Brain Compatible Education

Donna MinorEDU 417: Cognitive Studies Capstone

Instructor: Angela ColemanJanuary 13, 2014

Get Ready to Learn!

• What is Brain Compatible Education?• How does Brain Compatible Learning Differ

from Traditional Learning?• Factors that Impact Learning.• How Brain Compatible Learning Addresses

these Factors.• Brain Compatible Learning in Action.• How Brain Compatible Learning Benefits

Everyone.

Allow me to Introduce Myself!

Brain Compatible Education

• Considers the structure and functions of the brain.

• Understands that the brain is changeable, and is shaped by genetics, the environment, and experience.

Brain-Compatible vs. Traditional Education

Brain-compatible Education• Considers the importance of

physical activity• Understands that students learn

through their emotions• Understands that a stimulating

environment is most beneficial for learning

• Realizes creativity through extracurricular activities enhances brain activity/learning

• Realizing that a healthy student is better able to learn

Traditional Education• Gives “studies” priority over

physical activity in an effort to comply with “No Child Left Behind”

• Attempts to separate fact from emotion

• Believes a rigorous and rigid academic schedule is most beneficial for learning

• Believes that the arts are secondary to the curriculum

Factors that Impact Learning

Neurotransmitters and Genetic Factors

Environment

Processing Information

Lesson Plan: InsulationGrade Level

Second Grade

Lesson Objective

Learn how insulation works to block heat.

Suggested Time

One hour

Resources

The Magic School Bus in the Arctic (book or video)

Materials

• Spatula or spoon

• Large bowl of ice water

• Copies of worksheet The Inspiration of Insulation, which can be found at http://www.scholastic.com/teachers/article/inspiration-insulation

• Zipper bags (4 for each group)

• Cotton balls

• Water and ice

• Solid shortening (1 cup for each group)

Before students enter the classroom, “decorate” to set the mood for the lesson by

doing some of the following; turn the heat down slightly to add a chill to the air, supply

inexpensive scarves and/or gloves for each student, add decorative “winter

wonderland” items throughout the room, wear winter clothing. Allow the students to

take in the environment, and answer any questions that may arise.

After watching the video/reading the book, have a discussion about how humans

use layers of clothes to keep themselves warm. Compare how humans stay warm to

how animals stay warm. Introduce experiments by passing out the worksheet; The

Inspiration of Insulation, zipper bags, and cotton balls.

Prepare for the experiments by asking each group to place cotton balls in one

zipper bag, and then help them place the shortening into another bag. Show the

groups how to zip an empty bag inside the shortening bag. Provide extra assistance

to children with sensory issues who may fear touching the materials by having

another peer in the group perform this task. Have children follow directions on the

worksheet to conduct experiments. Peer “helpers” may also be necessary when

reading directions on the worksheet.

Discuss why it is necessary to block heat to keep warm or cool. Other than

dressing in layers during the winter, what are some other reasons for blocking heat?

Talk about insulation in the home, and discuss items meant for keeping things cold or

warm, such as coolers and lunch bags. As a homework assignment, ask students to

list items around their home that have or use insulation.

Reap the Benefits!

• Knowing how the brain learns helps teachers make the most of the time they have with their students

• Increase motivation with each success• Embracing different learning styles and

intelligences makes for a very interesting classroom

• Teaching students in the way they learn best is the best way to help them achieve!

ResourcesCercone, K. (2006). Brain-based learnining. In E. Korsgaard Sorensen & D. Marchu (Eds.), Enhancing learning through technology

(pp. 292- 322). Hershey, PA: Information Science Publishing. Retrieved from

http://itari.in/categories/brainbasedlearning/BrainandLearning.pdf

Chipongian, L. (2004). What is brain-based learning? Brain connection. Retrieved from:

http://brainconnection.positscience.com/what-is-brain-based-learning/

Fischer , K. W., Immordino-Yang, M. H., & , (2008). The Jossey-Bass reader on the brain and learning. (1st ed.). San Francisco, CA:

Jossey-Bass.

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

Hurt, J. (2012). 10 Brain-based learning laws that trump traditional education. Education and adult learning. Retrieved from:

http://jeffhurtblog.com/2012/01/31/10-brainbased-learning-laws-that-trump-traditional-education/

Lackney, J. A. (n.d.). 12 Design principles based on brain-based learning research. Design Share. Retrieved from

http://www.designshare.com/Research/BrainBasedLearn98.htm

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

Resources Cont.

McTighe, S., Neal, S., Lin, Q., Hughes, Z., & Smith, D. (2013). The BTBR mouse model of

autism spectrum disorders has learning and attentional impairments and alterations in

acetylcholine and kynurenic acid in prefrontal cortex. Plos One, 8(4), e62189. doi:

10.1371/journal.pone.0062189

Schraw, G., & McCrudden, M. (2013). Information processing theory. Education.com. Retrieved

from: http://www.education.com/reference/article/information-processing-theory

Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.).

Alexandria, VA: Association for supervision & curriculum development.