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Instructional Design Theorist: Eric P. Jensen
Transcript of Instructional Design Theorist: Eric P. Jensen
Marywood University Instructional Design Theorist: Eric P. Jensen WHO IS JENSEN? What is Brain-Based Learning? BBL is best understood in three words: engagement, strategies, and principles.
Understanding the principles of brain research, and using strategies in a purposeful way based on these principles.
This has a significant impact on curriculum, instruction and assessment.
BB education is about the professionalism of knowing why one strategy is used instead of another (Jensen, 2008). Pedagogical Implication Curriculum–Teachers must design learning around student interests and make learning contextual.
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. Cofounder of the USA‘s first and largest brain-compatible learning program.
Is a teacher, has taught at all levels: elementary school through university.
Is currently completing his doctorate in human development.
Is the author of Teaching with the Brain in Mind, Brain-Based Learning, Enriching the Brain, and 25 other books on learning and the brain.
Is a conference speaker, and conducts in-school professional development on poverty and engagement (Jensen, 2012).
Jensen speaks and writes to “those who want to know not only what works but why it works and how to incorporate the methods” (Jensen, 2008, p.xiv). Principles of Brain-Based Learning 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 Brain-based learning and Mt. Harmon SWIP “Brains are designed to change” (Jensen, 2012, p.3).
SWIP is a design that will call for change in Mt. Harmon’s approach to teaching and learning.
Understanding how the brain learns has implications for instructional design, administration, evaluation, the role of the school in the community, teacher education, and a host of other issues critical to educational reform (Caine and Caine, 1990). “each brain is unique” (Jensen, 2009).
Diversity in the classroom: ethnic, racial, and economic backgrounds.
Individual student learning is dependent upon dozens of variables, including the amount of sleep, nutrition, classroom environment, interest in the topic, learning style, and emotional state.
Mt. Harmon espouses a reform that demands a change of attitude, a belief that the school can improve on the mean grade of B, close the achievement gap, and stabilize the workforce. Mission Statement To empower and to educate all students to the highest standards, and to provide an excellent learning environment that will culminate in Life Long Learning.
Implementing these principles into clinical instruction lessons, whatever the instructional strategy being used, may potentially increase the retention of student knowledge and the ability to transfer that knowledge to different contexts. Brain-based learning in Education Saleh’s (2012) approach to BBL:
clarifying the outcome and painting a big picture of the lesson
doing the learning activity
demonstrating student understanding
reviewing for student recall and retention/closure; and
previewing the new topic Meaningful learning The ability to process information in their own way, along their own time line, and in relation to their own perceptual maps.
Pedagogical implication: we are not only going to address the standards, but the “whole person” and equipping students with relevant tools to participate in the “real-world,” with “real-life” experiences. Brain-Compatible Classroom If these characteristics are present in the classroom student motivation will increase. High support
Multi-path input and storage
Managed stress levels
Moderate to high challenges
Novelty and predictability
Sufficient time for processing
Complex, frequent feedback Caine, G., & Caine, R. (2006). Meaningful learning and the executive functions of the brain. New Directions For Adult & Continuing Education, (110), 53-61. doi:10.1002/ace.219
Caine, R., & Caine, G. (1990). Understanding a brain-based approach to learning and teaching. Educational Leadership, 48(2), 66.
Craig, D. I. (2007). Applying brain-based learning principles to athletic training education Athletic Training Education Journal: 2007; 2(Jan-Mar):16-20 16. Northern Arizona University, Flagstaff, AZ. Retrieved from http://www.nataej.org/2.1/EJ45%20Craig.pdf
Jensen, E. (2008). Brain-based learning. California: Corwin Press Asage Company. Jensen, E. P. (2012). Jensen learning. Corwin Press Asage Company. Retrieved from.
Kaufman, E. K., Robinson, J., Bellah, K. A., Akers, C., Haase-Wittler, P., & Martindale, L. (2008). Engaging students with brain-based learning. Techniques: Connecting Education & Careers, 83(6), 50-55.
National Association for Sport and Physical Education (2011). Integrating physical activity into the complete school day. Retrieved from http://www.aahperd.org/naspe/publications/teachingTools/upload /PA-During-School-Day.pdf
Norman, P. (2011). Healthy brain for life. Feeding the Brain for Academic Success: How nutrition and hydration boost learning. Retrieved from http://www.healthybrainforlife.com/articles/school-health-and- nutrition/feeding-the-brain-for-academic-success-how
Wilson, L. O. (2007). ED- 790 brain-based education. Retrieved from
http://www4.uwsp.edu/education/lwilson/brain/bboverview.htm References Intervals: Provide intervals of intense focus with frequent, brief breaks.
Grouping: Chunk everything possible in groups of 3-5; utilize repetition with patterning
Novelty: Use novelty, variety, humor, and frequent design change.
Interconnectedness: Connect, engage, experience & demonstrate, and revisit.
Technology: Integrate technology as appropriate; allow time for processing with depth and quality
Environment: Demonstrate the value of affective milieu in teaching/learning.