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In a nutshell, brain-based education says:

“Everything we do uses our brain; let’s learn more about it and apply that knowledge.”

There’s been over 20 years of research Researchers have found patterns in how the brain learns

information(Jensen, 2012)

What are some of those patterns?How can we use them when

teaching?

Brain-Based Learning

What are some of those patterns?

Making connectionsMusicPhysical needsExperiential learningChunking

Brain-Based Learning

Making Connections

*The brain automatically searches for meaning.

• It wants to make sense of experience and shows a natural inclination to learn and understand.

(Caine & Caine, 1991)

Making Connections• In order to make meaning, the brain

seeks patterns, connections, and relationships between the new and the known, among facts, events, and experiences.

The brain is a pattern detector.

• Going to the Zoo, Museums, • Making Cookies

(Jensen, 1998)

*In our brain, attention, memory, and emotions are closely linked to each other.

*Emotions help connect experiences with memories and knowledge. Jensen (1998) states, “Our emotional system drives our attentional system, which drives learning and memory” (p.25). Thus, emotional and social connections and responses are essential elements for learning.

(Jensen, 1998)

Making Connections

Making Connections

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Numerous neuroscience departments (Harvard, Dartmouth, Stanford, etc…) have done studies that show the arts increase a person’s attention, memory, visual spatial skills, patience, verbal memory, etc…

(Jensen, 2012)

Music is connected to emotionEmotion connected to learning = a STRONG memory

Music

Music is connected to emotionEmotion connected to learning = a STRONG memory

Limbo JazzAu Village Des Femmes (African drums) 主祷文 The Lord's Prayer今天你要嫁给我 Today Will You Marry Me?Do Not Be Anxious (Philippines 4:6-7)

Music

Physical Activity

*Even short, moderate physical exercise can improve brain performance.

(Stastyshyn, 2012)

Physical Activity

*Increasing the number of capillaries in the brain helps blood transport

*This fuels the brain and increases the intake of oxygen

• Which studies show enhances cognitive performance

• RECESS is IMPORTANT– Not Enough

PHYSICAL ACTIVITY

*PLAY CHAOS

Experiential LearningOnly lecturing ≠ Learning

Only experience ≠ Learning

Teaching + Real world application = Learning

Example: Math In Focus (Singapore Math)1. Direct instruction (page 103-104)2. Guided application activity (page 105)3. Independent application activity (homework)

Chunking Our brains can usually hold 2-4 chunks (pieces) of

information at a time Your brain (specifically the hippocampus) can only hold

so much. Introduce too much = learner won’t learn it The less background the student has, the shorter the

chunk should be 4-8 minutes to 8-15 minutes

How to apply this? Think about the session you’re in right now… Teach in shorter mini-lessons Take breaks, recess, downtime when you have longer

classes(Jensen, 2012)

What are some of those patterns?How can we use them when

teaching?

Making connectionsMusicPhysical needsExperiential learningChunking

Conclusion

Works Cited

Caine, R. N. & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development

Jensen, E. (1998). Teaching with the brain in mind. Alexandria, Va.: Association for Supervision and Curriculum Development.

Jensen, E. (2012). What is brain-based learning?. Retrieved from http://feaweb.org/brain-based-learning-strategies

Stastyshyn, C. (2012). Classroom academics & integrating activities. Retrieved from http://www.ehow.com/info_7860832_classroom-academics-integrating-activities.html

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