Transcript No Slide Title

ViviaMay Pitter
Current Issues In School and Society EDST 7312
Seton Hall University
What is Brain Based Learning?
• An understanding of learning based on the
structure and function of the brain.
 Knowing and understanding how the brain
processes and remembers information.
• It is also based on the theory that everybody
does learn.
 Learning will occur if the brain is not prohibited
from fulfilling it’s normal process
Core Principles of Brain Based
Learning
There are twelve(12) core principles of Brain
Based Learning that were designed to promote
a better understanding of the findings of
neuroscientists and bridge the gap between
neuroscience and education.
Core Principles of Brain Based
Learning
1. The Brain Is A Parallel Processor.
 Thoughts, emotions, imagination and
predispositions happen at the same time as
information from the environment is processed.
Educational Value
 A variety of strategies and techniques need to be
used to engage the students. This ensures that all
aspect of the brain operation are addressed.
The Brain as a Parallel Processor
Core Principles of Brain Based
Learning
2. Learning Engages The Entire Physiology.
 Learning is as natural as breathing, but it can be
either inhibited or facilitated. Everything that affects
our physiological functioning affects our capacity to
learn.
Educational Value
 Stress management, nutrition, exercise, and
relaxation, as well as other facets of health
management, must be fully incorporated into the
learning process. Students need to be properly fed,
their brains need to be hydrated and their needs to
be an acceptable balance of comfort.
Core Principles of Brain Based
Learning
3.
The Search For Meaning Is Innate.

Trying to figure out or make sense of our experiences and
environment is automatic. The brain needs to and automatically
registers the familiar. The search for meaning cannot be stopped,
it can only be channeled or focused.
Educational Value
 The learning environment needs to provide stability and
familiarity. Lessons need to be exciting yet meaningful and offer
a wealth of choices where the student can make sense of the
information presented to them.
Core Principles of Brain Based
Learning
4.
The Search For Meaning Occurs Through
“Patterning”.

The brain is designed to perceive and generate patterns.
Information is organized and categorized into meaningful
patterns.
 Meaningless patterns are resisted.
Educational Value
 Learners are constantly patterning perceiving and creating
meaning in one way or another. Even when students are not
engaged in the formal learning activities.
 An educator can only influence the direction through
different approaches (Thematic teaching or integrated
lessons)
Core Principles of Brain Based
Learning
5. Emotions Are Critical To Patterning.
 What we learn is influenced and organized by
emotions and mind sets based on expectancy personal
biases and prejudice degrees of self esteem and the
need for social interaction.
Educational Value
 Educators need to understand that students’ feelings
and attitude will be involved in the learning process
and will determine learning in any desired
context.(present or future).
Core Principles of Brain Based
Learning
6.
The Brain Processes Parts And Whole
Simultaneously.
 Research shows that there is a significant difference
between the left and right hemispheres of the brain.
However, in a healthy person, both brain hemispheres
interact in each and every daily experience. They are
separate but they work together to organize
information. One reduces information into parts and
the other
Educational Value
 Good teaching should build understanding and skills
over time because learning is cumulative and
developmental.
Core Principles of Brain Based
Learning
7. Learning Involves Both Focused Attention
And Peripheral Perception.
 The brain absorbs information with which it is
directly involved, but also pays attention to
information outside of the direct involvement field.
Educational Value
 All aspects of the educational environment are
important.
 Teachers need to engage the interest and enthusiasm
of students through their own enthusiasm, coaching,
modeling.
Core Principles of Brain Based
Learning
8.
Learning Always Involves Conscious and
Unconscious Processes
 We learn much more than we ever consciously
understand.Our experiences become part of our prior
knowledge in both conscious and unconscious ways
Educational Value
 Understanding may not take place immediately and
may occur later.
 Reflection and processing time are important to the
learning environment.
Core Principles of Brain Based
Learning
9.
We Have At Least Two Ways Of Organizing
Memory.
I.
II.

