Educ 5210 Written Assignment 5

BRAIN BASED LESSON PLAN 1
Brain Based Lesson Plan
Author: Anonymous
UoPeople
EDUC 5210 Learning Theory
Dr. Samuel Amponsah
October 3, 2020
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Abstract
This lesson plan, about equivalent fractions, is based on the Sun Protection Outreach by
Students (n.d.) “Brain Compatible Strategies for Increasing Learning.” Five of the proposed
strategies are included in the lesson plan. The strategies are analyzed for their impact on the
brain. It is noted that at least six areas of the students’ brains are purposefully engaged in this
lesson plan. The strategies are also examined for any possible limitations, such as the propensity
for emotional responses in adolescent “think-pair-share” activities, or the stress involved with
“wait time.” This lesson plan attempts to teach students according to the neurological definition
of learning.
Next week I will teach my sixth-grade students about equivalent fractions. This is an
excellent opportunity to plan my lesson according to the brain-based strategies presented by Sun
Protection Outreach (n.d.). This lesson plan will include five of their proposed strategies:
storytelling, think-pair-share, visual aids, hands-on simulations, and wait time.
Storytelling is a beautiful way to achieve Gagne's first instructional event: “attending"
(Schunk, 2012). Storytelling gives a lesson meaning and elicits an emotional response.
According to Sun Protection Outreach by Students (n.d.), these are the "two factors that strongly
influence whether the brain pays attention to a piece of information" (p. 7). Thus, I will begin my
lesson by telling my students this story: I have a brother named Will, who is three years younger
than me. One day we found a candy bar in the kitchen. We asked mom if we could have it and
she said, "sure, but you have to share it." So, I told Will that I would take only one-half of the
candy bar, and he could have two-eighths. That sounds like a good deal, right? He said, "thank
you" and was very excited. Then, I cut up the candy bar and gave him his part. He got furious
with me, but I gave him the two-eighths! I don't know why he got mad at me!
This is an excellent opportunity to stop for a "think-pair-share" and ask the
students, earnestly, "Why did my brother get mad at me?" The think-pair-share strategy is
advocated as a way to incorporate emotion (as they think about the story for themselves), but
also to include a social aspect of the lesson (in the "pair" and "share" portion of the activity). The
brain's evolution from a need to survive, which is more likely in a social context, gives
prominence to social learning (Sun Protection Outreach by Students, n.d.).
The frontal lobe will be engaged in the think-pair-share activity as students are asked to
decide the cause for my brother's anger. This area of the brain indeed operates at a limited
capacity in adolescents ("Teen Brain: Behavior, Problem Solving, and Decision Making", 2019).
When I use this strategy, I must anticipate the possibility of students making the decision based
on their feelings about my brother's anger rather than the mathematical ideas of equivalent
fractions (Sun Protection Outreach by Students, n.d.). Even so, these types of answers are often
humorous and provide meaning for the lesson in their own way.
The hopeful result of a think-pair-share is that students will come to the desired
conclusions and present the necessary knowledge to further the learning objective. However,
regardless of the answers' quality, the lesson will move forward with a hands-on simulation in the
form of pre-cut fraction strips. Students will assemble and manipulate the fraction strips to see
the difference between one-half and two-eighths for themselves. I will provide guiding questions
with the fraction strips such as: "If I wanted one-half of the candy bar, how
much could I have given my brother to make him happy?" This hands-on simulation provides a
necessary concrete experience. The numeric labeling of the fraction strips provides a symbolic
experience. Hence, students are engaging in two of the three ways that neural networks are built
in the brain (symbolic, concrete, and abstract) (Sun Protection Outreach by Students, n.d..). The
visual component provided by the fraction strips also engages the occipital lobe of the mind.
Students will continue to use the fraction strips to answer questions about equivalent
fractions. "Practice is critical to learning for the long term" (Sun Protection Outreach by
Students, n.d., p. 8). The parietal lobe will now be engaged because students will move and
manipulate the strips as tactile information (Schunk,2012). Also, the hippocampus will be
engaged because each question that answered question will create a short-term memory. As these
memories are accumulated,
they should begin to lodge themselves into long-term memories and allow students to start
making predictions about successful outcomes (Arizona State University, 2019), thus making
meaning about equivalent fractions.
As a plenary, I will again invoke a social context in the form of a group discussion. At this
point, I hope to remove the fraction strips and delve into more abstract thinking, but lower-level
