Brain Based Learning

Rachel HomanBarbara TophamKelly Wright

What is Brain Based Learning?

Brain based learning is an instructional method. The method follows the belief that learning will occur provided the normal processes of the brain are not prohibited. This method is based on:

Current knowledge about the structure and function of the brain

Current neuroscience research that suggests how our brain learns naturally

The Structure and Function of the Brain

www.ucmasnepal.com/index2.php?option=brainbg

Brain Structure

The brain is divided into 4 lobes: 1. Frontal Lobe2. Temporal Lobe3. Parietal Lobe4. Occipital Lobe

Brain Structure

It is important to know where the major lobes are located and what

each lobe does in terms of function.

Brain Structure

http://cognitrn.psych.indiana.edu/busey/Q301/BrainStructure.html

The Frontal Lobes

The frontal lobes are located at the most forward portion of the brain. They make up approximately one-third of the entire brain. The frontal lobes help us to have control over our thoughts, emotions, and actions.

The Temporal Lobes

There are two temporal lobes, one on each side of the brain, located at about the level of the ears. These lobes allow a person to tell one sound from another and are believed to be involved in short-term memory.

The left temporal lobe is mainly involved in verbal memory and specific language functions

Left temporal lobe: • verbal memory• specific language

functions

Right temporal lobe:• visual memory• musical abilities• identification of visual

objects

The Parietal Lobe

The parietal lobe is located just behind the frontal lobes. It is connected to the control of bodily sensation, shape, texture, and position.

The Occipital Lobe

The occipital lobe is located in the rear of the head. It is responsible for controlling sight, reading, and visual images.

Memory

There are generally three types of memory: sensory memory, short-term (or working) memory and long-term memory.

Sensory memory

The sensory memory is a safeguard for stimuli received through the

senses.

Information of interest is transmitted from the sensory memory to the

short-term memory.

Short-term memory

Short-term memory is a recall point for information that the brain is processing.

Completing tasks that are held in short-term memory should be done as soon

as possible. Interference often causes a disruption in short-term memory ability.

Long-term memory

Information can be stored over an extended period of time in one’s Long-term memory. There are two types of long-term memory:

episodic memory and semantic memory.

Episodic memory represents our memory of events and experiences in a serial form.

Semantic memory is a structured record of facts, concepts, and skills that we have acquired

The Learning Process and the Brain

Whenever a person learns something new, there is a process happening in the brain.

The brain is made up of billions of neurons. Anytime we learn something new, neurons are joining together to form new ways of passing along the information. With the help of a chemical found in the body, known as cypin, neurons form dendrites. These dendrites aid in passing new information along between neurons. This is how the brain receives, processes, and transmits new information (Fraser, 1998).

The Brain and Learning

How the brain learns

The brain is a very complex and important organ in our bodies.

When it comes to learning, everyone understands different concepts at

different levels. A very good strategy to help

students learn is to see what they already know.

Benefits of Previous Knowledge

There are several benefits of understanding a student’s previous knowledge of any subject matter:

The teacher is given an idea of how much the class knows about a given subject.

It gives the teacher a place to start when it comes to introducing new information.

The Stress Factor

Stress has been said to have a huge impact on a student’s ability in the classroom. It can interfere with a

student’s ability to learn as it affects several key areas required for learning:

CreativityMemory

Behavior (Jenson, 2009).

Decreasing Stress

Teachers that can decrease the stress levels in their classrooms are likely to have a positive

classroom environment.

As a future teacher you can help reduce the stress levels in your classroom by:

allowing your students to stretch and move around in between subjects

By teaching your students coping skills

What other information has been researched that is significant to teachers?

Students are individuals with needs, desires, and emotions.The knowledge and experience a student has prior to entering yourclassroom will be unique to each

individual.Students have varied learning

styles.

What other information has been researched that is significant to teachers?

Certain chemicals in the brain help to increase a student’s enjoyment and positive feelings about learning, as well as their retention of new knowledge.

Something must capture the attention of a child before it can become a long-term memory.

Allowing a student to interact with new information will assist that child in transitioning the information from just memorization to a higher level of learning.

what do we know about the brain that is significant to the school environment?

Jeffrey A. Lackney, Ph.D. introduced members at a Brain-based learning workshop to 12 design principles with regards to the school environment.

