The Brain

Additional Resources

This presentation will serve as an outline of the process followed to create a program syllabus that uses brain-based learning techniques aimed at adult students.

Program Investigation

Literary Review

• I looked at two different programs to find ideas for my project

• I searched for programs that focused on brain-based learning practices

• I had a very difficult time isolating key ideas from any particular program but settled on two that had good components

• I drew from both programs to create my syllabus

Methodology:

• Scholarly journal reviews acquired through ERIC database

The Brain

Introduction

The brain represents the central hub of all learning activity in the human organism. Although we have learned much in recent years, there is still a great deal to uncover in your understanding of the brain and its role in learning.

Program Investigation

Areas of Interest

The brain's role in learning must consider:

• Brain Structure
• Physical Basis of Learning
• Brain Plasticity and the role of repetition
• Brainwave activity

Program #1: Teaching Teens with ADD, ADHD

• Helped teachers work with students suffering from brain abnormalities

• Maximizing the available learning time by ordering information into sequences

• Used time limits as necessary to forestall mental fatigue

• Provided strategies to maintain mental alertness

Literary Review

Search terms include

Syllabus Design: Rational

Create a syllabus that is built for a learning program that is

Brain Plasticity

Triune Brain Theory

The Brain & The Mind

Adult learning & the Brain

Literary Review

Flexible

Function

Stimulating

Brain Structures & Functions

Incorporating physical activity with lecture to maintain adequate brainwave pattern levels

Order activities to maximize proper brain function not overstimulating, activating left and right brain tasks and use higher order neo-cortical thinking

Brain-based learning

Students can attend when they want with limited to short 3-hour time blocks to reduce fatigue. Also mixing delivery of information through lecture, group exercise and personal reflective activities

Left vs. Right Brain Learning

Findings & Considerations:

Brain Activity

• In the brain, neurons cluster together to form networks that trade information that constitute learning (Fisherbank, 98/99)

• Beta waves occur at 13-26 cycles per second and are most associated with learning (Mackeracher, 2004 p.95)

Brain Structures

• The tri-brain theory breaks the brain into three distinct levels (Caine & Caine, 1991)

• The limbic system or ‘primitive mammalian brain' supervises emotions, relationships, and learning. (Reardon, 98/99)

Processing Information

• The brain is a dual processor not a computer

Repetitive

Incorporates multiple hands on practice activities to deepen retention of information and learning

Literary Review

Program Investigation

Implications:

• Brain function and structural make up must be considered as a basis for all learning and developmental activities.

• This environment must provide a level of stimulation that creates adequate levels of brain activity, stimulation that leads to prolonged beta wave activity.

• Include activates that stimulate both the analytical and synthetic parts of the brain

• Repetition is key for learning to occur

Program #2: Nova Southeastern University:

• Delivery methods include DVDs, CD-ROMs, Online discussion threads and chats

• Create frameworks and strategies for enhancing student learning based on research around the brain and the mind

• Area of interest is the focus on critical thinking and development of the mind as an organized process driven concept that is important in learning

• Address the impact of memory and has some aspect of self-perception from the perspective of the student that makes it seem that there is valuable information provided

Evaluations

Two professional instructors provided an independent evaluation of the syllabus to provide feedback for improvement

Evaluator #1 Feedback

Evaluator #2 Feedback

• the grading criteria should be more defined

• add listings of relevant support services such as tutoring, library, disability support, trio etc.

• For the calendar I believe it is helpful to students to have specific dates listed

• list the purpose of the class first and move the meeting dates and locations closer to the schedule/calendar for clarity

• Under materials needed, fitness attire was listed, but there wasn't any reference to the use of the fitness attire in requirements or assignments.

Program Review

Key Features: Ideas that I wanted to incorporate into my own syllabus design based on the program reviews

• Brain as dual processor

• Repetitive processes for learning

• Flexible delivery

• Time limits maximize learning

• Factoring in biological imperatives like oxygen and hydration levels impact on learning

References

Reflection

• Cain, R.N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development

• Fisherbank, Sara J (Winter 98/99). Learning and the Brain. Adult Learning, vol. 10 (Issue 2), p 18

• Mackeracher, D. (2004). Making Sense of Adult Learning (2nd Edition). Toronto, Canada: University of Toronto Press

• Reardon, Mark (Winter 98/99). The Brain. Adult Learning, vol. 10 (Issue 2), p 10

• I would include a grading scale to give students more indication of their performance
• I would have liked to add more reflections about the mind as a separate concept from the brain

• I would also add more specifics such as dates and times for clarity of the project

• I might add support services however I don't think they are necessary for this course

• I would add more hands on activity to increase repetition and patterns to strengthen the connection to brain based learning activities

• A longer program might provide more opportunities for brain-based learning techniques to be more valuable