Brain training — optimising outcomes by modifying behavioural learning patterns

Brain training — optimising outcomes by modifying behavioural learning patterns

As a follow-up to the previous article on “Behavioural learning patterns,” here is an attempt to provide a simple and practical method for modifying these patterns in order to optimise the learning experience.

Brain training is a critical activity that will assist you in overcoming certain impediments that may arise during the process of self-learning. To begin, let us see the definition of brain training.

Brain training : ‘“ The engagement in a specific programme or activity that aims to enhance a cognitive skill or general cognitive ability as a result of repetition over a circumscribed time frame “

Given this, let us investigate how brain training affects educational outcomes.

What are the factors that are linked to?

What kind of help do educators and systems need to give students?

By comprehending the following points, these concerns will be addressed.

1. Education — student perception
2. Distractions
3. Environmental stimulation — learning
4. Genuine assistance from a teacher ( belief — helping hand at a right time- encouragement — long term recall)
5. Increasing the learner’s autonomy

Education — student perception :

Academic learning, to a certain extent, improves cognitive presence, engagement, logical abilities, problem-solving abilities, as well as critical and creative abilities. However, in most cases, it has become an isolated activity, and students (particularly in schools and middle schools) assume that they are learning it solely for the purpose of passing a test. It’s a complete sabotage of the spirit. This could happen due to every teacher’s test-based instruction and as a result of the sheer volume of tests conducted without regard for the purpose and the lack of proper instruction. In most classrooms, test-based learning takes precedence over the development of skills acquired through the learning process.

For example, 1) when students begin learning “Matras” in Indian languages (a unit of metrical quantity equal to a short vowel in Sanskrit and other Indian languages), they have numerous opportunities to improve their listening, reading, and writing skills.

2) Stories and lessons in language subjects will play a significant role in the development of their personalities throughout their lives.

As long as it is viewed as an examination activity, each learner will miss out on the opportunity to improve the skills associated with this process of learning.

Here, I suggest that each teacher educates his or her learners about the skills they can develop for life through their learning process, encourages them to engage in activities even when they go wrong or are difficult, and trains them to learn from their mistakes. This approach provides each learner with a sense of accomplishment as a result of their progress in their learning. It gives them a lift and keeps them going.

Distractions : There are numerous internal and external distractions than olden days. External distractions include phones, computers, and friends, while internal distractions include our own thoughts and a lack of cognitive readiness.

The majority of students find it difficult to maintain concentration and therefore do not get the most out of their study sessions. Since there are so many new opportunities and experiences available, distractions have become even more prevalent than they were before. It may result in them becoming more flexible and less structured as a result.

The fact is : “There is no way to keep a student from being distracted, but we can help him or her rise above them”.

Managing internal distractions :

The decision/planning of the task and its execution are two major steps. Everyone must agree that there is no one else present to keep you on track. You are responsible for creating your own schedule and concentrating on your task. In this context, as a reality, educational institutions-teachers increase their learners’ reliance on them and erode their autonomy. Consequently, the learner becomes unable to organise his or her time and tasks.

Develop and adhere to a schedule that works for you. While performing your scheduled tasks, don’t value fears, worries, fear of making mistakes, or worrying about the end result; instead, live in the moment, try to focus all of your attention on the ongoing task, believe in yourself, and collect and be ready with the necessary inputs to complete the task. Remember, as with any learning process, mistakes will inevitably occur at some point; the key is to learn as much as you can from them. This perception or favourable behaviour will reinforce your continued participation in your activity.

After each learning session, do a real self-analysis for yourself and follow these points :

First and foremost thing is “Ascertain that your objectives are both attainable and realistic.”

1. Praise yourself for all your positive efforts.
2. Respect and value the situations in which you have made mistakes because these situations have taught us something.
3. When you are ascending to higher learning points, remind yourself that you are capable and that all you need to do is put forth more effort.
4. Take care of yourself and treat yourself with compassion.
5. It’s important to remember that, during difficult times, it’s often easier to start with small goals and work your way up from there.