Some of these principles include:

• Design the classroom with colorful pieces full of texture that are deigned by the students instead of the teacher. This will help the students form a connection with their environment.

• Change displays often to allow students to interact with their environment.

• Provide spaces for group learning and interactions to stimulate the social brain and allow for social learning.

what do we know about the brain that is significant to the school environment?

(Cont)

• Provide an area where all resources can be easily and freely available to the students.

• Provide areas of active engagement as well as areas of retreat for student reflection.

• Reduce threats and provide a safe place for students to learn.

A complete list of these design principles can be obtained by visitng www.designshare.com

Current Research and Education

Connection between Current Research and Classroom

LearningMost Researchers believe that the

human brain contains all of it’s neurons at birth. They have varying opinions on when the neural connections are made.

If Researchers Believe that…………Then………………………………

1. Connections are complete by age 5 or 6

2. Connections are completed in late elementary years

3. Connections can be modified continuously throughout life.

1. Programs for preschool aged children, such as head start, are of high importance

2. They support offering more complex subjects earlier in life

3. They encourage the effects of lifelong learning

Researchers

Eric Jensen • Jensen has put a lot of time and effort

into trying to figure out what factors are important to help students learn better. He believes that stress levels play a major role in the success of a classroom.

Researchers (Cont)

John D. Bransford Ann L. BrownRodney R. Cocking

These researchers along with 15 other members worked for two years on “How People Learn.”

Researchers (Cont)

The main focuses of “How People Learn” were on the ideas of memory and the structure of knowledge, problem solving and reasoning, the early foundations of learning, regulatory processes that govern learning, and finally, how symbolic thinking comes out from the culture and the community (Brain Based Learning Research - How People Learn, 2003).

The Brain-Compatible Classroom

Brain-friendly classrooms have proven to increase the interest and abilities of students to learn. They also give the students the feeling

of being in a nurturing environment, which equals less stress. The end result is that the brain works better in this type of

environment.

The Brain-Compatible Classroom

There are several things that are common in Brain-Compatible Classrooms:

wall charts with learning concepts overstuffed reading chairs lots of plantssoft-lights lampsreal life objects throughout the

students’ work centers

Brain-Compatible Instruction

Brain-based instruction has eight components that the teachers model in their classroom instruction:

absence of threat collaboration enriched

environment immediate

feedback meaningful content choices adequate time mastery of student

learning.

Examples of these eight elements

expectations posted where the students can see them

class discussions experiencing the

situations at a real location

a rubric that the students know how to read

Allowing students to apply what they learn in the real world

allowing the students the ability to determine their own learning style

helping students to understand different patterns and how they are used in the world

Examples of Implementing Brain-Based Learning in the

ClassroomRecent Research

Suggests:Teaching suggestions:

The brain performs many functions simultaneously. Learning is enhanced by a rich environment with a variety of stimuli.

Present content through a variety of teaching strategies; this includes physical activity, individual learning times, group interactions, and artistic variations.

The brain is designed to perceive

and generate patterns.Present information in context so

the learner can identify patterns and connect with previous experience.

Learning is enhanced by challenge and inhibited by threat.

Try to create an atmosphere of “relaxed alertness” that is low in threat and high in challenge.

Examples of Implementing Brain-Based Learning in the

Classroom (Cont)Learning involves both focused attention and peripheral perception.

Place materials (bulletin boards, posters) outside of the learner’s immediate focus. Be aware that the teacher’s enthusiasm and modeling present important signals about what is being learned.

Every brain simultaneously perceives and creates parts and wholes.

Try to avoid isolating information from its context. Design activities that require full brain interaction and communication.

Each brain is unique. The brain’s structure is actually changed by learning.

Use multifaceted teaching strategies to attract individual interests and let students express their auditory, visual, tactile, or emotional preferences

Teacher Utilization

Teachers should design their classroom lessons around different learning styles. They should also ensure that their lessons stimulate both hemispheres of the brain.

The Left Hemisphere is theAnalytical side. Itanalyzes information that has been collected by the right hemisphere.

The Right Hemisphere is the side that deals with visual activities. It also plays a role in putting things together.

To utilize both sides of the brain, teachers should incorporate things such as music, role-play, bright colors, games, and puzzles.

