Neurotransmitters and Learning Pt. 4: Serotonin

Serotonin is a neurotransmitter that is linked to our gastrointestinal systems. It affects our moods and our ability to learn and remember. When serotonin is in abundance, we are awash in feelings of well-being. Thus, serotonin is often called the "happiness hormone."
　
The best illustration of the effects of serotonin is how we feel after a big turkey dinner shared with family and friends. You know, that relaxed feeling of complete contentment. In our ancestors, serotonin was released when they were safe, a relatively rare state in our pre-historic past. Thus, when our bellies are full (i.e. we are not going to starve) and we are surrounded by loved ones (we are not going to be attacked), our bodies produce serotonin.
　
In addition, serotonin is metabolized from the amino acid tryptophan found in turkey. We also need a release of insulin caused by carbohydrates to allow this to take place. Thus, turkey dinner is great. However, many foods, including nuts, milk and spinach, have a much higher concentration of tryptophan than turkey. One of the best ways to use nutrition to support serotonin production is to have a bowl of cereal in milk, making sure that you drink all the milk. This is part of the reason why milk is recommended before bed and a big reason why a good breakfast including protein is so important to learning.
　
So, aside from giving our students milk, what can we do to leverage the power of serotonin to improve learning and well-being? Well, first of all we can make sure our classrooms are safe. When animals, including humans, sense resources are scarce or a threat is present they stop producing serotonin. Thus, we need to balance the challenges of the classroom (see norepinepherine entry) with a supportive environment.

Our classrooms and learning environments should be safe, comfortable and trusting. We should be available to our students who should in turn feel like they are in an environment of total support. Use of colours, plants, artwork, strategic seating and humour can really help with the release of serotonin. Watching fish swim in a aquarium produces serotonin, which is why fish tanks are often present in dentist offices. Most importantly, however, is how we treat our students and how they treat each other. Safety and support augment serotonin levels; scarcity and threat diminish serotonin levels. If students feel like they can succeed with their peers instead of feeling like they have to compete against them more serotonin will be available to provide a sense of well-being and improve learning.
　
Thus, serotonin balances or evens out the stimulation of norepinepherine while enhancing the drive associated with the pleasures of dopamine. Therefore, if we want our students to be driven, focused and balanced learners, we need to harness the power of these three important neurotransmitters.

Neurotransmitters Pt. 3: Norepinepherine.

Norepinepherine is another neurotransmitter that has an impact on learning. I like to think of norepinepherine as the sabre-toothed tiger neurotransmitter. Essentially, if when our ancestors were peacefully walking through the woods and a sabre-toothed tiger jumped out, norepinepherine (or adrenaline) would pump into their systems and trigger the flight or fight reflex. It would trigger an increased heart rate to pump more oxygen to the brain. It would also be the neurotransmitter used by the brain to focus all of our ancestors' senses on the threat posed by the tiger. Finally, it would create a permanent record of where and when the tiger leapt out so that the threat could be avoided in the future, provided our ancestors were not subsequently mauled by the animal.
　
Thus, norepinepherine is a neurotransmitter used to respond to stress and challenge in a more focused way. Certainly too much stress can inhibit learning. However, some stress, particularly good stress (eustress as opposed to distress) can really benefit learning by increasing attention, elevating alertness, and augmenting memory.

To harness the power of the neurotransmitter norepinepherine in the classroom, incorporate challenge and competiton. Ask your students meaningful questions and elicit their responses. Provide your students opportunities to move, perform, and interact. A four-corners activity where students move to the corner that best represents their opinion about a question posed and then come up with support points to present to the class to back up this opinion is an activity that could stimulate norepinepherine.

Compare theses two methods of review: One is to use notes to complete a worksheet independently in order to organize ideas for studying. Another is to create a Jeoprody style quiz activity based on content to be tested that students play in teams. The second activity, and the test itself, both provide challenge and stress that triggers norepinepherine release. These type of activities contribute to what I like to call "Wide-Awake Learning." They add just the right amount of sabre-toothed tiger to the classroom so that students are stimulated and engaged. In fact, of all the neurotransmitters, perhaps none contribute to fully engaged learning more than norepinepherine.

However, this does not negate the importance of the type of learning exemplified by the first review option described. This option, however, would likely result in the release of the last neurotransmitter I would like to discuss: serotonin. Stay tuned.