A Spatial Memory System
A System of Rote Learning
We have a spatial/autobiographical memory that does not need
rehearsal and allows for "instant" recall. It is always engaged,
inexhaustible, and motivated by novelty.
Educational Value

Learning by ROTE is sometimes important (multiplication
tables)

In other settings, teaching devoted to memorization does not
facilitate the transfer of learning.
Core Principles of Brain Based
Learning
10. We Understand And Remember Best When Facts
And Skills Are Embedded In Natural, Spatial
Memory.
 Our native language is learned through multiple
interactive experiences with vocabulary and grammar.
It is shaped both by internal processes and by social
interaction.
Educational Value
 All education can be enhanced when this type of
embedding is adopted.
 Real life activities are essential to the learning process
 Learners need to be immersed into a multitude of
complex and interactive experiences.
Core Principles of Brain Based
Learning
11. Complex Learning Is Enhanced By Challenge
And Inhibited By Threat.
 The brain makes maximum connections when risk
taking is encouraged and supported; however, it
"downshifts" (helplessness) when under perceived
threat.
Educational Value
 Students need a safe place to think and risk.
 The threat of failure may inhibit instead of encourage
learners.
Core Principles of Brain Based
Learning
12. Every Brain Is Uniquely Organized.
 All humans have the same set of systems, yet we are all
different based on genetic endowments, differing prior
knowledge, and differing environments. The more we
learn, the more unique we become.
Educational Value
 All learners are different and need to be empowered to
make choices and allowed to understand the world from
their own unique perspective
General Implications
• It shifts the focus from the teaching process to the
learning process.
• The teacher becomes facilitator, guide, coach,
mentor and talent scout.
 The role of the teacher changes but is not eliminated.
• Orchestrated Immersion
 The learning environments are created to immerse
students into a full learning experience.
General Implications
• Relaxed Alertness
An effort should be made to eliminate fear
while maintaining a highly challenging
environment.
• Active Processing
The learner consolidates and internalizes
information by actively processing it.
Reflection time becomes important.
General Implications
• The Brain Needs Nourishment
Food
Hydration
Air Quality
Light
Sleep
General Implications
• The Brain is a Social Organ
Do something with the information
Cooperative learning
Hands on learning
Active review
Peer Teaching
Peer interaction
General Implications
• The Brain Seeks Safety
Classroom environment
School culture
Relaxed environment
A sense of security
Predictable
Challenges
General Implications
• The Brain is Emotional
Pays attention to emotions naturally
Music activates brain waves and plays on
emotion
Humor
Reflection
Role Play
Images in the brain
General Implications
• The Brain Seeks and Process Information
 Makes it meaningful
 Information in isolation is forgotten
 Information that is interesting is retained
 Connections to prior knowledge
 Connections to real life
 Choices
 Reflection
 Writing across the curriculum
REHEARSAL
TASTE
SIGHT
SOUND
FEEL
SENSORY
MEMORY
Initial
Processing
SHORTTERM
MEMORY
Elaboration &
Organization
Retrieval
SMELL
NOT TRANSFERRED TO NEXT STAGE AND
THEREFORE FORGOTTEN
LONGTERM
MEMORY
Bibliography
Chipongian, Lisa. (2005). What is “Brain Based Leaning. Retrieved
February 6 2005 from the World Wide Web:
http://www.brainconnection.com/topics/?main=fa/brain-based
D'Arcangelo, Marcia. (November 1998) The brains behind the brain.
Educational Leadership Volume 56 Number 3 Retrieved March 5,
2005 from the World Wide Web: http://www.ascd.org
/publications/ed_lead/199811/darcangelo.html
Given, Barbara K. (2002). Teaching to the brain’s natural learning
systems. Alexandra VA: Association for Supervision and Curriculum
Development
Bibliography
Jensen, E ( 1998). Teaching with the Brain in Mind. Alexandra VA:
Association for Supervision and Curriculum Development
Lackey, Jeffrey A. (2002). 12 Design principles based on brain-based
learning research.Design Share The International Forum for
Innovative Schools. Retrieved February 6, 2005 from the World
Wide Web: http://designshare.com/Research/BrainBased
Learn98.htm
Wolfe, Patricia. (2001) Brain matters: Translating research into
classroom practice. Alexandra VA: Association for Supervision and
Curriculum Development
ViviaMay Pitter
Current Issues In School and Society EDST 7312
Seton Hall University