysteries that remain). What is needed is a unifying theory of brain structure and function and which can be used to test and evolve new theories.
My experiences helping children learn raised questions about our current teaching methods and testing that I believed interfered with learning. The wonderful thing about theories is that new information can be added, and the theory can be revised and even transformed. The discovery of glial cells and how they function in the brain are revising how the brain functions and sheds light on how people might learn.
How much else is left to be discovered about the brain, learning, consciousness is more than we can envision. All we can do is do our best based on the knowledge we have. The neuron-based brain model has led us to our current understanding of learning and how schools should function. The incorporation of glial cells in a brain model such as the neuro-glial pool offers fresh insights and offers new directions which address long-standing objections to today’s schooling. The importance of the individual child, the necessity of parent involvement, and the tailored learning that could be offered by schools could be the answer.
HOW THE GLIAL POOL MODEL WOULD CHANGE SCHOOL
• Learning is rooted in the home and begins at birth.
• Every person learns in their own way.
• Every experience is seen as a stream of learning that will flow into and influence the ocean of knowledge developing within each individual.
• Every individual is considered unique, with groups and classes formed not by age or sex, but by learning level and ability and interest.
• Instruction is directed toward successful learning that is fulfilling and even joyously punctuated with “Ah HA!” moments.
• Mistakes are celebrated as insights into what has been confused, and then explored & corrected to develop better understanding.
• Class sizes are small to allow teachers the opportunity to observe and then instruct to meet the specific needs of each student.
• Instruction methods are varied with teachers (with the help of parents) choosing the best methods for each child as they change over time.
• Understanding becomes the ultimate measure of learning.
• Homework relies on parents to provide modeling and learning based on life’s experiences that would supplement classroom instruction. In this way, homework would be transformed from simply reinforcing rote memory and skill building, to include comprehension and broadened awareness.
• Once the student is able to read with understanding, write fluently to convey meaning, and master the mathematics they need to solve life’s problems, the specific subjects learned are less important than their relevance to student interest and prospective employment.
• Standardized testing is infrequent – used only to examine regional or sub-population comparisons, and never to track individual progress.
• Graduation is not the goal. Understanding and effective use of the materials and skills for productive employment, along with the demonstrated ability to perform in the chosen vocation is the measure of an effective education.
• Learning is viewed as a lifelong endeavor with educational goals that vary depending on personal need and desire. As each person desires to learn more or develop different skills to better fulfill their evolving life’s purpose, the educational opportunities offered by schools would be available – for every age.
• Parents, teachers, the medical community, employers and the students themselves, all combine to judge the effectiveness of the education being provided.
• Every individual student at every age would be instructed and encouraged to find the way they can best succeed, rather than being pushed not to fail.
What schools do well is to teach with the most current methods, and practice to make the skills perfect. Schools are designed to teach whole group lessons quickly, efficiently, and cost effectively within classrooms filled with children. If your child is in school, you know that the phonics and sight words and spelling and flashcards and math skills and worksheet practice sessions are already being covered.
These are wonderful group learning experiences and schools are very good at them. Schools also provide a social environment where children learn the skills they need to get along in life. Most children need school and most parents need the care school provides so they have the time to earn an income.
What parents do well is what is being missed in the classroom. This is the one-on-one time where each child’s questions can be answered, and conversations where their own ideas can be explored. Throughout history, parents have helped schools at home by filling in what was missing from the classroom, and it is no different today. It still falls on parents to supply the education that only the one-on-one connection and conversation can supply.
By reading and talking with your child as you explore a book or the world together, parents can help close the gap between the group skills taught by school and each child’s need to understand and enjoy what they are learning.
Learning is more than passing the test and giving the right answer. The Neuro-Glial Pool model of learning makes that abundantly clear.