Neurotransmitters Pt. 2: Dopamine

Dopamine is the reward neurotransmitter, the neurotransmitter responible for drive. It is the neurotransmitter used whenever the brain wants to reward us for doing something good for our survival and for the survival of our genetic code in generations to come. Thus, when we have sex, we receive a rush of dopamine that makes us feel great. Interestingly, when we have meaningful sex with a partner in a monogamous relationship, we receive a much greater rush of dopamine than when we simply "hook-up." Just thinking about someone we are attracted to, even an ex-boyfriend or girlfriend who broke our hearts, causes the brain to release dopamine. This is why we love sad songs. Relationships with others also lead to dopamine release, for these relationships contribute to our survival.
　
Eating and thinking about food also results in dopamine release. For our ancestors, as they rose atop a hill and saw before them a herd of wildebeast, they would feel the exhaltation of a dopamine rush for they knew they would eat soon and survive. Dopamine is our brain's way of rewarding us for surviving. As well, this dopamine rush would create a network of neural connections linked to the experience so that our ancestors would remember where and when they found the wildebeast. Essentially, they would learn, and this would help them find food in the future. In fact, the act of climbing the hill, or any exercise for that matter, can lead to a dopamine rush, as exercise is good for our survival and, in the days of our ancestors, something important that needed to be remembered would often follow exercise.
　
In our world, success also produces a dopamine rush. When we score a goal, write an excellent paper, nail a presentation, master a level of Super Mario or receive a phone call telling us we got the job, our brain rewards us with dopamine, and dopamine produces lasting learning. When our friends praise us, our teachers reward us, or our bosses make note of our accomplishments, we feel great about ourselve and them. This is the effect of dopamine.
　
So, how can we use what we know about dopamine to turn the classroom into a better learning environment. First of all, we should develop meaningful relationships with our students. If they trust us and know that we really want the best for them, just being around us will produce dopamine in their brains and allow them to use these neurotransmitters to learn what we have to teach. Our students should know that we love them and we should praise their courage, their persistance, their hard work, and the character traits that make them who they are.
　
As well, we should provide choice and the chance to make decisions. When we feel like we are in control of our own destiny, we produce dopamine. The more autonomy a student has, the more each accomplishment will mean to her or him, and the more dopamine will be produced.  Students who are able to make choices become driven to succeed.
　
Providing meaningful, challenging learning experiences while also providing the support needed for a student to be successful will also lead to dopamine production. A kid with severe dyslexia faced with a challenging reading assignment will lose confidence and dopamine production will shut down. Ever notice how the kids who hate school tend to also be pretty grumpy when they are in class? This is because they don't experience the dopamine rush that those who love school feel when they succeed. And because the school haters are grumpy, they disinvite the affection that they need to experience a dopamine release and are even less likely to learn anything. Thus the cycle continues. However, teachers have the power to break this cycle by loving the kids who need our love most and by finding ways, no matter what, to help students succeed. The kid with dyslexia who uses the audio book to learn and answers a question right in front of the class can get the same dopamine rush as the kid who does not need this support.  As kids develop competence and as they achieve meaningful results, they become driven to succeed.  And the neurotransmitter responsible for drive is dopamine.
　
Finally, laughter is a great way to produce dopamine. Joy produces dopamine which in turn makes us feel joyous. Music released dopamine.  Art and beauty release dopamine.  Therefore, be a source of joy in your classroom and make light of your self while taking your work seriously. You'll find that your kids will learn better thanks to your humour and the environment you create, and you might just experience a dopamine rush yourself as you succeed in being the teacher your kids need you to be. Dopamine: a pretty powerful neurotransmitter and a great learning stimulator wouldn't you say?

P.S. Dark chocolate, well the cocoa in dark chocolate, is rich in the amino acids that are used to produce dopamine. That's why women prefer chocolate to men!!!

Neurotransmitters and Learning Pt. 1

The purpose of this and the three subsequent blog posts is to share what I have learned about the role played by neurotransmitters in relation to learning. Specifically, three particular neurotransmitters (dopamine, norepinepherine, and serotonin) are essential contributors to learning.

However, before I get into discussing each of these neurotransmitters, it is important that we understand a) how thinking happens and, b) how our brains are the product of millions of years of evolution, yet are essentially driven by the same factors as those of our hunter and gather ancestors.

So, on with the show...

We think using connections among neurons or brain cells. We have nearly 100 billion of these little guys, and they are able to create trillions of connections (Not that it matters, but a trillion is 1,000,000,000,000). The point here is that the brain has almost limitless learning capacity.

