What is Brain-Based Learning? Brain-based learning is the purposeful engagement of strategies based on neuroscience. Brain-based learning is the application of a meaningful group of principles that represent our understanding of how our brain works in the context of education. Brain-based learning is not a panacea or magic bullet to solve all of education’s problems. Anyone who represents that to others is misleading them. There is not yet a “one size fits all” brain-based program, model or package for schools to follow. What Does a Brain-Based Teacher do? A brain compatible teacher is one that understands the principles and uses strategies in a purposeful way. It is an educator who understands the reasoning behind their teaching. It is also one who stays constantly updated through continuous professional development. Example of Brain-Based Learning Evidence suggests that stress is a significant factor in creativity, memory, behavior and learning. Teachers who purposely manage stress factors (purposefully decrease or increase stress) in class are likely to experience a positive classroom environment. There are many ways to decrease stress in the classroom, such as integrating stretching exercises, incorporating recess, teaching coping skills, and utilizing physical education. Principles of Brain-Based Learning, by Eric Jensen 1. Each brain is unique: Students share 99.5% of the same DNA, but each brain in unique because of unique life experiences. 2. Reward Dependency: Our brain is designed to be highly responsive to biochemical rewards and drugs are only one example. 3. Susceptibility & opportunity: Our brain has sensitive periods with enhanced chances for risk and gain. They are 0-5 and 12-17. 4. Attentional & Input Limitations: Our brain is designed to limit the quantity of new input per minute, tour, and day. 5. Adaptive & Changing: Our brains are not static or fixed. They are constantly changing in over a dozen ways. 6. Rouge Drafts: Our brain rarely gets it right the 1st time. Instead, we make sketchy rough drafts of new learning. 7. Memory-maker: Every perception, sensation and conclusion is usually associated with another related experience. This may create meaning. When that doesn’t happen, we often seek it (psychics, books, confession, talk shows, etc.) 8. Environments Matter: Strong scientific evidence suggests that environments not only directly influence our brain, but also can trigger gene expression. 9. Prediction is key: Prediction only fosters survival of our species, but it serves as a strategy for affiliation, resource acquisition and stress management. 10. Malleable memories: This principle reminds us that our memories are a process, not a fixed thing. Memories can and are often altered or lost. 11. Perception, Not Reality Matters: Our brain only knows what it takes in perceptually and is easily fooled. Our prior knowledge is a huge factor in determining what we see, hear, feel, taste, and touch. 12. Emotional States Rule: One neuroscientist called our brain “a bag of hormones”. In most struggles between our feelings and logic, we usually (not always) do what we feel like doing.
0 Comments
Tired of suffering from physical pain in my joints, I have decided to pick up this fabulous technique for releasing stress and negative thoughts trapped in my body. Here's a video clip to help you get started if you are searching for some pain relief for yourself or your loved ones.
youtu.be/ZfZBHWSbrsg For many years I have been creating ideas and completing projects without a clear sense of direction. I merely thrive on the need to create something. I've written blog posts, created websites, and written various books and other products. They are scattered all over, with no cohesive place to call home. It is time to put everything into one place. While reading a new book today, "The Book You Were Born to Write," by Kelly Notaras, www.kellynotaras.com, she makes it very clear that no one can find my contributions if they can't find ME!! Now my new domain name is KKayOrrell.com and I'm including a variety of work I've produced. My hope is that my readers might be inspired by one of the completed projects. Let me know how you think it's coming along by adding your comments below. All suggestions are welcomed!
Click to set custom HTML
https://wordpress.com/posts/brainjourneys.wordpress.com
The BeginningASAL ( the American School of Accelerated Learning) was the place we created. We created it in Monterrey, Mexico. It was first created to address the needs of children of ex-patriots who were searching for an educational alternative. We began with only a few students and through word of mouth recommendations we grew into a full-fledged school, ranging from Pre-K to 12th grade, serving students of all nationalities.
The profile of Students at the American School of Accelerated Learning (ASAL) was varied, and all students had one characteristic in common: They were fed up with traditional school environments and were not thriving within them. After an initial interview process, our student population was as varied and unique as each student. Their intelligence ranged from slightly below average to exceptionally gifted, and everything in between. We guaranteed the success of our students by first identifying their strengths and their weaknesses. The concept of 'learning how to learn' was always the building block of each educational plan. Our students showed learning differences in many of the eight neuro-developmental systems developed by Dr. Mel Levine.(1) We considered a child’s learning health in terms of the well-being of these eight learning systems : Ø attention control system, Ø memory system, Ø language system, Ø spatial ordering system, Ø sequential ordering system, Ø motor system, Ø higher thinking system, Ø social thinking system The student population at ASAL included combinations of the following learning differences:
"Put him in Karen's class, she can handle him." That phrase has followed me throughout my entire teaching career. My co-workers were always amazed that although my classrooms were buzzing with activity and chattering students, that I never had the need to raise my voice. I never needed to raise my voice because my students were learning how to be responsible for themselves. They were constantly practicing with the tools and strategies that were best for their particular way of learning. Some students needed to move around more and most required using their voices to process new information. Once a learner recognizes and truly understands how their unique brain works, the ceiling is lifted and they begin to thrive! It never ceases to amaze me how free and happy my students feel about learning once they realize that they are not broken or wrong or stupid. They are then able to release those labels that they felt they were expected to live up to. They begin to ponder what their desires are and which of their talents they will choose to build the life they want. This type of atmosphere is only possible when teachers realize that their primary role is that of 'seeing' the true person that enters their classroom. Who are they? What are their talents? What are they anxious to learn about? Self-esteem grows and they are willing to test new strategies and to take risks in their learning. They begin to thrive! Today I am remembering so many of my students over the years, feeling unworthy, useless, lost, and dumb! The majority of them had been asked to leave three or four different schools by the time they showed up at my door. So, after an initital interview with their parents, I requested a conversation with the student to ensure that we could strike an agreement of trust in each other which would allow us to work together. Although the initial phase with every student was one of identifying strengths to build on and weaknesses to overcome, the main focus was always on self-esteem. After years and years of being told by authority figures how they were unruly or lazy or defiant, they had little confidence now in their ability to learn. We taught them first to be good to themselves and to learn about themselves; their likes, their dislikes, their interests, their stumbling blocks. They were allowed to first master their minds before they were asked to master ideas from someone else's. |
Kay OrrellWatching students thrive is an incredible privilege and the art of crafting learning experiences that provide the empowering environment is my passion! Archives
April 2022
|