Angela Ouellette EDCI 5360 Brain based research and classroom instruction

Abstract: Brain-Based Instruction in Action

By J. Caulfield, S. Kidd and T. Kocher
To being implementing brain-based education, one must first research and study how their students learn. This is exactly what the faculty of Valley Park Elementary school did. They began to collaborate, discuss, and share ideas on information they learned about the way their student learn best. The research was conducted at Valley Park Elementary, a very high performing school in Kansas City. The researchers theorized that the school could implement a school improvement plan based on brain-based research that would not bring down the schools scores in Math and English. VPE teamed up with an organization known as CARE (Center for Advancement of Reform in Education). Working together, they discovered three important aspects to learning. First, the brain changes due to experiences. Additionally, they discovered that emotions influence learning. Finally, they concluded that intelligence can be computed is a wide variety of ways; meaning we learn in different ways. VPE and CARE created a curriculum that was based on respect, trust, and caring. The staff created and implemented themes around district objectives that were yearlong. Through the program, the elective or specials teachers reinforced concepts that were taught in the classroom. The school used a thematic curriculum to create a learning environment that used brain compatible instruction to teach students needed facts, skills, and information. The faculty at VPE was testing their hypothesis that brain-based instruction could be implemented without negative effects on students in reading or mathematics. This was based on three accredited test: the Gates-MacGinitie reading test, end of chapter and book test from the Harcourt Brace mathematics books and Iowa Test of Basic Skills. Over the five-year period the school implemented brain-based instruction; student-reading scores began at 48 and rose to 68. The results from the Iowa Test of Basic Skills showed gain as well with scores from a 69 to a 78. The research concluded that based on the information from all three tests that brain-based instruction can be implemented without negative effects on student reading or math scores.

Caulfield, J. (2000). Brain-based instruction in action. Educational Leadership, 58(3), 62-65.