Brain Based Learning

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Descriptions, definitions, synonyms, organizer terms, types of

This learning theory is based on the structure and function of the brain Research came from advances in neuroscience.

In the early 1990's, Renate and Geoffrey Caine developed a set of twelve principles they used to describe the various functions of learning. These principles were later defined in their book "Making Connections: Teaching and the Human Brain" (1994). From this research the Caines determined that there were three fundamental elements of learning:


  • Relaxed alertness - a low threat, high challenge state of mind
  • Orchestrated immersion - an multiple, complex, authentic experience
  • Active processing - making meaning through experience processing

Cain Learning Institute - "The Three Elements of Great Teaching" [1]

As long as the brain is not prohibited from fulfilling its normal processes, learning will occur (Funderstanding)

Core Principals of Learning

The core principles of brain-based learning state that:

  • The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling.
  • Learning engages the whole physiology.
  • The search for meaning is innate.
  • The search for meaning comes through patterning.
  • Emotions are critical to patterning.
  • The brain processes wholes and parts simultaneously.
  • Learning involves both focused attention and peripheral perception.
  • Learning involves both conscious and unconscious processes.
  • We have two types of memory: spatial and rote.
  • We understand best when facts are embedded in natural, spatial memory.
  • Learning is enhanced by challenge and inhibited by threat.
  • Each brain is unique.

"See Twelve Principles Slide Show" [2] (Flash Player required)

Caine Learning Institute - Principles of Learning [3]

(Funderstanding)

Application in and effects on classrooms and similar settings

Brain-Based Learning takes into consideration a student's brain as a whole when it comes to learning. Often, we look at a student's learning style as the street to educate them. However, there are multiple ways of learning, and each of us might utilize different aspects and areas of our brains in order to process information in the most efficient manner. The number one all-time best activity for brain growth is problem solving. The best way to structure these problems for optimal learning are to have novel problems that are challenging. The problems should be non-threatening and stimulate emotions.

Implications for Teachers

1. Address all aspects of brain operation—emotions, imagination, etc.

2. Routine leads to stability, but novelty is also important

3. Material should be presented in a way that can be patterned

4. Emotional climate must be monitored

5. Lessons must be meaningful to the students

6. Teachers must emphasize importance of lesson (body language important too!)

7. Rote learning should be limited…students need experiential learning as much as possible

8. Students must feel comfortable emotionally, but be challenged academically

9. Each brain is unique…a variety of learning opportunities should be available (Principles of Brain-Based Learning )

Studies have shown that retention of material is dependent upon instructional methods. In How the Brain Learns (2001) Dr. David Sousa cites the National Training Laboratories' findings of the following retention rates after twenty-four hours: lecture 5%, reading 10%, audiovisual 20%, demonstration 30%, discussion group 50%, practice by doing 75%, teach others/immediate use of learning 90%. These statistics, gathered in the 1960s, illustrates the disconnect that often exists between educational psychology and the education field. Lecture or verbal instruction is the mode favored by many teachers, yet studies indicate that this is the least effective one. The increase in the use of cooperative learning in classrooms in the 1990s, allowing students to work, learn, and teach one another (teach others/immediate use of learning) was, however, an indication of a better relationship between the two disciplines.

Sousa goes on to give general considerations (p. 276) for teachers when planning for their students:

1. Learning engages the entire person (cognitive, affective, and psychomotor domains).

2. The human brain seeks patterns in its search for meaning.

3. Emotions are an integral part of learning, retention, and recall.

4. Past experience always affects new learning.

5. The brain's working memory has a limited capacity.

7. Lecture usually results in the lowest degree of retention.

8. Rehearsal is essential for retention.

9. The brain is a parallel processor performing many functions simultaneously.

10. Practice does not make perfect. (perfect practice makes perfect)

11. Each brain is unique.

He suggests that teachers use the following lesson components

1. Anticipatory Set: activities to capture the learners' attention, allow them to access prior knowledge, and set the climate.

2. Learning Objective: students should be informed and know what is expected of them and what they are expected to learn

3. Purpose: students should know why they are learning the information or skills

4. Input: the information or skills that the student will learn

5. Modeling: teacher's modeling is important to learning

6. Check for Understanding: the strategies the teacher uses to verify that the students have the information to accomplish the objective

7. Guided Practice: students apply new learning while in class

8. Closure: time give for the learners to personally summarize what they've learned

9. Independent Practice: the teacher must believe that the learners can accomplish the objective because the subsequent independent practice is essential to learning.

In a book called Teaching With the Brain In Mind lists the following suggestions for utilizing brain-based learning in the classroom.