Neurons have an axon (cable) that connects to to the dendrites (hairs) of other neurons across a small gap called a synapse. Essentially, a neuron sends an electric signal down its axon which releases chemicals. These chemicals cross the synapse and attach to receptors on the dendrites of another neuron. When this happens enough times, an electric signal builds in the receiving neuron which then sends it down its axon to create another connection. Times this by thousands, even millions, and you are thinking, remembering, learning, and acting. And, the more times this happens, the more permanent the connection.

So, what does this have to do with neurotransmitters? And what are neurotransmitters anyways? Great questions!!! I'm glad you asked.
Neurotransmitters are the chemicals
that are sent across the synapse from one neuron to another. Without them, we couldn't think, act, or feel. They are made from amino acids (the building blocks of proteins) and there are a whole bunch of different ones. When you think about the man or woman you love, your thoughts are mostly made out of the neurotransmitter dopamine. When you think the dark shadow in the alley ahead is a mugger, you are mostly thinking with norepinepherine. And when you listen to the soothing sounds of waves on the beach, you are thinking relaxing thoughts using serotonin. Pretty interesting, heh? Our ancestors thought so too, because they also thought and learned using these same neurotransmitters.

Let's now look at the function of each of these different neurotransmitters and their role in learning.

Life's Meaning

Much thought has been dedicated to answering the question "What is the meaning of life?"

We can never fully answer this question, though this does not mean we should stop trying to, for life ultimately has meaning.  The drive to live, and to perpetuate life, is so powerful and so profound that life must be meaningful.

My sense of it is that life's meaning is rooted in its cyclic nature.  As seasons change and return again and again, so too is life constantly re-born and never vanquished.  If there is one truth evident again and again it is that every ending is but a new beginning.  Though we are mortal, if this truth is all encompassing, and I believe it is, our death is but a new beginning as well.  In my mind, the idea of metamorphosis helps understand this notion.  We are all catepillars upon the earth.  However, like a catepillar who cannot understand what it is like to be a butterfly and soar, so too can we not comprehend what awaits us beyond death's door.

Within this idea of the cyclic nature of life lies a further truth: everything is connected.  We are all one, but are often so focused on self that we lose our connection with other.  This is a survival mechanism.  We must learn to distinguish and protect our "selves" from the threats of this world.  However, we are evolving to a point where this alienation of our selves will fade and the connectivity of everything in this world, in this universe, will open to us.  In fact, neurotheologists have studied the brain activity of those who claim to experience transcendental spiritual experiences.  Their findings show that the area of the brain responsible for distinguishing self from other is inactive during these moments of transendence, meaning that those experiencing this state are not filtering their experiences through the usually dominant lens of selfness.  Once we fully understand and embrace our connectedness, much of the darkness on this world will vanish as the sun of our compassion rises.  More on this in a later blog.

For now, let's think about what makes our individual lives meaningful.  We all search for meaning in our own lives.  However, it is important to understand that meaning, on an individual level, is not found but created.  If we want lives of meaning, we must create them.  We must become the people we need to be to live lives of personal meaning.  If we value artistic expression, we should create and appreciate art.  If we love others, we should live lives of service and compassion.  Our actions create meaning in our lives.  Our lives mean whatever we create.  Creativity, in the sense of building meaning and connection within our lives, is our birthright as human beings.  Thus, be open to discovery, but also understand your responsibility to live a life of meaning and creativity.  

Risk

First of all, before I get into the nature and value of risk, let me be clear. That it is better to burnout than to fade away is an absolute lie. In fact, if the writer of this line burnt out before writing it, no one would have ever read or thought about living hard and dying young. It is far, far better to fade away.

However, life isn't the either or proposition that this line sets out. There are alternatives. Alternatives which add value and significance to your life by allowing you to contribute to the lives of others. And to discover these alternatives, you will need to embrace risk. Just don't be reckless with life. It is too valuable.

One of my favourite songs is "Dare You to Move" by Swithfoot:

Welcome to the fallout 
Welcome to resistance 
The tension is here 
The tension is here 
Between who you are and who you could be 
Between how it is and how it should be 
I dare you to move

Movement is risk. We can't take one single step without risking something. However, all risk must be measured against the consequences of staying still. If you do not move, if you do not grow, if you do not change, you risk far more than you do embracing change. For stagnation and decay are the consequences of refusing risk.
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We are all in the process of becoming. Even at a cellular level, we are constantly becoming today who we
will be tomorrow. And more important than any other factor, we become the risks we are willing to take.

