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Brain Compatible Instruction
Marilyn ReynoldsEDU 417 Cognitive Studies
CapstoneInstructor: Dr. Maureen Lienau
June 9, 2014
Purpose of Presentation
The purpose of this presentation is to increase awareness of the benefits of brain-compatible teaching and instruction within the classroom.
Research supports the notion that the brain learns best through rich, complex, and multi-sensory environments (Jensen, 2000).
My Introduction My name is Marilyn
Reynolds. I live in California with my husband of 4 years. My home is in Texas, where most of my family still lives. I am a proud mother of 4 children, all adults…and a very proud grandmother of one little girl, who is 7 years old. Needless to say, my favorite thing to do is to fly home and spend family time.
Brain-Compatible Learning Brain-Based education is best
understood in 3 words: engagement, strategies, and principles, (Jensen, 2008). He explains, “It is the engagement of strategies based on principles derived from an understanding of the brain”.
Compare and Contrast TRADITIONAL LEARNING
BRAIN COMPATIBLE LEARNING
Molding students was operant conditioning (through rewards and punishment)
Teachers stand at front of classroom and read or lecture. No interaction.
Immediate feedback Grades determine a
lesson learned
Focus on the whole child Data driven/immediate
feedback Involves every aspect of
how the brain learns best according to scientific and research based learning principles
More teacher/student interaction and dialog
An emotional component is present and focused upon
Various Factors that impact learning
GENETIC ENVIRONMENT
Brain development Medical conditions
Safety Relaxed alertness Threat and stress free Classroom with the
effects of home Visually appealing Aromas Textures Proper rest and nutrician
Lack of sleep causes short attention span
Benefits of a Brain compatible setting
Trouble processing or retaining
How students process and retain information
The human brain is the ultimate multi-tasking machine, constantly doing many things at once. This is because the brain is geared toward survival and is, in actuality, poorly designed for linear, lock-step instruction (Jensen, 2000).
The brain processes different types of learning through different pathways (Jensen, 2000). He goes on to explain, “For words, text, and pictures, input to the brain arrives from our senses or generated internally.
The brain and its functions
Learning is FUN http://www.brainrush.com/lesson/how
-farm-animals-feed-us Educational games gives immediate
feed back The teach determination Provide children ethical ways to meet
challenges
Future for Brain-Compatible Techniques
Is there a future for brain-based learning for students and a future for brain-compatible techniques being taught by our teachers of tomorrow?
The brain of a student is the most important aspect of the body to a teacher, educator and parent, after all; its function or dysfunction determines their livelihood
Brain-compatible instruction IS here to stay
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.
Dow, C. B. (2010). Young children and movement: The power of creative dance. YC Young Children, 65(2), 30-34. Retrieved from http://search.proquest.com/docview/197650365?accountid=32521
Jensen, Eric (2000), Brain-Based learning: The Paradigm of Teaching, (2nd ed.)
Osborne, C. (n.d.). BRAIN-COMPATIBLE TEACHING & LEARNING. Retrieved from http://ozpk.tripod.com/higher
Jensen, E. P. (2008, October 1). A fresh look at brain-based education. Florida Association of School Administrators. Retrieved from http://www.fasa.net/upload_documents/neuroplasticity10.29.pdf
McDaniel, R. (2008, July 28). Brain based learning vs. traditional learning. Yahoo Voices. Retrieved from http://voices.yahoo.com/brain-based-learning-vs-traditional-learning-1717969.html