Brain-based Teaching & Learning
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The document outlines core principles of brain-based learning, emphasizing the brain's structure and function in the learning process. It highlights the importance of engaging multiple brain processes, addressing physiological needs, and creating a supportive learning environment. The document also discusses implications for teaching, including the shift from a teaching-focused to a learning-focused approach, and the necessity of social interactions in education.
Brain-based Teaching & Learning
- 1. School-BasedSchool-Based Professional Development 4Professional Development 4 Brain-based Teaching & LearningBrain-based Teaching & Learning 4th October 2015 Sunday 10:15 am Irushadhiyya School Mohamed Nasir & Junaina Ismail
- 2. Brain Based Learning and Teaching
- 3. What is Brain-based Learning? • An understanding of learning on the structure and function the brain. * knowing and understanding how brain processes and remembers information
- 4. What is Brain-based Learning? •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
- 5. 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.
- 6. 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.
- 7. 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.
- 8. 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)
- 9. 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).
- 10. 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.
- 11. 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.
- 12. 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.
- 13. Core Principles of Brain Based Learning 9. We Have At Least Two Ways Of Organizing Memory. I. A Spatial Memory System II. 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.
- 14. 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.
- 15. 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.
- 16. 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
- 17. 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.
- 18. 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.
- 19. General Implications • The Brain Needs Nourishment Food Hydration Air Quality Light Sleep
- 20. General Implications •The Brain is a Social Organ Do something with the information Cooperative learning Hands on learning Active review Peer Teaching Peer interaction
- 21. General Implications • The Brain Seeks Safety Classroom environment School culture Relaxed environment A sense of security Predictable Challenges
- 22. General Implications • The Brain is Emotional Pays attention to emotions naturally Humor Reflection Role Play Images in the brain
- 23. 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
- 24. TASTE SENSORY MEMORY SHORT- TERM MEMORY LONG- TERM MEMORY SIGHT SOUND FEEL SMELL NOT TRANSFERRED TO NEXT STAGE AND THEREFORE FORGOTTEN Initial Processing REHEARSAL Retrieval Elaboration & Organization
- 25. Group WorkGroup Work In yourrespective groups please, discuss the issue and prepare aIn yourrespective groups please, discuss the issue and prepare a presentation with the support of an effective referencing. Yourpresentation with the support of an effective referencing. Your presentation can be a PPT , a Flipchart ora Role Play etcpresentation can be a PPT , a Flipchart ora Role Play etc Group 1 1.Why do students forget? How can we help enhance students 'learning memory? Group 2 2. “Humans are social creatures and, as such, learning cannot be isolated from social contexts” (Tokuhama-Espinosa, 2011, p. 215). Group 3 3. How can we maximize students learning during instructional periods? Group 4 What are we already doing that fit to the Brain-based research? What else can we do to improve our teaching?
- 26. References 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
- 27. References 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