External distractions:

Nowadays, thanks to technological advancements, we can access powerful knowledge from anywhere in the world with a single click. However, we also face distractions from social media, websites, YouTube, video games, OTT platforms, and other people.

Take into consideration the following suggestions:

1. While engaged in self-study, make an effort to avoid using the internet, phone, or other electronic devices.
2. Take an oath to limit your use of technology while you are in the midst of studying.
3. As soon as you need to use a computer or other device to help you learn, be strict about your work and be accountable for what you do and when you do it.
4. Before you begin your self-study, sketch out a strategy and make contact with available resources. It will cut down on any unnecessary pauses in your academic work.
5. Fix your study objective for a period of time and revisit and emphasise the critical points.
6. Practice Self-regulation proactively. It will keep you under control in the face of environmental distractions.

ENVIRONMENTAL ENRICHMENT — LEARNING STIMULATION:

Environmental enrichment refers to stimulating the brain through physical and social surroundings. Many psychology studies say that environmental enrichment made the neurons sprout new dendrites. The branching caused by the environmental stimulation of learning exercise and social contact caused the synopses to form more corrections and those connections have teacher myelin sheaths which allow them to fire signals more efficiently.

Environmental enrichment in the learning process :

In the creation of educational enrichment, all three stakeholders, teachers, students, and management, have equal responsibilities at their respective levels.

Create a system that increases the frequency and diversity of positive neutral behaviours, maximises environmental utilisation, improves ability to cope with captivity challenges, and qualifies the environment as enriched.

Let’s take a look at the points on which students should focus their efforts in order to create environmental enrichment.

1. Believe in yourself and learn : Don’t believe that some students are gifted and born with talent. Such students only succeed. Believe that each student is endowed with unique strengths and that expertise can be improved through deliberate practice and the application of appropriate learning habits to a specific task. There are numerous examples, one of which is the POLGAR Sisters case study (refer László Polgár — Wikipedia). The right effort will make even the most difficult tasks understandable and doable, even if they seem hard at first. Even if certain tasks appear to be more complicated at first, by breaking them down into smaller components, they become more manageable and achievable with the proper effort.

2. No task is achievable without natural process of learning :

No task can be completed without effort. Each task necessitates the necessary input — practice — correction — strengthening — in order to be completed. Travel this path of learning with more love and affection, embrace the process even when it is difficult to crack, and it will eventually reach a point where it is no longer difficult. It will become a fun thing to do.

3. Have an enrichment team : At the conclusion of the task, collaborate with your team to discuss your individual learning findings. This group could include your educators, co-learners, friends, or other experts in the field. This group will assist you in framing your recent learning experience within your own frame of reference.

Genuine assistance from a teacher — Increasing the learner’s autonomy

( belief — helping hand at a right time- encouragement — long term recall) : Teachers need to give belief in each learner’s activity and support genuinely when they meet a mistake. Teachers shall understand that learners may go wrong at times, analysing their mistakes and providing necessary help is the objective.

As a result of my observations and experiences, I believe that timely and appropriate support from teachers has a long-lasting impact on a learner’s determination to succeed.

Increasing the learner’s autonomy : It is connected to the learner’s observable behaviours in order to plan, organise, and assess their learning. While control over cognitive processes is more related to learning psychology. Control over the cognitive process is more closely associated with attention, reflection, and meta cognitive knowledge than with observable learning behaviours. Desire, resourcefulness, initiative, and perseverance are some of the personality traits associated with autonomous learning.

Increased learner autonomy will allow each learner to correct their mistakes and learn from their mistakes, and it will allow them to alter their learning activity in order to achieve the best results possible.

Understanding positive learning environments, command and control over distractions, and improving traits associated with autonomous learning will all play an important role in achieving desired behavioural learning patterns.