How important is it to know about brain development and scientific theory as a teacher?

As I sit back and enjoy my morning cup of coffee, I realise there is always so much more to know. As a teacher, do I ever know enough? Well, this Friday was one such reading session at Brewing Knowledge. The topic we read from Ms. Kamala Mukunda's book 'What Did You Ask at School Today?' was Child Development. 

I have experience in Kindergarten, primary grades, middle school, and a bit of high school. To hear the words 'brain plasticity' is one thing, but how does that inform my classroom practice and my attitude towards learning in children? I felt the most important line from that chapter we read so far was- "But information does not consist of all connections being made—it is the selectivity of connections that codes meaningful information." This line stayed with me, and I was thinking of how necessary experience can be for a child growing up. The brain is making connections, pruning, shedding and reworking these synapses. New synapses are formed based on the experiences. The classroom can be such a fertile ground for both the teacher and this child in front. This is a fertile ground, since these synapses may have implications for very young children. 

We read many theorists, such as Jean Piaget, Rousseau, and Freud, and asked ourselves, whose theory seems closer to our own assumptions about children and learning? 

This kind of reading instils a more profound sense of responsibility in us as teachers. Almost all the visible and invisible factors are most likely contributing to the brain development in the child, both at school and at home. From our small group reading circle, Shalu, our contributor teacher, posted this post-reading session- 

A child's response is influenced not only by his abilities but also by how the teacher frames the question or task.

I mean....

* The way a teacher presents a question or activity matters as much as the child's actual ability.

* If the teacher adds an energiser (like a fun activity, quick game, or surprising element), it sparks curiosity.

* That curiosity makes students wonder "What's coming next?"

* As a result, they become more active and engaged, because the task feels enjoyable and motivating.

We all would agree with her. It reminds us that nurturing reading, reflection, and relationships in the classroom, as embodied in the motto at Learning Forward India, is achievable if we are all determined. 

- Neelashi Mangal
Brewing Knowledge Friday Host

How we learn, freedom and self-realisation

Brewing Knowledge Friday - July 4th 2025

We discussed brain structure, function, and learning processes and read about freedom and self-realisation.

Key Takeaways

• The human brain has evolved over millions of years, with specialised modules for different functions

• Neural plasticity allows humans to learn non-innate skills through explicit instruction and practice

• Schools are designed for teaching "secondary abilities" or non-innate skills, but learning can be made more meaningful and enjoyable.

• The story of the Merchant and Parrot illustrates how attachment to talents/comforts can be a form of imprisonment

Topics

Brain Structure and Function

• The brain consists of ~100 billion neurons that transmit information via electrochemical reactions

• Different brain regions specialise in functions such as visual processing, language, and memory.

• The Hippocampus plays a crucial role in forming new memories and exhibits adult neurogenesis

• No single "control center" exists; brain uses parallel distributed processing

Evolution and Learning

• Human brains evolved for hunter-gatherer challenges but now face modern environments

• "Folk" knowledge in physics, biology, and psychology develops naturally in children

• Humans have a unique ability to learn non-innate skills and pass knowledge across generations

• Neural plasticity allows for learning a wide range of skills not evolved for (e.g. reading, math)

Implications for Education

• Schools teach "biological secondary abilities" requiring explicit instruction

• Current educational approaches are often painful/unsuccessful for many students

• Opportunity exists to tailor teaching methods to brain function and child development

• The goal should be to make learning more meaningful and enjoyable

Merchant and Parrot Story

• Parrot in captivity sends a message to free parrots via merchant

• Free parrot feigns death upon hearing message

• Captive parrot mimics this to gain freedom from its cage

• Moral: Attachment to talents/comforts can be a form of self-imposed captivity

Next Steps

• Participants to reflect on brain function and learning concepts discussed

• Read more from the suggested resources if interested

• The next session on July 11th will cover Chapter 2: "How Learning Happens"

• Manisha to frame and share reflection questions in the WhatsApp group

• Recording and notes to be available on www.happyteacher.in within 24 hours