The Benefits Of A Brain-compatible Education
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The Benefits of a BrainCompatible Education Brenda Truelove EDU417: Cognitive Studies Capstone Instruction: Ken Caron March 30, 2019
The purpose of this presentation is to show you why and how braincompatible techniques are important in learning.
INTRODUCTION • Wife/Mother • AA in Mental Health/Early Child Development • 14 years experience working with children ages birth-3 years old. • Working toward my BA in Cognitive Studies. • Planning on being a Developmental Delayed Specialist.
MY HUSBAND AND I
Draws on the cognitive neuroscience, phycological and educational research.
OVERVIEW OF BRAINCOMPATIBLE LEARNING
Provide the best possible instructional environment for each of their students.
A brain-compatible teacher is one that understands why they are doing what they are doing. These teachers will stay up to date will any new professional development.
LEARNING COMPARE/CONTRAST TRADITIONAL LEARNING
BRAIN-COMPATIBLE LEARNING
• Teacher-centered delivery of instructions.
• Strategies based on how are brains work.
• Importance on basic educational practices.
• Provide a safe environment.
• Except student to master learning in core subjects.
• Emotional well being of all students.
• Schedule to follow. • Students are conditioned (Erlauer, 2003, pg, 24)
• Student choices. • Movement and Exercise. • More time. • Challenge students. (Yap, 2006, pg. 346)
CHEMICAL FACTORS • Dopamine-controlling conscious motor activity and enhancing pleasurable feelings (Wolfe, 2010). • Serotonin-feel good. Involved in memory, sleep, appetite control, and regulation of body temperature. • Acetylcholine-is involved in our memory.
CHEMICAL FACTORS THAT IMPACT LEARNING
DOPAMINE
SEROTONIN
ACETYCHOLINE
Motivation
Reward
Attention
Movement
Memory
Memory
Nature vs. Nurture Brain Dysfunction
GENETIC FACTORS
Developmental Delays Learning Disabilities
Parents Learning Disability
Attention span GENETIC FACTORS THAT IMPACT LEARNING
Listening skills
Reading ability Parent involvement
Family Culture ENVIRONMENTAL FACTORS
Friends Neighborhood
Parent involvement Amount of sleep you get ENVIRONMENTAL FACTORS THAT IMPACT LEARNING
Nutrition
Safe neighborhood Influence of friends Culture Beliefs
BENEFITS OF BRAINCOMPATIBLE SETTING IMPACTED BY THESE FACTORS • Knowledge of student learning styles • Engaging activities • Multiple intelligences addressed
• All learning styles (visual, auditory and kinesthetic) are addressed • Constructive Feedback • Interacting among peers (Caine, 1997, pg. 42)
INFORMATION PROCESSING MODEL REHEARSAL SIGHT
SOUND
SMELL
ELABORATION & ORGANIZATION
SENSORY MEMORY INTIAL PROCESSING
WORKING MEMORY
LONG-TERM MEMORY DECLARATIVE
TASTE PROCEDURAL
RETRIEVAL TOUCH
NOT TRANSFERRED TO THE NEXT STAGE THEREFORE FORGOTTEN
STUDENTS LEARN BY PROCESSING AND RETAINING INFORMATION • Prior knowledge • Re-representation of information • • • •
Interpretive work Practice at retrieval Remembering helps remembering Less is more (Hakel, 2003, pg. 4)
ROLE OF EMOTION AND RETENTION AND MEANINGFUL LEARNING EXPERIENCES
• Motivation • Emotional Intelligence • Emotion drives attention • Spark curiosity
MODIFIED LESSON PLAN SUPPORTING BRAIN-COMPATIBLE LEARNING THE VERY HUNGRY CATERPILLAR • Expanded on knowledge of winged insects. • Increased vocabulary words.
• View the life cycle of a caterpillar. • Counting the food. • Days of the Week. • Draw a caterpillar. • Talk about nutrition. • Patterning. • Write own story with patterning.
• Caterpillar letter sort ..\Downloads\The Very Hungry Caterpillar.docx
CONCLUSION • Brain based teachers needs to keep student engaged.
• Make a safe environment for student to learn. • Create a rich learning environment. • Encourage growth. • Courage movement. • Offer feedback. • Encourage students to have positive attitude.
REFERENCES Caine, Geoffrey, “Unleashing the Power of Perceptual Change: The Potential of Brain Based Teaching.”, 1997, pg. 42. Erlauer, Laura, 2003, “The Brain-compatible classroom: Using what we know about learning. pg. 24. Hakel, Milton and Halpern, Diane “Applying the science of learning to the university and beyond,” Change, Vol. 35, 2003, pp. 2-13. Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.). Alexandria,VA: Association for Supervision & Curriculum Development. Pg. 110-120. Yap, J. (2006) Behavioral Brain Research, Sept 25; 172(2):344-50
The purpose of this presentation is to show you why and how braincompatible techniques are important in learning.
