THE BENEFITS OF A BRAIN-COMPATIBLE EDUCATION

CLASSROOM IMPLEMENTATION
JESSICA POULIN
EDU417
INSTRUCTOR: JOANNA SAVARESE-LEVINE
FEBRUARY 22, 2016
THE TEACHER WHO IS INDEED WISE DOSE NOT BID
YOU ENTER THE HOUSE OF WISDOM BUT RATHER
LEADS YOU TO THE THRESHOLD OF YOUR MIND
-KHALIL GUBRAN

INTRODUCTION AND PRESENTATION

PURPOSE
The purpose of this presentation is
1. Define and understand what Brain-Compatible Learning is

Brain-Compatible learning is a teaching method, lessons, activities, curriculum, and

programs that are based on recent research on how the brain learns, cognitive
development, and stimuli that affect the brains ability to learn .

2. How to implement brain-Compatible learning into the classrooms

Activities, lessons meaningful curriculum, Modifications, and real life connections

3. What the benefits are to:

Students, Parents. and Teachers

Please visit www.jlpoulin.weebly.com for more information

A LITTLE ABOUT ME
I have been in early childhood educator since
2002 I love teaching young children the wonders
that the world has to offer them as well as
keeping them safe and happy. I am a mother of
two beautiful children and have been married
since 2007, we have weathered the ups and
downs of life and have come out stronger and
happier for it. I am a great are enthusiastic as well
as an artist myself with a passion for photography
and painting. I feel that art has great power and
allow an individual to express thoughts, ideas, and
feelings. It is my goal to work with abused and
special needs children providing them with a
teacher who strives to understand and help them
navigate through the journey of life and gain an
understanding of themselves.
Please visit www.jlpoulin.weebly.com for more information

OVER-VIEW OF BRAINCOMPATIBLE LEARNING

Brain-compatible learning has been developed from recent
research into how the brain processes and learns. This
means having an understanding of:
Sensory information and processing
How memories or sorted, processed, and stored.
The different areas of the brain and their functions.

Please visit www.jlpoulin.weebly.com for more information

COMPARE AND CONTRAST: SIMILARITIES AND

DIFFERENCES BETWEEN TRADITIONAL
LEARNING AND BRAIN-COMPATIBLE LEARNING
Similarities

Provide students with new information to process.

Provides the foundations of learning, reading, writing, arithmetic,

sciences, art, and social interactions.

Differences

Traditional learning has decades of success in teaching children, while

brain-compatible learning is a relatively new field.

Brain-compatible learning is a more individual based learning rather

then the one size fits all of tradition learning .

Require instruction and direction from a thought out curriculum

Require proof of learning

Please visit www.jlpoulin.weebly.com for more information

Brain-based learning uses knowledge of brain processing to foster

learning while tradition learning is more of a process of memorizing
information.
Brain based learning uses real world connections to foster learning,
while tradition learning has little to no context for students

UNDERSTANDING DIFFERENT
FACTORS THAT AFFECT
LEARNING
Environmental Factors:

Classroom, society, and technology,

Chemical Factors

Chemicals in the brain that can foster learning or inhibit it.

Physical and Genetic Factors:

Sleep, nutrition, movement, and genetics

Please visit www.jlpoulin.weebly.com for more information

If a child cant learn the way

we teach, maybe we should
teach the way they learn.
-Ignacio Estrada

Brain-Compatible Settings

Using brain-compatible learning and differentiation in the classroom can help every student
to be successful in learning. What you can do to make a brain-compatible setting:
Create a calming yet engaging classroom environment that challenges children to learn
Incorporate childrens interest and input into the curriculum, lessons, and activities.
Provide children with a variety engaging, hands on activities that have connections to
their lives to help foster learning.
Please visit www.jlpoulin.weebly.com for more information

AREAS OF THE
BRAIN AND THEIR
FUNCTION
Our
ability to move parts
of our body at will, think about
the past, plan for the future,
focus our attention, reflect,
make decisions, solve
problems, and engage in
conversation are all possible
because of the this highly
developed area of the brain
(Wolfe, 2010. Chapter 3, pg.
40)
This brain web is a great
visual representation the areas
of the brain, their functions, as
well as how they function
Please visit www.jlpoulin.weebly.com for more information
together to complete task,
thinking, functions, and
learning.