Whether the risks we take lead to success or failure, the act of taking them - of having the courage to face
our fears, of moving beyond the horizons of our own shadows into undiscovered country - forges our lives more than any outcome achieved as a reward for or onsequence of taking a chance.

However, own your risks. Don't roll the dice, but play your cards. Luck is of less consequence than decision.
So decide what is important enough in your life that you are willing to risk losing for it (but also keep careful
track of what you are unwilling to lose and do not take risks that jeopardize what you value most).
You are the sum total of the risks you take in your life. I would not have become a writer, a teacher, a husband, or a father if I hadn't risked a great deal. I owe my life to the risks that have led me down the path
I am on now.

Though you may not know where your journey may lead
- though each step down the path is fraught with consequences known and unknown -
risk being alive; fully, completely alive!

I dare you to move.

The Blank Page

Possibility buried beneath
          the snow of doubt
          not falling from the sky
          but blown
from the frozen ground

inspiration imprisoned in ice

Hope

The idea of resilience is what gives me hope: hope for our world, hope for those I love, hope for the chance to help.  Being resilient means bouncing back when things go wrong, taking your licks and getting right back up again, facing your fears and never giving up, no matter how scared you might be. 

Our hope is constantly tested by the challenges we face and by the hardships we endure.  No one has an easy life.  Life is not supposed to be easy.  The trick is to live a life that may be hard without becoming hard ourselves.  For only those who bend but do not break live within hope, right under its roof.

That being said, it is ridiculous to think we can always make lemonade out of the lemons life gives us.  We can't.  Sometimes life sucker punches us in mouth and all we can do is reel and bleed.  However, if we can remain standing, if we can heal without bitterness, we can live into the hope that is yet to come.

U2 sings that "the sweetest song is the one we haven't heard."  Implicit in this idea is the power of the word "yet."  Each night ends in dawn, and just because we can't yet see the glow on the horizon does not mean that the darkness will last forever.  We haven't yet become the people we need to be to make our dreams a reality, to live our lives as crew rather than passengers.  We will though.  This is what I hope.  And hope leads towards resilience.  And resilience leads towards a life of reaching into the possibility of "yet," shaping this potential into a reality suffused with hope as the sky at dawn is suffused with light.  

Faith

I have faith in the idea that nothing ever ends, that every ending is but a new beginning.  This faith rests on the notion of cyclic metamorphosis.  Each year, as winter settles upon the soul of the earth, our world seems to slip into permanent slumber.  However, without fail, spring arrives and the world is born again.  In fall the leaves descend from the trees and become the earth from which new shoots of growth emerge.  Our lives also have seasons which emerge from the one before and fade into the one that follows.  It is often difficult to accept change, as it is difficult to accept the times when nothing seems to change - when we seem to be stuck in what Dr. Seuss calls "the waiting place."  However, after years of experience I now have faith that change will eventually arrive as a new beginning presents itself.

Last year was one filled with loss that sorely tested my faith.  In the end, however, my faith in new beginnings was strengthened by nearly incomprehensible endings.  Some people I loved have moved beyond the horizon of their mortality.

I think of the idea of horizons often.  In our life we never reach any that we strive towards, as they remain elusive and flee before us.  The journey, thus, supersedes the destination, if one strives for horizons.  However, at the end of our mortal lives we move the beyond the horizon into "the undiscovered country." 

As a caterpillar cannot comprehend the flight that awaits her as she begins spinning the silk of her cocoon, so too is it impossible for us to grasp  the new beginning awaiting us beyond our mortal lives.  Thus, we must have faith.  And living within this faith, we must strive each day to live for each other.

Perhaps we shall not pass this way again, and must do now what we can.  Or perhaps we shall pass this way again - an infinite number of times in an infinite number of ways.  If nothing ever ultimately ends, truth is an infinite circle of possibility. Thus, any small act of kindness we give each other, we shall receive unto ourselves again, and again, and again.

We live within the gift and curse of each moment, but as the future becomes the present, and the present the past, my faith that every ending is but a new beginning becomes stronger.  As a teacher I cling to this faith each June as I see my much loved students graduate :)   

We have our heading. Here we go...

Imagine the title of this blog said by Captain Jack Sparrow and Peter Pan before the Disney DVD previews begin to play.  This is how I feel entering the world of online communication.  I am so excited that I am at a loss for words... Enjoy this moment of silence, as it won't last long.