Brain-Based Learning

Probably the biggest influence to children in a classroom is their teacher. A good teacher will know their pupils, their needs, what interests them and their aspirations. A successful classroom will have well planned lessons in an environment which encourages learning and does not disrupt pupils. A teacher needs to attract a lesson to pupils, making it age relevant and suited to any needs they might have, for example special educational needs. A teacher will also understand their pupils learn in different ways and this is very important to keep pupils interested in the lesson and wanting to learn. The teacher knowing their pupils different learning styles could be the success or failure to their education. A pupil who is loud will not best learn in a quiet classroom environment, they would want to be a bit more “hands on” in learning activities. The importance of these three things together; teacher, lesson plans, and learning styles will be the success or non-success of a classroom. They can together create a positive, motivated environment to influence and encourage children to

I believe that creating a positive classroom climate is something that needs to be done at the beginning of the school year. If you start the school year off on a bad note then that will often set the tone for the rest of the school year. As the teacher of the classroom I need to have my expectations set for the class prior to them entering my classroom. Having this done before the students come will help to me be sure that I stick to what I expect from my class and not change it once they arrive. I will be sure to focus less on the testing and grading as Alfie Kohn suggests. This is important because if as their future teacher I spend too much time focusing on this it won’t make the students want to learn. As their teacher I need to figure

verbal learning styles. This explained to the participants why they were given the tasks they were

Brain based teaching can be linked to organizational skills needed to be successful within a school setting. Brain based, also known as naturalistic learning, incorporates the natural way the brain is impacted by circumstances and experiences. Brain based strategies can help student learn and use their organizational skills. Strategies that can be incorporated within the classroom include repetition, use of images, color, movement, socializing, and development of thinking skills. Strategies that teachers can use within the classroom can motivate and engage learners in a practical and relevant manner (Hileman, 2006).

Albert Einstein once said, “I never teach my pupils, I only provide he conditions in which they can learn.” Everyone is designed to work differently. In some cases, this means that while some people work best in tidy environments, others are more productive in comfortable, lived-in areas. Likewise, we were all designed to think differently. Those who are left brained are typically more analytical while those who are right brained are generally more intuitive. Visual, Auditory, Reading/Writing, and Kinesthetic Learners all vary in how they store and understand information. The problem with the traditional education system is that there are only methods of teaching that apply to a few of these learning types. While less conventional methods of teaching are being used in a few schools throughout the nation, not many are popular, nor are they considered effective by many of the general public. Like some classes in which teachers use hands-on activities for their kinesthetic learners, a few options have been opening up for other

This issue is a controversy. The reason learning styles are such a controversial issue because learning styles theories have been criticized by many due to the lack of evidence to support this topic on the idea that people are somehow a particular type of learner (Coffield, Moseley, Hall, & Ecclestone, 2004). Moreover, several psychologists and neuroscientists questioned the scientific basis on which learning theories is established. Also, several educational psychologists believe that there is little to no evidence to support the efficacy of most learning style models because the models often rest on dubious theoretical grounds (Curry, 1990). Even though there is more evidence to support the lack of evidence on this topic that

What other characteristics of the learning process and learning environment do can you envision for a

Individuals remember best when facts and skills are embedded in natural, spatial memory, real life activity, and experimental learning (Donald, 2002). Interaction of the brain with the environment suggests that the more enriched the environment, the more enriched the brain (Gardner, 1991). An enriched environment can contribute up to 25% increase in the number of brain connection both early and later in life (Wolfe, 2001). According to Cram and Germinario, (2000) every single brain is totally unique (Cram & Germinario, 2000). Threat or high stress can alter and impair learning and even kill brain cells (Wolfe, 2001). Individual’s emotions drive their attention, memory, learning, health, and meaning and are

Classrooms need to be a place where students feel comfortable. Llewellyn believes that a classroom that is a safe environment “can contribute to less anxiety and more effective learning” (p. 156). There are ways to create the right classroom atmosphere. One of these ways is to clean up the clutter. A cluttered classroom can suggest a sense of disorder and confusion. Textbooks, papers, etc always need to have an assigned place so the classroom will stay neat and organized. To create energy in the classroom, teachers should use natural sunlight. Whenever possible, teachers should let the natural light shine through the window shades. It also helps to show flexibility to rearrange the students’ desks periodically. Science classrooms should be nature-friendly settings. This means science teachers should use plants, aquariums, or maybe a mini-waterfall to incorporate nature in their classrooms. The color of the room can also influence certain behaviors during class. For example, earth tone colors encourage calming emotions. When possible, ask if the walls may be repainted if the walls are white in the class. Also, Llewellyn believes “music has the power to calm the mind, body, and soul” (p. 157). Although these are very helpful ways to create the right atmosphere in the classroom, no one classroom setting fits all

Standard #3: Learning Environments. As I previously stated in my introduction, the teacher is responsible for creating a positive learning environment, this standard states exactly such. The teacher should create an environment where the students not only learn individually but together or “collaboratively” as stated in the standard. Personally, I think a good learning environment is just one where the students are always engaged with the teacher, the classroom is colorful and welcoming, and the relationship between the teacher and students is a positive and close

A left-brain dominant person’s attributes are different than that of a right-brained person. This difference causes these two groups to have different learning styles. A left-brain dominant tends to be better at spelling and math. This is because this person can see all of the pieces. A right- brain dominant person tends be better at writing, biology, and other hands on subjects. A left-brain dominant person can understand lectures. A right-brain dominant person does better at hand on activities. It is important for him to discover and use the learning style that helps them to succeed academically.

Brain-based learning takes into consideration the developmental stages, the structure, and function of the learner’s brain. Although the brain-based research is not as aged or extensive as other theories, researchers have found that there are fundamental principles that are important to learning. These principles include having a safe environment, emotional healthiness, assessment and feedback, student choices, and relevancy (Immordino-Yang & Damisio, 2006, p. 183).

Over years there has been extensive research done by different psychologists suggesting that our brain works in two different ways. Some of these researchers also believe that the left and right sides of our brain work hand in hand with each other, and that one cannot function without the help of the other. Certain activities are also controlled by one side or the other of your brain. Leadership is also controlled by different styles and how people tend to lead.

In other words, we had separate compartments in our brains for learning. Since this time scientists have discovered even more about the parts of our brains which control different functional areas like learning math or language or reading.

The 12 principles synthesize research related to the brain and learning from many disciplines and present it in a form that is useful to educators. These functions can be used a theoretical foundation for brain based learning and offer guidelines and a frame work for teaching and learning. The following are the 12 principles and its implications for brain based instruction