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Brain-Based Learning

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AAW Group

on 6 October 2012

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Transcript of Brain-Based Learning

BRAIN-BASED LEARNING A holistic approach to education... MIND Brain Body The mind is a powerful element. It is the inner being of a person. It is the seat of thoughts, emotions, and passions. The mind enables a person to know the world and the experiences within it. THEORY IN ACTION *learning is physiological
*the brain is social
*learning is developmental
*peripheral perception & focused attention are involved Facts: How the brain learns Brain Based Learning Model: Neuroplasticity *memory games
*problem solving
*spatial reasoning
*reaction time
*fluid intelligence Teaching Methods to encourage
"brain-based learning" Educators Renate Caine, Ph.D., and Geoffrey Caine, LL.M., believe a person is a living system, the integration of the mind, body, and brain interacting and influencing each other. They say the mind, body, and brain participate in the learning process together.

Renate and Geoffrey Caine developed 12 principles that they say summarizes this mind, body, brain integration; they are the foundation for the theory of brain-based learning.

They call the principles "Brain/Mind Learning Principles – Systems Principles of Natural Learning" (Caine & Caine, 1994). Caine, Caine, McClintic and Klimek (2009) All but two of the 12 "Systems Principles of Natural Learning" focus on aspects of the mind.... Caine, R., & Caine, G. (1994). Making Connections: Teaching and the Human Brain. Menlo Park, CA: Addison Wesley Longman.

Caine, R., Caine, G. (April, 1995) “Reinventing Schools Through Brain Based Learning.” Educational Leadership,
Vol. 52, No. 7., pp. 43-47.

Caine, R., Caine, G, McClintic & Klimek, K. (2009) 12 Brain/Mind Learning Principles in Action: Developing Executive Functions of the Human Brain - 2nd Ed. Thousand Oaks, CA: Corwin Press.





http://personal.ashland.edu/dkommer/ABCs of BBL.pdf

www.moving and learning.com

www.designshare.com REFERENCES
Principle #2: The brain/mind is social – “All students have the capacity to comprehend more effectively when their needs for social interactions and relationship are engaged and honored.”

Principle #3: The search for meaning is innate - "All students have the capacity to comprehend more effectively when their interests, purposes and ideas are engaged and honored."

http://www.cainelearning.com/files/Summary.pdf Principle #4: The search for meaning occurs through patterning - "All students have substantial unused capacities to perceive and create patterns and to link those new patterns to what they already understand."

Principle #5: Emotions are critical to patterning – “All students can comprehend more effectively when appropriate emotions are elicited before, during, and after their experiences with a text.”

http://www.cainelearning.com/files/Summary.pdf Principle #6: The brain/mind processes parts and wholes simultaneously – “All students can comprehend more effectively when details (specific facts and information) are embedded in wholes that they understand such as a real life event, a meaningful story, or a project that they create or witness.”

Principle #7: Learning involves both focused attention and peripheral perception – “All students can comprehend more effectively when their attention is deepened and multiple layers of the context are used to support learning.”

Principle #8: Learning is both conscious and unconscious – “All students can comprehend more effectively when given time to reflect on and process those experiences about which they live and read.”

Principle #9: There are at least two approaches to memory - "All students can comprehend more effectively when immersed in experiences that engage multiple ways to remember."

http://www.cainelearning.com/files/Summary.pdf Principle #10 addresses how the BRAIN influences learning. Principle #1: All learning engages the physiology – “All students have the capacity to comprehend more effectively when involved in experiences that naturally call on the use of their senses and their bodies.” Principle #11: Complex learning is enhanced by challenge and inhibited by threat associated with helplessness and/or fatigue – “All students can comprehend more effectively in a supportive, empowering, and challenging environment.”

Principle #12: Each brain is uniquely organized – “All students can comprehend more effectively when their unique,individual talents, abilities, and capacities are engaged.”

http://www.cainelearning.com/files/Summary.pdf Principle #1 addresses how the BODY influences learning. Principle #10: Learning is developmental – “All students can comprehend more effectively if individual differences in maturation, development, and prior learning are taken into consideration.” Sorting and stacking blocks and other manipulatives help increase mathematical knowledge. There are lots of ways to infuse movement into everyday lessons! Get Moving! "Based on brain research, technology provides opportunities to use such important science of learning principles as pre-existing knowledge, active learning, mental models, transfer, and learning for understanding." "Complex learning is enhanced by challenge." Again, the mind, body, and brain participate in the learning process together. Knowing how they interact and influence one another is important if educators are to understand the theory of brain-based learning.

Renate Caine, Ph.D., and Geoffrey Caine, LL.M., developed 12 principles that can guide educators in selecting appropriate programs and methodologies that address the "whole" student.

The principles can help us reconceptualize teaching by providing a holistic view of education. Create a classroom atmosphere that is positive, supportive, and challenging. Classroom color is important. Primary students work well with high-contrast colors such as reds and oranges. Secondary students work well with stress-reducing colors such as blues and greens. A classroom temperature between 68 and 72 degrees is ideal. The room should be tidy, uncluttered with as much fresh air as possible. (http://personal.ashland.edu/dkommer/ABCs%20of%20BBL.pdf)

There is value in non-learning time. Students need breaks (i.e. recess, lunch, walks) to allow their brain to reflect and process their learning experience. (http://www.jensenlearning.com/news/6-quick-brain-based-teaching-strategies/brain-based-teaching)

It is beneficial for students to express their emotions. Emotions are a necessary part of learning. Allow students to express both positive and negative emotions. A “My Day” journal or “Group Share” time would provide students reflection opportunities. (http://personal.ashland.edu/dkommer/ABCs%20of%20BBL.pdf)

Technology is a great way for all children to learn. Having access to to a computer lab, or better yet having computers available in the classroom for student use. Games that promote learning and hand eye coordination from as early as kindergarten and accessing the internet for research and reports for older students. http://www.edutopia.org/brain-based-research-powerful-learning

Move move move! Mind-brain-BODY!! Children need to run and dance and play! Recess, Physical Education, dance and active play throughout the day is ideal for a brain based learning environment. Andrea Hatch
Angela Rogers
Wendy Ryan This presentation was
brought you by... http://www.edutopia.org/brain-based-research-powerful-learning Society has a long-entrenched belief that the functions of the mind are more significant than the functions of the body. Moreover, society has labored for years under the misguided notion that the mind and body are separate entities, resulting in the determination that learning should occur via the eyes and ears only. Singing and dancing or acting out a story benefits emergent literacy.
Growing plants from seeds, exploring the outdoors, and investigating at sand and water tables can help get kids excited about science. Role-playing and interacting with other students at housekeeping and other dramatic-play centers can add a little fun to social studies lessons. Time spent with educational products is replacing active, sensory experiences with passive experiences. And because parents are excited by the “evidence” of what their children are learning via flashcards, DVDs, and computer programs, they’re insisting on more of the same in their children’s early schooling.

What parents don’t realize is that rote learning is the result of sheer memorization. Authentic learning involves comprehension. And until a child is developmentally ready to understand what the numbers, letters, and words he’s reciting represent – until the information has some relevance to his life – there will be no comprehension.

It's time to involve the body in learning! The following are 3 strategies for including the body in learning:

Rich-simulating environments – color, texture, "teaching architecture", displays created by students (not teacher) so students have connection and ownership of the product.

Places for group learning – breakout spaces, alcoves, table groupings to facilitate social learning and stimulate the social brain; turning breakout spaces into living rooms for conversation.

Linking indoor and outdoor places – movement, engaging the motor cortex linked to the cerebral cortex, for oxygenation.
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