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Brain Based Learning Strategies:
Transcript of Brain Based Learning Strategies:
Implications for Social Workers and
Other Service Providers
HEMI/Education and Career Pathway Summit
Presenter: Dr. Athealia Barnes-Bell, Ed.D., M.Ed., B.S.Ed., AAS., RDH.
Professor/ Academic Advisor
June 19th, 2015
Recognize what is known from brain based research about how the brain learns
Examine forces that shape the brain and change it on a daily basis
Identify ways to support and interact with clients using brain based learning strategies
Engage in discussion through the use of social media tools and techniques used in brain based learning
What do we know from brain research about how we learn?
Vastly complex and adaptive system with hundreds of billions of neurons and interneurons that can generate an astronomical number of neural nets,or groups of neurons acting in concert, from which our daily experience is constructed. (Lackney 1998)
Brain-based learning is defined as a learning approach that is aligned with how the brain naturally learns best. It is a set of principles; and a base of knowledge and skills upon which we can make better decisions about the learning process (Jensen, 2000)
Principle 1: The brain is a parallel processor
Principle 2: Learning engages the entire physiology
Principle 3: The search for meaning is innate
Principle 4: The search for meaning occurs through patterning
Principle 5: Emotions are critical to patterning
Principle 6: Every brain simultaneously perceives and creates parts and wholes
Principle 7: Learning involves both focused attention and peripheral perceptions
Principle 8: Learning always involves conscious and unconscious processes
Principle 9: We have two types of memeory: Spatial and Rote
Principle 10: The brain understands and remembers best when facts and skills are embedded in natural spacial memory
Principle 11: Learning is enhanced by challenge and inhibited by threat
Principle 12: Every brain is unique
Conditions that Maximize the Learning Process
A state of mind consisting of low threat and high challenge (Chipongian 2006)
Conditions that mazimize the learning process
Involving the learner in multiple, complex, authentic experiences (Chipongian 2006)
Conditions that mazimize the learning process
Allows learning experiences to become meaningful (Chipongian 2006)
The ability of the brain to change as you engage in mental activity
Frontal lobe is responsible for much of the executive functioning of the brain.
These functions include:
Stress and Executive Functioning
Brain Booster Turn Ups
Eating fresh fruits and veggies
Listening to music
Eating less artificial flavors, preservatives and dyes
Learn new things
Implications for Social Workers: Recommended Readings
Neuroscience and Social work--Toward a Brain Based Practice by Nicholas Rutledg, MSW, LCSW
Social Work Today Vol. 14 No. 3 P. 22
Applegate and Shapiro, Neurobiology for Clinical Social Work, 2005. New York: WW. Norton & Co.
Matto, Neuroscience for Social Work: Current Research and Practice, 2013.
Egan, M., Combs-Ome, T., and Nelly-Barnes S.L., Intergrating Neuroscience Knowledge into Social Work Education: A Case Based Approach, Journal of Social Work, 2011
Educating yourself as well as your clients about brain based learning can boost achievement:
Empower the client to know that learning is learnable
Assist clients in taking ownership of their learning
Help clients to make connections with what they are learning and what they already know.
Assist clients in making learning experiences meaningful
Enable clients to dispel their fears about learning something difficult by helping them to see that you can learn from making mistakes
Enable your client to balance between being sociable and by themselves in their learning
Teach clients to self evaluate and reflect
Activity Leader: Neisha G. Wiley, MSW, LSW
Licensed Social Worker/Counselor