Brain-based+Learning

=Description of Brain-based learning=

Brain- based learning is learning the way the brain is naturally designed (Jensen, 2009) to learn. Learning with the brain in mind crosses into multidisciplinary areas to answer an essential question. Jensen uses E.S.P. to further describe the brain-based learning paradigm shift. E stands for active engagement, S for purposeful strategies, and P stands for principles derived from neuroscience. The belief is that by using what we know about the brain we can reach more learners (Jensen, 2009) and increase the number of times they are reached. Jensen believes that the brain is involved in everything we do. It is natural for teachers to consider how a child learns and what motivates them to learn.

Gardner’s theory of multiple intelligences is often mentioned in correlation with brain-based learning. Recognizing students’ personalities (Richardson & Arker, 2010) assists teachers in choosing the best instruction model for each child. Brain-based education reinforces the need to differentiate instruction. Furthermore, the teacher’s teaching style often does not match the (Richardson & Arker, 2010) student’s learning style causing a greater likelihood of failure.

Numerous research articles have been published that relates how the brain learns to classroom instruction. Many point to the conclusion that teachers by learning how a child learns best can tailor their lessons to meet those needs. There are learning style inventories and questionnaires (Caine & Caine, 1991) to help teachers assess their students personalities.

Bonnema, T. (2009). //Enhancing Student Learning with Brain-Based Research//. Online Submission. Retrieved from ERIC database.

Caine, R., Caine, G., & Association for Supervision and Curriculum Development, A. (1991). //Making Connections: Teaching and the Human Brain//. Retrieved from ERIC database.

Jensen, E. (2009). //Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do about It//. ASCD. Retrieved from ERIC database.

Richardson, R., & Arker, E. (2010). PERSONALITIES IN THE CLASSROOM: MAKING THE MOST OF THEM. //Kappa Delta Pi Record//, //46//(2), 76-81. Retrieved from Education Research Complete database.

According to Caine & Caine, there are 17 core principals directing brain-based learning. They are as follows:

(Caine and Caine)
 * The brain is a parallel processor. It can perform several activities at once.
 * The brain perceives wholes and parts simultaneously.
 * Information is stored in multiple areas of the brain, and can be retrieved through multiple memory and neural pathways.
 * Learning engages the whole body. All learning is mind-body: movement, foods, attention cycles, and chemicals modulate learning.
 * Humans search for meaning is innate.
 * The search for meaning comes through patterning.
 * Emotions are critical to patterning, and drive our attention, meaning and memory.
 * Meaning is more important than just information.
 * Learning involves focused attention and peripheral perception.
 * We have two types of memory: spatial and rote.
 * We understand best when facts are embedded in natural spatial memory.
 * The brain is social. It develops better in concert with other brains.
 * Complex learning is enhanced by challenge and inhibited by stress.
 * Every brain in uniquely organized.
 * <span style="color: #008080; display: block; font-family: Georgia,serif;">Learning is developmental.

<span style="color: #008080; display: block; font-family: Georgia,serif;">Caine, G., Nummela-Caine, (1997) //Education on the edge of possibility//. Alexandria <span style="color: #008080; display: block; font-family: Georgia,serif;"> , VA <span style="color: #008080; display: block; font-family: Georgia,serif;">﻿: ASCD--Association for Supervision and Curriculum Development.

<span style="color: #0000ff; display: block; font-family: Verdana,Geneva,sans-serif;">Helen Adams adds:

<span style="color: #0000ff; display: block; font-family: Verdana,Geneva,sans-serif;">Judy Willis Website: http://www.radteach.com/ <span style="color: #0000ff; display: block; font-family: Verdana,Geneva,sans-serif;">When a Neurologist becomes a classroom teacher, Brain Learning Research promotes teaching strategies.

**Twelve design principles based on brain-based research**
 * Rich, stimulating environments using student created materials and products are evident on bulletin boards and display areas.
 * Places for group learning like tables and desks grouped together, to stimulate social skills and cooperative work groups. Have comfortable furniture and couches available for casual discussion areas. Carpeted and areas with large pillows who prefer not the work at a desk or table.
 * Link indoor and outdoor spaces so students can move about using their motor cortex for more brain oxygenation.
 * Safe places for students to be where threat is reduced, particularly in large urban settings.
 * Variety of places that provide different lighting, and nooks and crannies. Many elementary children prefer the floor and under tables to work with a partner.
 * Change displays in the classroom regularly to provide a stimulating situations for brain development. Have students create stage sets where they can act out scenes from their readings or demonstrate a science principle or act out a dialogue between historical figures.
 * Have multiple resources available. Provide educational, physical and a variety of setting within the classroom so that learning activities can be integrated easily. Computers areas, wet areas, experimental science areas should be in close proximity to one another. Multiple functions of learning is our goal.
 * Flexibility: This common principle of the past is relevant. The teachable moment must be recognized and capitalized upon. Dimensions of flexibility are evident in other principles.
 * Active and passive places: Students need quiet areas for reflection and retreat from others to use intrapersonal intelligences.
 * Personal space: Students need a home base, a desk, a locker area. All this allows learners to express their unique identity.
 * The community at large as an optimal learning environment: Teachers need to find ways to fully use city space and natural space to use as a primary learning setting. Technology, distance learning, community and business partnerships, all need to be explored by educational institutions.
 * Enrichment: The brain can grow new connections at any age. Challenging, complex experiences with appropriate feedback are best. Cognitive skills develop better with music and motor skills. (D'Arcangelo)

Brain Based Overview: []. Mandy Ward