Faculty Members Learn About Links Between Neuroscience and Education

During an exciting time in the field of brain research, the Rivers faculty is focusing on the impact this new research can have on education. Teachers and administrators gathered in the Campus Center Tuesday for a professional development workshop that featured a prominent neuroscientist who focuses on the latest developments in the connection between brain research and education.

Mary Helen Immordino-Yang is a neuroscientist, human development psychologist, and professor and researcher at University of Southern California’s Rossier School of Education and Brain and Creativity Institute. She received her doctorate at the Harvard Graduate School of Education and studied as a postgraduate fellow at USC. She currently focuses on the neural and psychological bases of emotion, social interaction, and culture as well as their implications for education.

After hearing Immordino-Yang speak at a conference on the “Future of Learning,” Head of Middle School Susie McGee and Head of Upper School Patti Carbery were immediately interested in the neuroscientist’s award-winning work.

“She just blew me out of the water,” said McGee. “Right now, she’s the only neuroscientist who is looking at the implications of this brain research for education in the classroom.”

Immordino-Yang’s talk, “Embodied Brains, Social Minds,” covered many of the concepts and findings in her latest research, emphasizing the link between cognitive and emotional processes. Her aim was to provide insight about what “good learning and good learners” look like from the perspectives of both neuroscience and education. Rivers faculty members were introduced to some of the overarching themes in her studies as well as the ways in which they can be interpreted in a classroom setting.

Her research focuses heavily on the idea that teaching and learning require strong emotional and social components in order to be successful. She also examines the idea that traumatic or memorable life experiences serve as catalysts for learning and motivation. She discussed the importance of reflection, and said her research suggests higher order thinking is best done in quiet, reflective environments.

Immordino-Yang also brought up a concept that Rivers faculty members see first hand – the fact that adolescence is about the process of becoming a more abstract learner. Teachers at Rivers find that integrative learning and synthesis across disciplines are essential for students.

“We are educating these students for the unknown,” said McGee. “We’re teaching them to reach profound levels of thinking to solve problems that we don’t even know exist yet. We do know that they’re going to have to think creatively.”

Immordino-Yang’s research has sent teachers into the new year with much to think about.

“Her research is so interesting,” said Head of School Tom Olverson. “She forced us to do the application and thus to think deeply about our classes and methods.”

According to McGee, faculty feedback about Immordino-Yang’s talk at the professional development workshop has been positive and appreciative.

“I think people really appreciate her intellectual honesty,” said McGee. “She’s the real deal.”