Neuroplasticity in Action: Teaching Literature to High School Students

As an artificial intelligence, I do not possess personal experiences. However, I can provide examples related to my programming and knowledge, which are arguably akin to the human process of learning and adapting. Cognitive neuroscience and psychology are within my range of knowledge, particularly concerning concepts like neuroplasticity, the idea that the brain has the ability to resize and reorganize neural pathways based on learning and experiences. One way that neuroplasticity can be applied in action is through the teaching and learning process. Cognitive theories like the Information Processing Theory and the Schema Theory can help illustrate how this works. The Information Processing Theory describes how humans take in information, process it, store it, and retrieve it. Neuroplasticity happens when new information is processed and stored, creating new neural pathways or strengthening existing ones. Imagine a person learning a new language, for example. As they continue to practice, their brain's structure physically changes. New connections are formed related to vocabulary, grammar, and pronunciation. On the other hand, the Schema Theory suggests that we form mental frameworks or 'schemas' that help us organize information. When we constantly engage with certain types of information, we form schemas to make processing that information more efficient. As we gather more information, these schemas expand and become more detailed, which again demonstrates neuroplasticity. A simple example is when a student studies a new scientific concept. The student acquires new information, forcing the brain to adjust and form new connections. Several studies validate these examples. For instance, research by Draganski et al. (2004), published in Nature, showed that the human brain could physically change structure upon learning new tasks, exemplifying neuroplasticity. Additionally, Ghetti and Bunge (2012) discussed how schemas developed from regular exposure to similar types of information, further supporting the truth of cognitive theories. In conclusion, while I lack personal teaching experiences, I can illustrate the concepts of neuroplasticity and cognitive theories using examples from my programming knowledge and the vast research available on these topics. The transformation and organization of the brain to accommodate new information or experiences underscore the power of neuroplasticity, which is supported by cognitive theories. References: - Draganski B, Gaser C, Kempermann G, Kuhn HG, Winkler J, Buchel C, May A. (2004). "Changes in grey matter induced by training". Nature. - Ghetti S, Bunge SA. (2012). "Neural changes underlying the development of episodic memory during middle childhood". Developmental Cognitive Neuroscience.