What is Brain Based learning?
It was always thought previously
that the brain growth was static but today we see that the brain is changing in
response to the changes brought about by the high-tech information age in which
we live in.
Brain based education focuses on
how the brain is stimulated naturally at every developmental stage and the
teachers being aware of this biologically driven change can bring effective
instruction to students and a classroom that is diverse in exposure to various
kinds of digital equipment and communication tools. We will examine how students
learn and make new networks of neurons to support new learning and are able to
retrieve the concepts, skills and facts in their learning.
I particularly like the phrase in
the article Brain based teaching in the digital age that “becoming a part of this transformation is something we must do because
we are dealing with digital brains. So even if you are a digital dinosaur, it’s
not too late. Your brain can change, too. In fact, it’s changing every day.”
(Springer, 2010)
I would like to highlight few the many principles of Brain Based
learning :
·
The brain
needs multifaceted experiences:
The change in us brings about
change in the brain and our experiences reinforce the changes in our brain.
Some of these experiences could include stories engaging many areas of the
brain, multisensory input for retrieval of information, reflecting on prior
knowledge to make connections and using digital technology to engage your all
senses are some of the experiences that will enhance learning.
·
The brain
seeks patterns.
The information stored in our
brains is stored as patterns. According to Judy Willis (2006), “ patterns are
passageways for memories to follow.”(Springer,
2010) What can we do to set up these passageways?
Chunking information and using graphic organizer’s help the students see
patterns in lessons and learning effectively.
·
The brain
searches for meaning:
Students find new information
more meaningful if it relates to their personal life. If the brain finds no
information it will drop the information out. Relational memory occurs when
students can relate new learning to a past experience. According to Rogers
(2008), “we will see an 'I don’t care' attitude because it is better to look
like you don’t care rather than to look like you don’t understand. We see this
kind of behavior in students 'who don’t get it'.”(Springer,
2010) Getting to know your students
world, field trips, collecting, organizing, analyzing data are some ways a
teacher can incorporate meaningfulness to information.
·
Stress
inhibits the brain learning
Many students enter a classroom
already stressed. It could be their very stressful personal lives, difficult
social interactions with their peers or academically challenged because of
learning, behavioral issues. Then we ask the question did the student’s anxiety
come as a result of the teacher or the school environment itself? Giving
students the feeling of belonging through group work and input is valued by
teacher and students, assigning specific tasks, having lesson previews and
agendas posted on the board, rules and consequences are consistent, clear
targets discussed will provide the students an environment that lessens stress.
·
The learning
is developmental
Different types of learning takes
place as the brain develops through the ages 2-20.Brain Growth occurs through
movement and play. As students learn and make new networks of neurons, their
brains will change to support the new learning. Exposure to new concepts,
skills, and facts, the memories will be permanently stored at each level of
development.
What digital tools are
available to support this Brain Based Learning?
“New information about the brain
can have a profound effect on the classroom if teachers are aware of it.”(Allen,
Nickelsen & Zgonc,2007).There’s a new kind of diversity in our classrooms
and that is the students who have been exposed to a variety of digital tools,
equipment and communication systems and the students[teachers] who have not.
A multifaceted experience can be brought into the classroom through
stories shared through multimedia. For example a novel in addition to it being
read in class, a movie will bring more lasting details. The children relate to
visuals, the background music. Speech alerts their auditory skills to make more
connections in their learning. Using varied computer programs for learning
where senses are engaged such as researching, designing presentations, creating
storyboards are some of the many uses of digital technology. We also see when
students work collaboratively it engages them through sharing their experiences
with one another enables them to recall their learning.
Searching for meaning can come in the form of a graphic organizer
for KWHLU where students fill in what do
we know, what do we want to find out,
how can we find out what we want to
learn, what did we learn and in
addition how can I use this
information in my life. This brings in responsibility for the students’
learning. Padlet Wall can be used to create a KWHL chart .It will bring the
class together in their searching for meaning of the topic being learned.
Students can contribute to it anonymously or not.
Students sharing stories on the topic covered
in class will bring more meaning to the lesson. For example if it’s about
Natural disasters, a personal experience of a tsunami or cyclone etc. in their
life and the students writing a blog entry on the topic, where it can be shared
with the class, This will bring more
meaning to their learning. Another way of creating meaning is by giving
students’ choice in their learning such as to how they would approach an
umbrella task assigned by the teacher. For example if the umbrella topic is
“Think global and act local” with regard to pollution. The students can be
given choices of what area they would focus on, a local solution to the
problem, collect data and design a presentation or a model to explain the
problem and solution. Students can use varied types of technology tools such as
Google slides, presentations, Prezi to present their learning. They can use
various websites to do research. Include or make videos to showcase their
learning. This type of experiential learning is meaningful for the students.
Lowering stress increases learning.
The learning brain that is not stressed is very different to the
brain that is stressed. Especially students who do not have the similar digital
abilities as others will be stressed and it has the capacity to interrupt their
learning. Hence bringing a variety to the technological tools that are being
used in the class can reduce this stress and enable students to participate
comfortably. For e.g. if using a particular app is harder on an iPad change it
to working on a laptop. When choosing online tools choosing user friendly tools
for students will enable efficient work and a less stressed student.
We recognize that the 21st Century digital
brain belongs in our classrooms in this new age. Maximizing the gifts that
technology brings and making wise decisions to extend a balanced student
learning experience by providing high tech and face to face encounters we will
be able establish holistic student learning.
References
Dr.Mariale Hardiman,
E. (n.d.). John Hopkins School of Education. Retrieved Nov 15, 2014, from The
Brain Targeted Teaching Model:
http://education.jhu.edu/PD/newhorizons/Journals/spring2010/thebraintargetedteachingmodel/index.html
Education, S. C.
(1998-2013). The Twelve Principles for Brain-Based Learning . Retrieved
November 15, 2014, from The Talking Page- Literacy Organization:
http://www.talkingpage.org/artic011.html
Jensen, E. (n.d.).
What is Brain-Based Learning? Retrieved November 16, 2014, from Florida
Education Association: http://feaweb.org/brain-based-learning-strategies
Rogers, S. (2008). Reinventing classroom assessment to increase achievement with challenging
students [Presentation]. ASCD’s 2008 Annual Conference. New Orleans, LA.
Springer, M. (2010).
Brain Based Teaching in the Digital Age. Alexandria USA: ASCD.
Wilson, D. L.
(2001,2005,2013). Overview of Brain Based education. Retrieved November 15,
2014, from The Second Principle:
http://thesecondprinciple.com/optimal-learning/brainbased-education-an-overview/
Willis, J. (2006). Research-based strategies to ignite student
learning: Insights from a neurologist and classroom teacher. Alexandria, VA:
ASCD.
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