INTRODUCTION • Wife/Mother • AA in Mental Health/Early Child Development • 14 years experience working with children ages birth-3 years old. • Working toward my BA in Cognitive Studies. • Planning on being a Developmental Delayed Specialist.
MY HUSBAND AND I
Draws on the cognitive neuroscience, phycological and educational research.
OVERVIEW OF BRAINCOMPATIBLE LEARNING
Provide the best possible instructional environment for each of their students.
A brain-compatible teacher is one that understands why they are doing what they are doing. These teachers will stay up to date will any new professional development.
LEARNING COMPARE/CONTRAST TRADITIONAL LEARNING
BRAIN-COMPATIBLE LEARNING
• Teacher-centered delivery of instructions.
• Strategies based on how are brains work.
• Importance on basic educational practices.
• Provide a safe environment.
• Except student to master learning in core subjects.
• Emotional well being of all students.
• Schedule to follow. • Students are conditioned (Erlauer, 2003, pg, 24)
• Student choices. • Movement and Exercise. • More time. • Challenge students. (Yap, 2006, pg. 346)
CHEMICAL FACTORS • Dopamine-controlling conscious motor activity and enhancing pleasurable feelings (Wolfe, 2010). • Serotonin-feel good. Involved in memory, sleep, appetite control, and regulation of body temperature. • Acetylcholine-is involved in our memory.
CHEMICAL FACTORS THAT IMPACT LEARNING
DOPAMINE
SEROTONIN
ACETYCHOLINE
Motivation
Reward
Attention
Movement
Memory
Memory
Nature vs. Nurture Brain Dysfunction
GENETIC FACTORS
Developmental Delays Learning Disabilities
Parents Learning Disability
Attention span GENETIC FACTORS THAT IMPACT LEARNING
Listening skills
Reading ability Parent involvement
Family Culture ENVIRONMENTAL FACTORS
Friends Neighborhood
Parent involvement Amount of sleep you get ENVIRONMENTAL FACTORS THAT IMPACT LEARNING
Nutrition
Safe neighborhood Influence of friends Culture Beliefs
BENEFITS OF BRAINCOMPATIBLE SETTING IMPACTED BY THESE FACTORS • Knowledge of student learning styles • Engaging activities • Multiple intelligences addressed
• All learning styles (visual, auditory and kinesthetic) are addressed • Constructive Feedback • Interacting among peers (Caine, 1997, pg. 42)
INFORMATION PROCESSING MODEL REHEARSAL SIGHT
SOUND
SMELL
ELABORATION & ORGANIZATION
SENSORY MEMORY INTIAL PROCESSING
WORKING MEMORY
LONG-TERM MEMORY DECLARATIVE
TASTE PROCEDURAL
RETRIEVAL TOUCH
NOT TRANSFERRED TO THE NEXT STAGE THEREFORE FORGOTTEN
STUDENTS LEARN BY PROCESSING AND RETAINING INFORMATION • Prior knowledge • Re-representation of information • • • •
Interpretive work Practice at retrieval Remembering helps remembering Less is more (Hakel, 2003, pg. 4)
ROLE OF EMOTION AND RETENTION AND MEANINGFUL LEARNING EXPERIENCES
• Motivation • Emotional Intelligence • Emotion drives attention • Spark curiosity
MODIFIED LESSON PLAN SUPPORTING BRAIN-COMPATIBLE LEARNING THE VERY HUNGRY CATERPILLAR • Expanded on knowledge of winged insects. • Increased vocabulary words.
• View the life cycle of a caterpillar. • Counting the food. • Days of the Week. • Draw a caterpillar. • Talk about nutrition. • Patterning. • Write own story with patterning.
• Caterpillar letter sort ..\Downloads\The Very Hungry Caterpillar.docx
CONCLUSION • Brain based teachers needs to keep student engaged.
• Make a safe environment for student to learn. • Create a rich learning environment. • Encourage growth. • Courage movement. • Offer feedback. • Encourage students to have positive attitude.
REFERENCES Caine, Geoffrey, “Unleashing the Power of Perceptual Change: The Potential of Brain Based Teaching.”, 1997, pg. 42. Erlauer, Laura, 2003, “The Brain-compatible classroom: Using what we know about learning. pg. 24. Hakel, Milton and Halpern, Diane “Applying the science of learning to the university and beyond,” Change, Vol. 35, 2003, pp. 2-13. Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.). Alexandria,VA: Association for Supervision & Curriculum Development. Pg. 110-120. Yap, J. (2006) Behavioral Brain Research, Sept 25; 172(2):344-50
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