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Definition
This learning theory is based on the structure and function of the brain. As long as the brain is not
prohibited from fulfilling its normal processes, learning will occur.
Discussion
People often say that everyone can learn. Yet the reality is that everyone does learn. Every person is born with
a brain that functions as an immensely powerful processor. Traditional schooling, however, often inhibits
learning by discouraging, ignoring, or punishing the brain's natural learning processes.
1. The brain is a parallel processor, meaning it can perform several activities at once, like
tasting and smelling.
2. Learning engages the whole physiology.
3. The search for meaning is innate.
4. The search for meaning comes through patterning.
5. Emotions are critical to patterning.
6. The brain processes wholes and parts simultaneously.
7. Learning involves both focused attention and peripheral perception.
8. Learning involves both conscious and unconscious processes.
9. We have two types of memory: spatial and rote.
10. We understand best when facts are embedded in natural, spatial memory.
11. Learning is enhanced by challenge and inhibited by threat.
12. Each brain is unique.
Instruction--Educators let students learn in teams and use peripheral learning. Teachers structure
learning around real problems, encouraging students to also learn in settings outside the classroom
and the school building.
Assessment--Since all students are learning, their assessment should allow them to understand their
own learning styles and preferences. This way, students monitor and enhance their own learning
process.
• Teachers must immerse learners in complex, interactive experiences that are both rich and
real. One excellent example is immersing students in a foreign culture to teach them a
second language. Educators must take advantage of the brain's ability to parallel process.
• In order for a student to gain insight about a problem, there must be intensive analysis of
the different ways to approach it, and about learning in general. This is what's known as the
"active processing of experience."
Feedback is best when it comes from reality, rather than from an authority figure.
Because every brain is different, educators should allow learners to customize their own
environments.
Reading
Renate and Geoffrey Caine, Making Connections: Teaching and the Human Brain.
For complex learning to occur, Caine and Caine have identified three conditions:
The nine brain-compatible elements identified in the ITI (Integrated Thematic Instruction) model
designed by Susan Kovalik include: Absence of Threat, Meaningful Content, Choices, Movement
to Enhance Learning, Enriched Environment, Adequate Time, Collaboration, Immediate Feedback,
and Mastery (application level).
We learn....
William Glasser
Definition
• mastery learning,
• experiential learning,
• learning styles,
• multiple intelligences,
• cooperative learning,
• practical simulations,
• experiential learning,
• problem-based learning,
• movement education.
History
For 2,000 years there have been primitive models of how the brain works. Up until
the mid 1900s the brain was compared to a citys switchboard. Brain theory in the
1970s spoke of the right and left-brain. Later, Paul McClean developed a concept of
the Triune Brain which refers to the evolution of the human brain in three parts. In
this theory McClean hypothesized that survival learning is in the lower brain,
emotions were in the mid-brain, and higher order thinking took place in the upper
brain. Currently, brain-based education embraces a more holistic view of the brain --
one that is more systems-based and gestalt -- the whole being greater than the sum
of its parts.
During the last two decades neuroscientists have be doing research that has
implications for improved teaching practices as they have obtained much information
on how the brain works from autopsies, experiments, and different types of scans --
MRIs, EEGs, PET and CAT scans. Information has been gleaned as neuroscientists
construct clinical studies that use double blind, large, diverse, multi-age, multicultural
groups of people to gather reliable information. This information has helped
determine how human learning actually occurs. In essence, these scientists have
been peering into the little black box in order to determine how the brain processes
and retains information. Thus, technology in medicine has paved the way for many
new learning innovations.
Implications and suggestions for best teaching practices and optimal learning:
There are interactive teaching elements that emerge from these principles.
Active processing: The learner consolidates and internalizes information by actively processing it.
Information is connected to prior learning. The stage is set before a unit of study is begun by the
teacher preparing the students to attach new information to prior knowledge so the new
information has something to latch onto. (Jensen; Caine & Caine)
One of the key tenets of brain-based education is that attention follows emotion,
and both music and art often tap into the emotional areas and thus are natural
conduits for remembering and connecting information.
Music: Music can lower stress, boost learning when used 3 different ways:
Art: Art is an important part of brain-based education in that it provides many learners with
avenues of expression and emotional connection and release. It is important at many levels. For
instance, it is important in technology in order to create aesthetically pleasing PowerPoint
presentations and multi-media displays that showcase work and make the information and facts
presented memorable. Art can be metaphoric creating simple icons or images that ground larger
more complex ideas. Multicultural awareness is improved through the study of art as it instantly
connects viewers to different cultures. Indeed, due to the diverse power and inherent potential of
art to create deep emotional connections and aid in memory retrieval, some educators think the arts
should be named as the fourth R.
The statements above has been condensed, synthesized, and summarized from:
Caine, G., Nummela-Caine, R., & Crowell, S. (1999) Mindshifts: A Brain-Based Process for
Restructuring Schools and Renewing Education, 2nd edition. Tucson, AZ: Zephyr Press.
Caine, G., Nummela-Caine, (1997) Education on the edge of possibility. Alexandria, VA: ASCD--
Association for Supervision and Curriculum Development.
D'Arcangelo, M. (2000). How does the brain develop? A conversation with Steven Peterson.
Educational Leadership, 58(3), 68-71.
Jensen, E. (1998) Teaching with the Brain in Mind. Alexandria, VA: ASCD--Association
Jensen, E. & Johnson, G. (1994) The Learning Brain. San Diego: Brain Store Incorporated.