  • Engaging Spatial-Episodic Memory
  • Change the location of learning
  • Guest Speakers
  • Use props costumes and special music
  • Change seating or grouping
  • Create special events or themes to anchor the learning
  • Music 
 Research shows that the brain can be energized by music
 Some music, like Mozart’s Piano Sonata in D Major, has been shown to temporarily boost intelligence
 Play positive music prior to beginning of class
 Play low volume background music during work time
 Play upbeat music selections to close class
 Student composition of music can boost contextual learning and spatial/episodic memory
  • Brain Breaks
  • Clapping games
  • Gordian Knot
  • Lap Sit
  • Telephone—can be played with stories, sounds, songs, faces etc.
  • Pair & Share
  • Role-Play

Engages kinesthetic, emotion, problem-solving, and provides contextual environment for learning

  • Ad-ons
  • Body machines
  • Body talk
  • Commercial breaks
  • Aroma 
 Smells can trigger the brains attention
 Lemon, cinnamon, or peppermint oils have been effective
 (Beware of students with allergies!)
  • Food 
 Food has the ingredients to either release or block neurotransmitters that make us alert or sleepy
 Encourage students to:
     Eat protein & fruit in the morning
     Eat several small meals throughout the day
     Distribute nutrition information to parents
  • Hydration 
 Research shows that learning can be hindered due to dehydration
 Role model drinking water during your class
 Encourage students to drink plenty of water
 Allow students to bring clear liquids to class or leave to get a drink periodically
  • Air Quality 
 The atmosphere is electrically charged—neutral, negative, or positive
 Negatively charged air increases brain serotonin—which relaxes the brain
 Provide ample air circulation
 Put fresh green plants in the room.  Dracaenas, spider plants and ficus are recommended room plants.
 Take students outdoors if possible


Reducing Perceived Threat

Four enemies of learning= threat, excess stress, anxiety, and induced learner helplessness

Make a “mistakes OK�? climate for learning

Allow learners time to de-stress upon entering class through stretching, music, journals or discussion

Make sure that all learners hear and understand directions and assignments

Reassure learners that there are no “stupid questions�?

Don’t use intimidation in discipline

Keep positive relationships

Change activities when behavior is inappropriate

Use a corner or hot spot for heavy discipline—don’t contaminate the front of the room with bad feelings

Positively reinforce behavior and implement rules that are equitably followed

(Jensen)

Evidence of effectiveness and Critics and their Rationale

Brain based research has its fair share of proponents. Probably the most trustworthy of which are actually putting the methods into use in their classrooms. Ed Hightower, District 7 Superintendent in Edwardsville Illinois has reported an increase across the board in reading and math. (malone) "For example, because of recent research and a need to meet the needs of individual students, all teachers are involved in an ongoing initiative called the 'Reading and Writing Project,' an extension of the language arts curriculum study five years ago," Andre said. "New brain-based research in the area of reading necessitated a need to revisit the strategies District 7 teachers were using to teach content. The District developed a series of workshops to teach these strategies to our teachers." (Hightower quoted in article by Malone) On his website, Mr. Jensen (the auhor of the book Teaching with the Brain in Mind) delves into a pleathora of responses aimed at quieting critics of Brain Based learning. One of the arguments or critisms that is levied at it is that the results are exagerated. That teachers who have used this kind of teaching methods exagerate the results. He agrees with this statements and says “These studies suggest that XYZ may be true about the brain. Given that insight, it probably makes sense for us, under these conditions, to use the following strategies in schools.�? In other words, for a fact, the brain works in a way that brain based learning should be comparable with and therefore ought to be a prudent style of teaching. (Brain-Based Learning: Where’s the Proof?) He also defends this theory against an argument that “people have done this for years�?. For the most part, he agrees. He says that good teaching has involved a great deal of this all ready and common sense would indicate that many methods describe by him in his book would be used in “good teaching�?. In my mind, he has just organized the research and given it a name. (Brain-Based Learning: Where’s the Proof?) There is a host of arguments and answers that can be found at http://www.jlcbrain.com/truth.html.

Alternative explanations due to Diversity considerations

In an interview done with Marilee Sprenger, Brain Connection.com (a web resource of Scientific learning) the subject of diversity of diversity was broached. Sprenger teaches in inner city schools in Peoria, Illinois. She said she realized that there was a gret deal of diversity within her classroom. Not from a ethnicity standpoint, but from a family background standpoint. She then realized that traditional teaching methods would not work in her classroom. This was when she became interested in brain-based learning. She was trained in it and by utilizing it, she found she was able to reach all of the studetns more effectively even with their di verse backgrounds. She believes in this method no so much that she is now a trainer for it herself. (BrainConection)

Signed "life experiences", testimonies and stories

In the research I have done for this project, I particularly like the kind of discipline that brain based learning recommends. I think this year I will do more trying to keep the discipline I give out more outside the classroom so that ill feelings don’t infiltrate my room and make the students feel uncomfortable. Nick Chatterton

Using this style of teaching can be difficult compared to what most teachers are use to. I have used this style of teaching when help creating and show multi-step problems with algebra and geometry. Using different colors and shapes to relate information to the students has helped them organize the information and learn the material with more understanding. C. Grice

References and other links of interest

Funderstanding (http://www.funderstanding.com/brain_based_learning.cfm) The Three Elements of Great Teaching (http://www.cainelearning.com/elementsgreatteaching.html) Jensen,E. (1997). Brain Compatible Strategies, San Diego, California, the Brain Store, Inc. Caine and Caine, "Making Connections: Teaching and the Human Brain." (1994), Corwin Press

http://www.jlcbrain.com/truth.html

Sousa, D. (2001).how the brain learns: A classroom teacher's guide, 2nd Edition. Corwin Press, Thousand Oaks, CA.

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