INFORMATION
PROCESSING MODEL
Information processing model
thinks of the brain like a
computer. Collecting and sorting
bits of information into to
different categories. Visualizing
the mental processes in this way
can help to better understanding
the complicated process of
turning sensory information into
memories and learning.

Please visit www.jlpoulin.weebly.com for more information

BRAIN-COMPATIBLE MODIFICATIONS FOR

LESSON PLANS

Original Lesson Plan

1. Before you begin the activity, you will need to create a batch of space paste. You can do this by mixing
papier-mch mix (or flour) and water to make a thick paste. Use about one part mix (or flour) to three-quarter
part water.

2. When the paste is ready, divide your students into nine groups. Assign each group a planet. Provide each
student with a copy of the Planet Information Sheet. Ask your students to fill in the chart using information
they gather from library books, the Internet, or the TLC Elementary School documentary Astronomy.

Classroom Planetarium Sciences and Space Grades: K 5 Duration Two class periods

Objectives Students will:

Understand the relationship of the nine planets in our solar system to the sun by creating a
three-dimensional representation.

Understand the planets relative distance from the sun and their approximate size in relation
to the Earth.

For this lesson, you will need:

Round balloons, different sizes

Tempera paint and paint brushes

Fishing line (or strong string)

Construction paper

Newspaper torn into strips about one inch wide

Space paste (see instructions below)

S-clips to suspend models from ceiling tile frames (large paper clips bent into L shapes or
strong loops of tape will work as substitutes)

3. While they are working, turn a class bulletin board into a huge sun using construction paper. Invite any
students who finish their research early to add solar flare designs to the sun.
4. Give each group a balloon. Explain to your students that all of the balloons should not be blown up to the
same size. Stress that approximate size is all that is necessary, but that the big planets should be noticeably
larger than the smaller onesespecially Pluto.

Materials

5. Provide each group with a long piece of fishing line. Ask them to tie the line around the end of their balloon.

6. Provide each group with a supply of space paste and newspaper strips. Instruct them to dip each strip into
the paste, gently pull it through their fingers to wipe off extra clumps, and then paste it onto balloon. They
should use many layers, working until the balloon is covered completely. Encourage them to apply extra layers
to make their balloons seem as round as possible. (The planets arent perfect spheres, so they dont need to
worry too much about roundness.)

7. Allow the balloons to dry. While they are drying, students should decide how they are going to paint the
surface of their balloons. Which colors will really bring out the physical landscape? When the balloons are
readywhich might not be for a whilehave students paint them.
8. While the painted planets are drying, meet with each group to determine where its planet should hang in
relation to the sun image. You can use these approximations for distance from the sun: Mercury58.9 million
km, Venus108.2 million km, Earth149.6 million km, Mars227.8 million km, Jupiter778 million km, Saturn
1,427 million km, Uranus2,870 million km, Neptune4,500 million km, Pluto5,900 million km. When the
group has chosen a location, affix the dried planet model to the ceiling using the fishing line and the S-clips.
Attach the appropriate Planet Information Sheet to each model.

Please visit www.jlpoulin.weebly.com for more information

Procedures

9. When the project is complete, you might want to invite other classes to come visit.

BRAIN-COMPATIBLE MODIFICATIONS FOR LESSON PLANS

CONT
Brain-Compatible Modified Lesson Plan

Classroom Planetarium Sciences and Space Grades: K 5 Duration

Two class periods

Objectives Students will:

Recognize the planets by size, characteristic, and color.

Know the order of the planets as they orbit the Sun.

Understand the relationship of the eight nine planets in our solar

system to the sun by creating a three-dimensional representation.

Understand the planets relative distance from the sun and their
approximate size in relation to the Earth.

Internet access

Round balloons, different sizes

Tempera paint and paint brushes

Fishing line (or strong string)

Construction paper

Newspaper torn into strips about one inch wide

Space paste (see instructions below)

S-clips to suspend models from ceiling tile frames (large paper

clips bent into L shapes or strong loops of tape will work as
substitutes)
Please visit www.jlpoulin.weebly.com for more information

Procedures

Introduce children to the topic of the planets. Use a K.W.L. chart to learn what they know, chart they want to know, and
to assess what they have learned.
2.

After the discussion visit the library or school media center and challenge children to find photos on the internet that
they can use to create their 3D representation of their planet. 1 .

3.

