Rhizome/Learning/Dance/Hippocampus
How are these linked?
I have come to learn that everything is linked in some way. The Rhizome learning model was introduced to me in the handbook, dance is something that I have done my entire life and the concept and word Hippocampus was mentioned by Cathleen Limerick (Module 2 student) in one of the group Skype sessions. But the links are deeper than this.
The Rhizome learning model is mentioned on page 6 of the hand book. It is not explained in masses of detail, but stated that we are "looking at our Professional Practice", "and making connections between knowing, information, doing and theory (a rhizome learning model)". But how are we meant to know how to do this, or if we are doing this, without learning and knowing about the theory? So I decided to research into this.
This is exactly the process which we are experiencing right now, and will continue to do throughout our professional careers. Even as we expand our knowledge we are not arriving at an answer because there is no definitive end. We are looking at our influences and how this is connected to who we are today. Self reflecting on our own professional practice and being proactive in our learning.
Upon my 124531513 time of reading through the handbook the word Rhizome stuck out to me and I was pretty sure that I have heard of this even before researching into it. It was when Cathleen that first mentioned the study of dance and the positive effect on the Hippocampus. The hippocampus is part of the brain, its role is to consolidate information from short-term memory to long-term memory, and in spatial awareness to aid in spatial memory. I read "Novel effects of Nelumbo nucifera rhizome extract on memory and neurogenesis in the dentate gyrus of the rat hippocampus". Scientist found that by giving rats extracts of the plant MNR - Rhizome (menthol extract nelumbo nucifera rhizome) learning and memory functions improved and learnt how it can delay or potentially treat the effect of neurodegenerative diseases. The name of a plant given to a learning theory that we are about to explore and find our own path. This was specific research into the effects of plant extracts on the Hippocampus, but what my next journey was to explore the effects of dance and movement on the Hippocampus.
The amount of reading material has to be filtered down as we could spend our entire time reading research and findings and never write anything down. I read "Effects of square dance on the episodic memory and hippocampus in Chinese older adults". The simple exercise of going to square dance lessons has an enormous impact on the connectivity and workings of their hippocampus.
"The findings revealed that square dance benefited the maintaining and promoting of memory function, and the beneficial effect was correlated to hippocampal function change."
"...showed increased performance on verbal and visual delayed memory. Memory improvements was correlated with changes in aerobic fitness and physical activity. Dance group demonstrated reduced grey matter volume in right parahippocampus."
Some of my students struggle with retention, concentration and motivation. After reading these studies I decided to make my classes more structured. Normally, day to day, we do not have structure. Plans can change and crisis may happen. But why follow this path of destruction that allows students to think it is ok for no structure? Upon entering my class, students step into an alternative frame of mind and prepare themselves mentally and physically. After experimenting with a little bit of square dancing as a light warm up (baring in mind that the majority of my students have either learning or physical disabilities) I saw a change in how students knew what to expect in my classes and I had created a safe bubble for them, where they felt comfortable. By doing this, they got more out of the class and I was able to develop upon my classes and monitor their progression. The teacher then decided to move my classes to the morning slot, this way the students were starting their day off with structure and hopefully continuing the day in that frame of mind.
By observation, literature, self reflection and applying different methods of teaching, I have been able to deviate from that same path and place students on a path of structure which has both benefitted the students and my self. Unknowingly making links with a glossary of words and physical practice, has lead into research which progressed on to applying information into training.
I have come to learn that everything is linked in some way. The Rhizome learning model was introduced to me in the handbook, dance is something that I have done my entire life and the concept and word Hippocampus was mentioned by Cathleen Limerick (Module 2 student) in one of the group Skype sessions. But the links are deeper than this.
The Rhizome learning model is mentioned on page 6 of the hand book. It is not explained in masses of detail, but stated that we are "looking at our Professional Practice", "and making connections between knowing, information, doing and theory (a rhizome learning model)". But how are we meant to know how to do this, or if we are doing this, without learning and knowing about the theory? So I decided to research into this.
"Rhizomatic learning is a way of thinking about learning based on ideas described by Gilles Deleuze and Felix Guattari in a thousand plateaus. A rhizome, sometimes called a creeping rootstalk, is a stem of a plant that sends out roots and shoots as it spreads. It is an image used by D&G to describe the way that ideas are multiple, interconnected and self-reflecting. A rhizome has no beginning or end… like the learning process."
This is exactly the process which we are experiencing right now, and will continue to do throughout our professional careers. Even as we expand our knowledge we are not arriving at an answer because there is no definitive end. We are looking at our influences and how this is connected to who we are today. Self reflecting on our own professional practice and being proactive in our learning.
Upon my 124531513 time of reading through the handbook the word Rhizome stuck out to me and I was pretty sure that I have heard of this even before researching into it. It was when Cathleen that first mentioned the study of dance and the positive effect on the Hippocampus. The hippocampus is part of the brain, its role is to consolidate information from short-term memory to long-term memory, and in spatial awareness to aid in spatial memory. I read "Novel effects of Nelumbo nucifera rhizome extract on memory and neurogenesis in the dentate gyrus of the rat hippocampus". Scientist found that by giving rats extracts of the plant MNR - Rhizome (menthol extract nelumbo nucifera rhizome) learning and memory functions improved and learnt how it can delay or potentially treat the effect of neurodegenerative diseases. The name of a plant given to a learning theory that we are about to explore and find our own path. This was specific research into the effects of plant extracts on the Hippocampus, but what my next journey was to explore the effects of dance and movement on the Hippocampus.
The amount of reading material has to be filtered down as we could spend our entire time reading research and findings and never write anything down. I read "Effects of square dance on the episodic memory and hippocampus in Chinese older adults". The simple exercise of going to square dance lessons has an enormous impact on the connectivity and workings of their hippocampus.
"The findings revealed that square dance benefited the maintaining and promoting of memory function, and the beneficial effect was correlated to hippocampal function change."
"...showed increased performance on verbal and visual delayed memory. Memory improvements was correlated with changes in aerobic fitness and physical activity. Dance group demonstrated reduced grey matter volume in right parahippocampus."
Some of my students struggle with retention, concentration and motivation. After reading these studies I decided to make my classes more structured. Normally, day to day, we do not have structure. Plans can change and crisis may happen. But why follow this path of destruction that allows students to think it is ok for no structure? Upon entering my class, students step into an alternative frame of mind and prepare themselves mentally and physically. After experimenting with a little bit of square dancing as a light warm up (baring in mind that the majority of my students have either learning or physical disabilities) I saw a change in how students knew what to expect in my classes and I had created a safe bubble for them, where they felt comfortable. By doing this, they got more out of the class and I was able to develop upon my classes and monitor their progression. The teacher then decided to move my classes to the morning slot, this way the students were starting their day off with structure and hopefully continuing the day in that frame of mind.
By observation, literature, self reflection and applying different methods of teaching, I have been able to deviate from that same path and place students on a path of structure which has both benefitted the students and my self. Unknowingly making links with a glossary of words and physical practice, has lead into research which progressed on to applying information into training.
Comments