Running head: EDUC 5210 Written Assignment Unit 5 1

EDUC 5210 Written Assignment Unit 5

University of the People

EDUC 5210 Written Assignment Unit 5 2

BRAIN – BASED LEARNING STRATEGIES

The Adolescent brain can be characterized as the ‘Actively evolving’ brain.

Since the Pre-frontal cortex, sometimes known as the ‘reasoning brain’ responsible for

decision-making, planning and control impulses is still developing, teenagers have to rely on

the limbic system ‘emotional brain’ to make decisions and solve problems. However, the short-

coming of this is the association of the limbic system most especially the amygdala to emotions,

instinctive behaviour and impulses, leading to mood shifts and inexplicable ‘acting out’.

The adolescent brain is also greatly influenced by the changes in the environment, and sensitive

to its surroundings so much that it readily associates learning development with peer pressures

of fitting in. It links learning to the emotional reconciliation of what it perceives as right or

wrong and what is profitable or not.

This discovery was fascinating because it shed light on the reasons for some of the learning

outcomes of my lessons, and actions of my learners as well as teenagers I have come across.

LESSON TOPIC: Caring for the Elderly

SUBJECT: Citizenship

STRATEGIES TO IMPROVE STUDENT SUCCESS

METAPHOR, ANALOGY AND SIMILE: This strategy links past experiences or

knowledge with present learning. Concrete experiences are key to the success of this strategy

as cited in …… ‘Without concrete experiences, symbolic and abstract learning has little or no

meaning. Because abstract thought processes are not well-developed until late adolescence

(around age 18 to 20), the most effective teaching styles encompass methods that create

concrete experiences within the boundaries of the school setting’.

EDUC 5210 Written Assignment Unit 5 3

STRATEGY APPLICATION

The lesson above is a topic in Citizenship which discusses caring for the elderly. Focusing on

respecting them, listening to them, sharing and communicating with them and caring for them.

Younger children would generally participate actively in this lesson because they have

grandparents or elderly loved ones with whom they share memories. For an adolescent, a field

trip to an Old Peoples Home would be needed to further drive this lesson, because a concrete

experience has been provided. Furthermore, it stimulates the limbic system by providing

emotion which drives attention which ultimately drives learning. This is further reinforced by

Schunk when he states that ‘Emotion and motivation can be used constructively to produce

better learning’ (Schunk, 2010. p. 61)

There is, however, a danger in making such an activity too frequent and repetitive, as it may

result in the development of such negative emotions as sadness, over-worrying. Scheduled and

properly spaced activity visits achieve the purpose of service-learning, without the negative

outcomes.

STRATEGY 2

THINK, PAIR and SHARE - This strategy allows for peer-to-peer learning connections,

where learners interact and share ideas. Adolescents prefer each other’s company, and do not

want to appear incompetent as their sense of self is still developing. Active discussions in pairs

help to foster learning. Schunk also states that ‘Students who collaborate to solve problems

become aware of new ways that knowledge can be used and combined, which forms new

synaptic connections’. (Schunk, 2010. p. 67)

Learners would willingly and actively share, and develop healthy competition between each

other, especially because they are being watched by their peers.

EDUC 5210 Written Assignment Unit 5 4

STRATEGY APPLICATION: Using the same lesson ‘Caring for the elderly’ as a
reference point, and following the visit to the Old People’s Home.
Writing a reflective journal on this topic as a task would be more achievable after paired active

discussions have taken place. Talking about personal experiences and drawing from the

concrete experience provided, would provide adequate information needed to allow learners to

write a rich and purposeful journal. Ideas and new ways to make their lives easier and more

enjoyable could also be included, based on not just what they witnessed, but on interaction

with the elderly folk. The only downside to this strategy is that it might encourage peer

dependency, but ultimately, the advantages far outweigh this disadvantage.

STRATEGY 3: WAIT TIME

Giving student’s time to process their responses a few minutes will allow more thinking time,

which brings about a good level of interaction/discursiveness in your lesson. Because the

prefrontal cortex is still developing students rely on their limbic system (instinctive reaction)

when responding. As far as brain development is concerned, this varies for male and female

adolescents.

STRATEGY APPLICATION: When asking for peer feedback or assessment on the work

done, allow some time for students to think through their responses. Encourage them to reflect

on the work, and use the criteria provided in peer assessment before responding. Also, give

clear instructions as this will improve the participation level as well as the quality of their

responses.

Applying these strategies would positively affect the outcome of this lesson as it accommodates

the complexity of the evolving adolescent brain. Planning and delivering lessons taking into

cognisance these, and other brain-based learning strategies would be beneficial not just to the

learners, but the teacher as well.

EDUC 5210 Written Assignment Unit 5 5

References

Schunk, D.H. (2010). Learning Theories: An Educational Perspective. (6th ed.). MA: Pearson.

SPOTS Manual for Learning Strategies: The Adolescent Brain – Learning Strategies and
Teaching Tips. (p. 7 – 10)