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The Benefits of a Brain-Compatible Education

Ashford University
Tammies Johnson EDU 417 Cognitive Studies Capstone Professor Courtney Plotts February 6, 2014

What is the

Purpose ?????

Many learner struggle with learning. This power point has been prepared to help you understand how learning happens in the brain and what steps are taken to prepare students for learning. We also plan to discuss how different factors effect behavior and learning disabilities. We will also discuss brain compatibility and traditional learning.

Who I am
Hello everyone from North Carolina. My name is Tammies Johnson. I have a 15 year old son. He plays football and basketball for his school. He also plays guitar for two bands. He keeps me very busy and I'm raising my two year old cousin who keeps me busy to the tenth power. Both of them are a joy. I work in the local school system with special needs students on the high school level. I have worked with them for 11 years now. I would like to become a behavioral specialist. My major is cognitive studies with a minor in child development. I enjoy volunteering to help others. I am a musician, performer, singer/songwriter. I have enjoyed my learning experience here at Ashford but glad that it is almost over.

My understanding of the brain-compatible learning is that the brain learns at its level. It's important
the brain is exercised so that it maintains and increases its functioning level without regression.

Brain Compatibility
Brain compatibility is the use of engaging strategies and techniques to enhance learning for all types of learners. The relationship between psychology, neuroscience, and education apply to the role of my role as an educator in which I can understand the child or students capability of learning and understand the way the child learns. Having the knowledge of how a student learns helps me present the learning material to the student. Every student has their way of learning. The brain absorbs information at different rates. The combining effects of the teacher researching the type of learner that will learning, engaging the students, and preparing a lesson plan that is interesting to the learner will enhance learning.

Brain Compatibility vs. Traditional Learning

This table demonstrates the differences and similarities of brain compatibility and traditional learning. Brain Compatibility Learning Shared Qualities Traditional Learning

Discipline Using technology

Uses real life examples Uses principle to teaching Interactive lesson activities

Behavioral theory
Uses rewards and punishments Does not allow a lot of discussion about a subject Passive lessons activities


Brain compatibility activities interest students. The activities are engaging. For example, video games are used in the classroom for learning. Based on previous work, we hypothesized that giving students more time to practice using rational numbers in an environment that enticed them to apply their understanding might prove educationally beneficial, (Vendlinski, Chung, Binning, Buschang, National Center for Research on Evaluation, S. (2011). Brain compatibility allow teachers

to be creative with teaching and students to be a part of the lesson. It invites

having fun in learning.

How Different Factors Impact Learning

Different factors effects the impact of learning. The brain is the center of how the body functions. The brain controls emotions, learning, and activities. If the brain is not functioning properly it effects learning, emotions, and again activities. Its important that the gets stimulation, proper nutrition, and rest. Physical activity is very important to the body. The more the physical activity the more oxygen flows through the bloodstream. This increases capillary health and growth of the frontal

lobes,( Wolfe, 2010). Exercise is not only good for the body but also is good for
the brain.


Physical activity, such as aerobic exercise might be both an effective prevention and treatment late life brain atrophy and cognitive decline. In contrast to most medications, aerobic exercise interventions are consistently associated increased cognitive

performance and greater brain volume in older adults. Weinstein &

Erickson,(2011). Exercise stimulates new brain, so lets get moving!!!

Why Use Brain Compatibility Learning

Every one learns at a different rate. Some are able to learn at a rate along with their peers. Some learn faster. Some students struggle. They may struggle for different reasons. When a teacher is

faced with a mixture of learners, they have to have a lesson plan that is suitable for this situation.
In a summary, to identify the impact of cooperative learning (CL) on acheivments of EFL learners, a study was conducted in four secondary schools in EFL classrooms environment. The data pointed out that there was a significant difference between the two conditions (experimental, control). The results showed that there are statistically significant differences between the mean scores of the students who were taught English in the cooperative learning environment (the experimental group), and those who were taught the English by using the traditional small group method (the control

group) in the post-test in favor for the experimental conditions,( Alghamdi& Gillies, 2013).
Brain compatibility learning engages students so that they learn through by being a part of the lesson. It also encourages research and discussion which opens the mind to new concepts.

Traditional Learning
Traditional learning service a purpose. We all have experienced it in one way or another. Traditional learning does teach discipline. In order to sit and listen through a lengthy lecture or complete seatwork require discipline. The traditional teaching style seems to be more contrived. The classroom settings usually doesnt encourage interaction and discussion in which the lesson is not always understood thoroughly. Lessons are often memorized and regurgitated without full comprehension.


Environment and Genetics on Learning

Learning takes place everywhere you go. A positive learning environment produces a

flushing learning experience.

Research on educational environments, Weinstein2 concluded that environmental variables can impact learners indirectly and that the effects of different physical settings

often depend on the nature of the task and the learner. For example, distracting noises
appear to slow reaction time and degrade performance to a greater degree in older versus younger adults3 and for introverts to a greater degree than extraverts, (Graetz, 2006).

The more hands-on experience that a student has with learn the more that the student
will absorb from the learning experience.


