Teaching The Brain to Think in Loops (Systems Thinking)

Summary

Stephen Capilitan, a biology educator and researcher, explores the concept of teaching students to think in loops through systems thinking. His work integrates neuroscience, mental health, and translational science, emphasizing the importance of real-world applications in education. Capilitan advocates for high-challenge, high-support pedagogies that encourage deep learning, particularly in the context of brain health and mental well-being. He encourages educators to help students navigate complexity, recognize the role of technology in mental health, and embrace productive struggle as a learning tool. Ultimately, the goal is to equip students with the ability to reason about complex systems and apply this thinking beyond the classroom.

Takeaways

• 😀 Takeaway 1: The speaker emphasizes the importance of turning students into data makers and creators, with communities becoming living labs through project-based learning and observation in science education.
• 😀 Takeaway 2: Translational science is about transforming lab discoveries into real-world solutions, much like translating languages. It connects basic research with practical applications, ensuring discoveries reach the people who need them.
• 😀 Takeaway 3: Mental health and brain health are different concepts. Mental health covers a range of well-being and disorders, while brain health focuses on neurological functioning and optimizing lifespan brain health.
• 😀 Takeaway 4: The rise in mental health disorders among youth is a significant global issue, with a major economic impact, stressing the need for evidence-based teaching and mental health support systems in schools.
• 😀 Takeaway 5: The speaker stresses that not all online information is valid or true, highlighting the importance of critical thinking and evaluating sources, especially with the growing influence of platforms like TikTok and Instagram.
• 😀 Takeaway 6: Systems thinking is key to understanding complex issues, including mental health. The speaker promotes a nested concentric approach to learning, where students gradually build models starting with basic components and interactions.
• 😀 Takeaway 7: The brain's structure and functions, including the prefrontal cortex, hippocampus, and mirror neurons, are foundational in teaching students to think systematically, with an emphasis on memory, learning, and social interaction.
• 😀 Takeaway 8: Productive struggle in education is important. Students should be challenged with difficulty, as it fosters deeper learning and helps build neural pathways, which are essential for cognitive development.
• 😀 Takeaway 9: The speaker advocates for high-challenge, high-support pedagogies, where educators guide students through difficult material. The discomfort students feel in active learning environments is tied to deeper and more durable learning.
• 😀 Takeaway 10: The future of education should prioritize futureproofing schools by integrating strategies that enhance critical thinking and buffer the cognitive impact of digital technologies, ensuring that students are prepared for rapidly changing job markets.

Q & A

What is the primary focus of Stephen's research in biology education?

Stephen's research focuses on project-based learning for grade nine learners in the Philippines, with an emphasis on citizenship science, ethics, and data collection. His work includes teaching about Philippine ecology and biodiversity, and encouraging students to become data makers while involving communities in real-world scientific research.

What does 'translational science' mean in the context of Stephen's work?

'Translational science' refers to the process of turning laboratory discoveries into real-world solutions. In Stephen's case, it involves translating cell biology and neuroscience knowledge into practical applications that can improve learning, health, and policy.

Why is it important to distinguish between 'mental health' and 'brain health' in Stephen's presentation?

Stephen stresses the importance of using the term 'brain health' specifically when referring to neurological functions and conditions like dementia or stroke, whereas 'mental health' encompasses a broader range of issues including disorders, services, and social determinants. Using the terms correctly helps avoid the trend of reducing mental health to only biological factors.

How does Stephen relate systems thinking to teaching and learning?

Stephen emphasizes that systems thinking allows students to understand complex issues by analyzing components, boundaries, inputs, outputs, and feedback. This approach avoids a reductionist view, encouraging a holistic understanding of problems such as mental health, cognitive development, and biological systems.

What is the 'nested concentric diagram' that Stephen discusses in his presentation?

The 'nested concentric diagram' represents seven systems characteristics: components, interactions, inputs, outputs, feedback, dynamics, hierarchy, and boundaries. This model helps students understand the interdependence of these characteristics and how they apply to real-world systems, particularly in the context of mental health and biology.

How does Stephen integrate neuroscience into his teaching of systems thinking?

Stephen integrates neuroscience by connecting brain functions (e.g., prefrontal cortex, hippocampus, dopamine system) to the learning process. He discusses how different parts of the brain support cognitive functions like executive control, memory, and motivation, and how systems thinking is reinforced through neural plasticity and active learning.

What role does 'productive struggle' play in Stephen's teaching philosophy?

Stephen believes that productive struggle—encouraging students to face challenges and work through difficulties—is crucial for learning. He argues that struggle, when supported with scaffolding, helps students build resilience and deeper understanding, as it leads to the creation of new neural connections in the brain.

What is the relationship between cognitive neuroscience and systems thinking in Stephen's approach?

Cognitive neuroscience provides insights into how the brain processes complex systems, which aligns with systems thinking. By understanding brain functions such as memory, learning, and motivation, educators can design lessons that engage students' brains in processing and reasoning about systems in a structured, iterative way.

Why does Stephen believe that active learning is more effective than passive learning?

Stephen argues that active learning, where students engage in problem-solving, debates, and applying concepts, leads to deeper learning. Although it may feel harder and less comfortable, it strengthens the brain’s neural connections, making the knowledge more durable compared to passive learning, which might feel smoother but less impactful.

How does Stephen suggest addressing online disinhibition in the classroom and on social platforms?

Stephen highlights the online disinhibition effect, where students may behave differently online than in person, often insulting or harassing teachers. He suggests creating classroom environments that are supportive yet challenging, to prevent the negative effects of anonymity, and promoting respectful behavior both in-person and online.