Encouraging and Inhibiting Learning

The brain makes the most connections when the student is encouraged to take risks. A Teacher that creates a safe place for students to think and risk is more likely to encourage his/her students to learn.

However……. The brain "downshifts" when one feels

threatened. The fear of failure and/or low grades may inhibit learning.

Factors that affect Learning

Students are affected by five main factors:

1.  their immediate environment

2.  their own emotionality

3.  their sociological preferences

4.  their physiological characteristics

5.  their processing inclination.

Immediate Environment

Some students do better in quiet areas while others require sound

Some students will do better in brightly lit rooms while others prefer soft lighting

Students all have different preferences in room temperature

The design of the classroom can impact students differently

Emotions

Motivation of each student is different

Students vary in their persistence

Responsibility levels vary Some students will do

better when given the opportunity to do things in their own way

Sociological Preferences

Some students do better when learning alone

Some students do better working in groups. Group size preference will vary

Physiological Characteristics

The perceptual strengthsof each student is different. They are represented by the child’s auditory, visual, actual, kinesthetic, and sequenced characteristics

Processing Inclination

Some students are global processors who tend to prefer learning with things that some may find distracting, such as food or music. Others are analytical and tend to be persistent in their studies.

Students have different impulses, some are in “right-brain mode”are more sequential or analytical. Others are in “left-brain mode” and prefer the holistic approach.

Conclusion

Through the use of the brain-based instructional method, teachers are able to help students make connections between real life experiences and the information they are learning.

Brain-based learning is appropriate for all learning styles. Simple strategies such as using bright colors, providing hands-on activities, and incorporating music into lessons can help to stimulate the brain.

Conclusion

Research about the brain and how it learns is ongoing. New instructional strategies will continue to be suggested as new information about the learning process becomes available. By continuing to research this topic, new ways for teachers to modify their instructional practices will arise. This will assist educators in reaching every student that enters their classroom.

References

Fraser, Neil (1998 Sept 21). The Biological Neuron. Retrieved April 6, 2009, from Virtual Ventures Web site: http://vv.carleton.ca/~neil/neural/neuron-a.html

Jensen, E. (2009). Jensen Learning. Retrieved March 30, 2009, from Principals of Brain Based Learning: http://ali.apple.com/ali_sites/glefli/nav5.shtml

Lackney, Jeffery A (2002). 12 Design Principles Based on Brain-based Learning Research. Retrieved April 1, 2009, from DesignShare Web site:

http://www.designshare.com/Research/BrainBasedLearn98.htm

Metropolitan Omaha Educational Consortium, (2009). Principles of Brain-Based Learning . Retrieved April 1, 2009, from University of Nebraska

Omaha: College of Education Web site: http://coe.unomaha.edu/moec/brainbased.php

References

Neurology Channel, (2009). The Brain and Its Functions. Retrieved March 31, 2009, from NeuroRehabilitation & Neuropsychological

Services, P.C. Web site: http://www.thebrainlabs.com/brain.shtml

Percepts and Concepts Laboratory, (1995 Oct 18). Brain Structure. Retrieved March 19, 2009, from Research of the Percepts and Concepts Laboratory Web site: http://cognitrn.psych.indiana.edu/busey/Q301/BrainStructure.html

Southwest Educational Development Laboratory, (2000). How Can Research on the Brain Inform Education?. Retrieved March 21, 2009, from Classroom Compass Web site: http://www.sedl.org/scimath/compass/v03n02/1.html

Spears, Andrea (2009). Brain-Based Learning Highlights. Retrieved March 22, 2009, from University of Wisconsin Web site: http://www.uwsp.edu/education/celtproject/innovations/Brain- Based%20Learning/brain-based_learning.htm

References

SpotlightHealth (2008 Dec 17). How Does The Brain Learn?. Retrieved March 30, 2009, from Spotlight Health Web site: http://lifespotlight.com/health/2008/12/17/how-does-the- brain-learn

Virtual Medical Center, (2007 Nov 1). Human Brain. Retrieved March 19, 2009, from Virtual Medical Center Web site: http://www.virtualcancercentre.com/anatomy.asp?sid=24

Willis, Judy (2007). How Your Child Learns Best. Retrieved March 22, 2009, from Radteach Web site: http://www.radteach.com/page14/page14.html