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Brain Based Learning

Brain Based Learning

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Published by beritinempawi

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Published by: beritinempawi on Feb 12, 2010
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09/13/2012

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BERITIN EMPAWI (M. Princ) 2009Brain-based LearningDefinition
 This learning theory is based on the structure and function of the brain. Aslong 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 animmensely powerful processor
.
Traditional schooling, however,often inhibits learning by discouraging, ignoring, or punishing thebrain's natural learning processes.
 The core principles of brain-based learning state that:1.The brain is a parallel processor, meaning it can perform severalactivities 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 peripheralperception.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, spatialmemory.11.Learning is enhanced by challenge and inhibited by threat.12.Each brain is unique. The three instructional techniques associated with brain-based learning are:
1.
Orchestrated immersion
--Creating learning environments thatfully immerse students in an educational experience
2.
Relaxed alertness
--Trying to eliminate fear in learners, whilemaintaining a highly challenging environment
 
3.
Active processing
--Allowing the learner to consolidate andinternalize information by actively processing it
How Brain-Based Learning Impacts Education
Curriculum
--Teachers must design learning around student interests andmake learning contextual.
Instruction
--Educators let students learn in teams and use peripherallearning. Teachers structure learning around real problems, encouragingstudents to also learn in settings outside the classroom and the schoolbuilding.
 Assessment 
--Since all students are learning, their assessment should allowthem to understand their own learning styles and preferences. This way,students monitor and enhance their own learning process.
What Brain-Based Learning Suggests
How the brain works has a significant impact on what kinds of learningactivities are most effective. Educators need to help students haveappropriate experiences and capitalize on those experiences. As RenateCaine illustrates on p. 113 of her book
Making Connections
, three interactiveelements are essential to this process:
 Teachers must immerse learners in complex, interactiveexperiences that are both rich and real. One excellent example isimmersing students in a foreign culture to teach them a secondlanguage. Educators must take advantage of the brain's ability toparallel process.
Students must have a personally meaningful challenge. Suchchallenges stimulate a student's mind to the desired state of alertness.
In order for a student to gain insight about a problem, there mustbe intensive analysis of the different ways to approach it, andabout learning in general. This is what's known as the "activeprocessing of experience."A few other tenets of brain-based learning include:Feedback is best when it comes from reality, rather than from an authorityfigure.People learn best when solving realistic problems.
 
 The big picture can't be separated from the details.Because every brain is different, educators should allow learners tocustomize their own environments. The best problem solvers are those that laugh!Designers of educational tools
must be artistic
in their creation of brain-friendly environments. Instructors need to realize that the best way to learnis not through lecture, but by participation in realistic environments that letlearners try new things safely.
Reading
Renate and Geoffrey Caine,
Making Connections: Teaching and the HumanBrain
.Leslie Hart,
Human Brain, Human Learning
. The content on this page was written by On Purpose Associates.
Brain-Based (Compatible) Learning
What is brain-based or brain-compatible learning? How can brain research be integrated into the classroom? How does brain research relate to technology integration?Brain-based learning has been called a combination of 
. Hart (1983) called the brain"the organ of learning." He advocated learning more aboutthe brain in order to design effective learning environments.Caine and Caine (1991) developed twelve principles thatapply what we know about the function of the brain toteaching and learning. These principles were derived from anexploration of many disciplines and are viewed as aframework for thinking about teaching methodology. ReadCaine and Caine's (1994)
for theprinciples with brief descriptions,
, or to
for a diagram. The principles are:1.The brain is a complex adaptive system.2.The brain is a social brain.3.The search for meaning is innate.4.The search for meaning occurs through patterning.5.Emotions are critical to patterning.6.Every brain simultaneously perceives and creates parts and wholes.7.Learning involves both focused attention and peripheral attention.

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