Genetics and Learning

There are students that suffer from disabilities that hinder learning. Disorders such as autism, ADHD, attention deficit, blindness and other disabilities hinder learning in a normal classroom setting. Schools are including students with learning disabilities in the regular classroom settings. Teachers are preparing lesson plans that includes accommodations for special needs students. Students with learning disabilities have accommodations to assist them with learning with ease and a non

stressful atmosphere.


Retaining and Processing Information

The brain is the central processing place of all information. Retention of information comes from the interest and engagement of the information that is presented. As neurotransmitters process information the brain is fired up to receive and comprehend the information that is presented. As the information is reviewed, discussed, and studied the information is remembered. This is why its important that teachers implement lesson plans that are meaningful and inclusive for students.

Students need to engage in the lesson plans as much as possible in order to receive
the maximum benefits of the information that is presented.

How Does Lesson Plans Help

Teachers have a great deal of planning in order to execute a class session that is maximized. They have to make sure to meet the need of every style of learner that is in there class room. In doing this, they have to create lesson plans for everything that they teach. A great lesson plan is prepared by having activities that are age and grade appropriated. It also needs to suite the need of every level of learner. The next two slides present lesson plans. The next slide shows lesson plans that are some

what difficult to follow and to execute for students. The slide that follows shows
lesson plans that has been modified to better understood and executed.

Original Lesson Plans

#4699. Play with Words Reading/Writing, level: Kindergarten Posted 04/01/2013 by A. Gracia (A. Gracia). BISD, Brownsville Materials Required: Play-Doh in 2 difft. colors,2-4 work mats&pairs of scissors,a set of plastic letters A-Z Activity Time: 15-30 minutes Concepts Taught: Word Families 1. Review the letters and sounds with the students. Be sure to emphasis the short vowel sounds and remind students which letters are consonants. 2. Explain to students what word families are and how they can create more than one word by substituting the initial consonant sound with any other consonant sound (letter). However, they need to keep the medial and final letters in the word the same. 3. Model for the students how they are going to make word families with a partner during small group centers using the word families it, -an, and ot. Other word families will be added when they have successful mastered the previous word families. 4. Tell the students that they will be given two different colored Play-Dohs. One color will represent the consonant letters and sounds and the other color will represent the vowel sounds and letters. 5. They will have a bucket of plastic ABC letters to help guide them as they are creating their words. If students need the extra assistance, they need to first put the letters in order before they get started on the words. 6. When they go to the centers, students will need to get their work mats and be sure to work on them as they roll, cut, smash, etc the Play-Doh. 7. Students will need to share and discuss the words created with their partner and then write down the words in a journal to show the teacher when they rotate with her/him during groups. If time allows, students could create a model with the Play-Doh to represent some of the words and draw a picture in the journal.

Reinvented Lesson Plans

Grade: Kindergarten Subject Area: Reading /Writing Objective: As a result of the lesson the student will be able to group familiar words to form word families. Materials Needed: Play-Doh in 2 different colors 2-4 work mats pairs of scissors a set of plastic letters A-Z Suggested Time: 15-30 minutes Procedures: The teacher will get the class' attention by asking "what time is it" and the class will respond by saying "spelling time." The teacher will do it two more times and the class will respond each time clapping after the third time. The teacher will review the letters and sounds with the students placing emphasis on the short vowel sounds and reminding the students which letters are consonants. The teacher will show examples of putting words in family groups. Give the students a bucket of plastic letters and allow them to pick through the vowels and consonants and to create words. The students should write down the words that they create inside their journals. Once completed the students will share in class discussion the words that they create. The students will be given two different colors of play doh to create consonants and vowels. Each color will represent consonants and vowels. They can use the plastic to assist them with the words. The teacher should put the students into small groups . The students should prepare to go to centers in their small groups to continue to work with the play-doh and plastic letters while sitting on their mats. If time permits the class can review what the lesson. The goal of the lesson. Calls the class together. Bring to mind relevant prior learning The teacher model information. Execercing knowledge The student makes informatin relevent. Using imagination to reinforce learned information. Students are able to help each other learn. Reinforce the information that has been learned.


The Conclusion
Learning takes place in every aspect of our lives. Although we may do the same routine every single day, we learn something new all the time. The brain is stimulated by new exciting information. Once the information is processed, it is retained for later use. Brain compatibility is an excellent way for anyone to learn. It allows a student to discuss and engage in the lesson. It allows the student to become a part of the actual lesson. This brings interest to the lesson which ignites



Alghamdi, R., & Gillies, R. (2013). The Impact of Cooperative Learning in Comparison to Traditional Learning (Small Groups) on EFL Learners' Outcomes When Learning English as a Foreign Language. Asian Social Science,

9(13), 19-27. doi:10.5539/ass.v9n13p19

Graetz, K. (2006). Learning spaces. (p. 6). Louisville, CO : Educause. Retrieved from Vendlinski, T. P., Chung, G. K., Binning, K. R., Buschang, R. E., & National Center for

Research on Evaluation, S. (2011). Teaching Rational Number Addition Using Video Games: The Effects of Instructional Variation.
CRESST Report 808. National Center For Research On Evaluation, Standards, And Student Testing (CRESST). Weinstein, A. M. & Erickson, K.I. (2011). Healthy Body Equals Health Mind. Generations, 35(2), 92-98.

Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.).
Alexandria,VA: Association for Supervision & Curriculum Development.ent