learners may still require their assistance. I will ask questions such as 'I will give Fatima ¼ of a
candy bar and I will give Shaikha 2/8 of a candy bar. Will either girl be mad at me?' This is the
point in the lesson that Sun Protection Agency's advocation of "wait time" is imposed. Wait time
imposes stress on students (think of any awkward silence you have ever encountered)
(Armstrong, 2016). However, there are two forms of stress, positive and negative stress.
Moderate stress is a necessary component to create new neural pathways in the brain (Kaufer,
2020). The hope is that wait time induces positive stress, as students have time to reflect and
process their response, then get excited as they understand the answer (Vislocky, 2013).
The purpose of this part of the lesson is multi-fold. First, it incorporates the mind's
evolutionary necessity for socialization (Sun Protection Outreach by Students, n.d.). Secondly, it
supports the adolescent compulsion for acceptance, whether it be from peers or the teacher
(Armstrong, 2016). Lastly, it is to transfer the learning objective of the class from the aspect of
"content" in the left hemisphere of the brain, to "context" in the right hemisphere of the brain
(Schunk, 2012), as students discuss equivalent fractions in terms of relevant ideas. (I should note
that my students have upwards of 17 siblings, so this notion of sharing between them is very
relevant).
From a neurological perspective, learning is defined as a "change in the receptivity of
cells brought about by neural connections formed, strengthened, and connected with others
through use (Schunk, 2012, p. 33). Kaufer (2020) tells us that, "The most effective learning
involves recruiting multiple regions of the brain for the learning task" (para.3). Thus, this lesson
plan aims to involve as many areas of the brain as possible. It will engage the hippocampus
(creating memories), Corpus callosum (connecting the two hemispheres of the brain), occipital
lobe (visual processing), parietal lobe (processing tactile information), temporal lobe (auditory
processing), and the frontal lobe (making decisions). The lesson is designed to capture the brain's
attention by giving it meaning and emotional response (Sun Protection Outreach by Students,
n.d.) from the beginning of the class period. The mind will engage in both concrete and symbolic
experiences, and, for most students, abstract experiences will also be included; thereby
employing all three ways that neural connections are formed. I am genuinely excited to roll out a
lesson plan that is based on scientifically founded teaching strategies!
References
Arizona State University. (2019). More than just memories—a new role for the hippocampus
during learning. Retrieved 2 October 2020, from https://medicalxpress.com/news/2019-
03-memoriesa-role-hippocampus.html#:~:text=The%20hippocampus%20is%20necessary
%20for%20forming%20new%20memories%2C,areas%20responsible%20for
%20learning%2C%20like%20the%20striatum%20%28teal%29.
Armstrong, T. (2016). The power of the adolescent brain: Strategies for teaching middle and
high school students. Retrieved from https://www.weareteachers.com/wp-
content/uploads/ASCD-2-Book-Sample-PoweroftheAdolescentBrain.pdf
Kaufer, D. (2020). Neuroscience and How Students Learn | GSI Teaching & Resource Center.
Retrieved 3 October 2020, from https://gsi.berkeley.edu/gsi-guide-contents/learning-
theory-research/neuroscience/
Sun Protection Outreach by Students (n.d.). The adolescent brain-Learning strategies & teaching
tips. Retrieved from http://spots.wustl.edu/SPOTS%20manual%20Final/SPOTS
%20Manual%204%20Learning%20Strategies.pdf
Teen Brain: Behavior, Problem Solving, and Decision Making. (2019). Retrieved 3 October
2020, from
https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-
Guide/The-Teen-Brain-Behavior-Problem-Solving-and-Decision-Making-095.aspx
Vislocky, E. (2013). Classroom Environment, Positive Stress, and Formative Assessment - A
Winning Combination. Retrieved 30 July 2020, from
https://www.nwea.org/blog/2013/classroom-environment-positive-stress-and-formative-
assessment-a-winning-combination/
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BRAIN BASED LESSON PLAN 1

Brain Based Lesson Plan

EDUC 5210 Learning Theory

Dr. Samuel Amponsah

storytelling, think-pair-share, visual aids, hands-on simulations, and wait time.

Storytelling is a beautiful way to achieve Gagne's first instructional event: “attending"

This is an excellent opportunity to stop for a "think-pair-share" and ask the

prominence to social learning (Sun Protection Outreach by Students, n.d.).

memories are accumulated,

meaning about equivalent fractions.

From a neurological perspective, learning is defined as a "change in the receptivity of

lesson plan that is based on scientifically founded teaching strategies!

during learning. Retrieved 2 October 2020, from https://medicalxpress.com/news/2019-

high school students. Retrieved from https://www.weareteachers.com/wp-

Retrieved 3 October 2020, from https://gsi.berkeley.edu/gsi-guide-contents/learning-

tips. Retrieved from http://spots.wustl.edu/SPOTS%20manual%20Final/SPOTS

Vislocky, E. (2013). Classroom Environment, Positive Stress, and Formative Assessment - A

Winning Combination. Retrieved 30 July 2020, from

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