brain-based teaching & learning

School-Based School-Based Professional Development 4Professional Development 4

Brain-based Teaching & LearningBrain-based Teaching & Learning

4th October 2015Sunday

10:15 am Irushadhiyya School

Mohamed Nasir & Junaina Ismail

Brain Based Learning and Teaching

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

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

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.


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.


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.


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)


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).


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.


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.


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.


9. We Have At Least Two Ways Of Organizing Memory.

I. A Spatial Memory SystemII. 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.


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.


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.


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 ProcessingThe learner consolidates and internalizes

information by actively processing it. Reflection time becomes important.

General Implications

• The Brain Needs NourishmentFoodHydrationAir QualityLightSleep

General Implications •The Brain is a Social Organ

Do something with the information

Cooperative learningHands on learningActive reviewPeer TeachingPeer interaction


• The Brain Seeks SafetyClassroom environmentSchool cultureRelaxed environmentA sense of securityPredictableChallenges


• The Brain is EmotionalPays attention to

emotions naturallyHumorReflectionRole PlayImages in the brain

General Implications • The Brain Seeks and Process Information

Makes it meaningful Information in isolation is forgotten Information that is interesting is retainedConnections to prior knowledgeConnections to real lifeChoices ReflectionWriting across the curriculum

TASTE

SENSORY MEMORY

SHORT-

TERM MEMO

RY

LONG-

TERM MEMORY

SIGHT

SOUNDFEEL

SMELL

NOT TRANSFERRED TO NEXT STAGE AND THEREFORE FORGOTTEN

Initial Processi

ng

REHEARSAL

Retrieval

Elaboration & Organization

Group WorkGroup Work

In your respective groups please, discuss the issue and In your respective groups please, discuss the issue and prepare a presentation with the support of an effective prepare a presentation with the support of an effective referencing. Your presentation can be a PPT , a Flipchart referencing. Your presentation can be a PPT , a Flipchart or a Role Play etcor a Role Play etcGroup 11.Why do students forget? How can we help enhance students 'learning memory?

Group 22. “Humans are social creatures and, as such, learning cannot be isolated from social contexts” (Tokuhama-Espinosa, 2011, p. 215).

Group 33. How can we maximize students learning during instructional periods?

Group 4What are we already doing that fit to the Brain-based research? What else can we do to improve our teaching?

ReferencesChipongian, 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

ReferencesJensen, 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