4.
Bring the class together to create a classroom sun. Ask students to locate an area in the room that they believe will be
the best place for the sun so that the other planets can successfully orbit it. Once a place is chosen work as a class to mix the
space paste, blow up the largest balloon, cover it, paint it and hang it .

Before you begin the activity, you will need to create a batch of space paste. You can do this by mixing papier-mch
mix (or flour) and water to make a thick paste. Use about one part mix (or flour) to three-quarter part water.

5.
When the paste is ready, dDivide your students into eight groups. Assign each group a planet. Provide each student
with a copy of the Planet Information Sheet. Ask your students to fill in the chart using information they gather from library
books and, the Internet., or the TLC Elementary School documentary Astronomy.

6.
Once the groups are established and students have all their materials show them again how to mix the space paste.
Before you begin the activity, you will need to create a batch of space paste. Provide each group with a recipe (that includes
pictures) and help each group to create their space paste You can do this by mixing papier-mch mix (or flour) and water to
make a thick paste. Use about one part mix (or flour) to three-quarter part water.

Materials For this lesson, you will need:

1.

While they are working, turn a class bulletin board into a huge sun using construction paper. Invite any students who
finish their research early to add solar flare designs to the sun.

7.

8.

Give each group a balloon. Explain to your students that all of the balloons should not be blown up to the same size
have them compare the balloons to other groups as well as the classroom sun. Stress that approximate size is all that is
necessary, but that the big planets should be noticeably larger than the smaller ones.especially Pluto.
Provide each group with a long piece of fishing line. Ask them to tie the line around the end of their balloon. Assist any
groups that may need help with this step.

9.
Once they have made their space paste provide them with and newspaper strips. Instruct them to dip each strip into the
paste, gently pull it through their fingers to wipe off extra clumps, and then paste it onto balloon. They should use many layers,
working until the balloon is covered completely. Encourage them to apply extra layers to make their balloons seem as round as
possible. (The planets arent perfect spheres, so they dont need to worry too much about roundness.)

10.
Allow the balloons to dry. While they are drying, students should decide how they are going to paint the surface of their
balloons. Which colors will really bring out the physical landscape? When the balloons are readywhich might not be for a while
have students paint them .

11.
While the painted planets are drying, meet with each group to determine where its planet should hang in relation to the
sun image. You can use these approximations for distance from the sun: Mercury58.9 million km, Venus108.2 million km,
Earth149.6 million km, Mars227.8 million km, Jupiter778 million km, Saturn1,427 million km, Uranus2,870 million km,
Neptune4,500 million km, Pluto5,900 million km. When the group has chosen a location, affix the dried planet model to the
ceiling using the fishing line and the S-clips. Attach the appropriate Planet Information Sheet to each model.

12.

When the project is complete, you might want to invite other classes to come visit.

CONCLUSION WHY IS BRAIN-COMPATIBLE LEARNING

IMPORTANT
As teachers we have taken on the responsibility to teach future generations. This is something that must be taken
seriously. The best way to teach is to learn and understanding how the brain works, know how to make meaningful
curriculum that incorporates brain-compatible learning, provide students with rich learning experiences that have
meaning in their lives, and to prepare them to become functioning members of society. Teachers need to create
enviornments that are engaging and comforting, create trust and emotional stability so that students are open and
ready to receive learning. Use students interests and ideas to further discussions or to create new ones. With the future
generation of brain-compatible learners so much can be accomplished. Students and teachers have a feeling of success,
confidences, efficacy, and possibilities.

Please visit www.jlpoulin.weebly.com for more information

REFERENCES
Fischer , K. W., Immordino-Yang, M. H., & , (2008). The Jossey-Bass reader on the brain and learning. (1st
ed.). San Francisco, CA: Jossey-Bass.
Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta
State University.
Retrieved from http://www.edpsycinteractive.org/topics/cognition/infoproc.html
Jensen, E. (n.d.). Brain-based learning strategies. Florida Education Association. Retrieved from
://feaweb.org/brain-based-learning-strategies.

http

McDaniel, R. (2008, July 28). Brain based learning vs. traditional learning. Yahoo Voices. Retrieved from
://web.archive.org/web/20121117004700/http://voices.yahoo.com/brain-based-learning-vs
traditional-learning-1717969.html?cat=4

https

Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.). Alexandria,VA: Association for
Supervision & Curriculum Development.
Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly
classroom. Bloomington, IN:
Solution Tree Press.

Please visit www.jlpoulin.weebly.com for more information