Incorporating Brain

compatible strategies
Shannon Smith
EDU 417 Cognitive Studies Capstone
Instructor: Ciara Smack
August 11, 2014
Thanks to developments in neuroscience there are new ways to focus on the key learning centers
in our students brains as we implement standards that create equity in learning among young
students. In doing this we are ensuring that all children are prepared to meet the challenges of an
increasingly complex, demanding world. By introducing brain-based strategies we optimize
learning for all children in our classroom.

The purpose of this presentation is to explain the benefits of bain compatible learning and how to
implement its strategies in the classroom.
Overview
Hello All! My name is Shannon Smith. I am from Lafayette La., where everyone loves to party and eat good food. I come
from a great family and I love spending time with most of them but there is always one or two, I just have to run from. I do
not have any kids of my own but I have 3 nephews I cant get rid of. In returned to school, after 18 years, to get my
bachelors in Early Childhood Education and I only have 3 more classes after this one. Yeah for me!


Brain-Based Education, from its definition is exactly what you think it is. It is simply the way our brains work and how we
use it in to learn. In brain based learning, a student will learn as long as the brain is functioning properly; still teachers must
keep in mind that all students are different and will learn in different ways.

Neuroeducation

1. Students work more freely at learning
2. Choices in of material
3. Focuses on the whole body
4. Helps students
a. Find their different learning abilities
b. Learning preferences


Strategies of Brain Based Learning
Physical Education
a. Exercises
b. Produces right chemicals for Learning

Social Conditions
a. Can be Positive or Negative

Brain Changes
a. Environmental and Natural
b. Skill Building

real Life Situations
a. Coping Skills
b. Perception of Making Choices
c. What works for one might traumatize another

Strategies of Brain Based Learning (Cont.)
All Students are Different
a. Expect Problems
b. Students Will Learn Differently
c. Not All Brains are the Same

Teach in Small Parts
a. Do not Overwhelm Students
b. Tun Talk; Write Draw

The Arts
a. Boost Attention and Memo
b. Supply Choices

Teaches Must be Up to Date
a. Always retain Knowledge of New Information
Assess More Often
a. Evaluate Half way though a Lesson to See What and If students are Learning

Brain Based Learning Vs. Traditional Learning

Brain Based Learning Traditional Learning
Instructional curriculums
Based on Individualized
Needs
Teaching with the Brain in
Mind
Punishes the Brain's Natural
Processes
Focuses on the Whole Body
Learning
Focuses on repetition and
Memorization
Does Not Support Students with,
Limited Physical or Cognitive
Abilities
Can Be Modified to Fit the Needs of
All Students
Nature Vs. Nurture

-Genetic contributions
The Processing and Reasoning pathways Highly Valuable.
Some skill can be, and must be, taught.
Each system Separately. But they Work Synergistically.
When any one System is off they may problems with all








-Environmental factors
Influence these neural events
Parenting Styles
Leaned Experiences

1. begins as soon as birth
2. The temporal lobe: phonological awareness and decoding/discriminating sounds
3. frontal lobe: handles speech production
4. angular and supramarginal gyrus : linking the different parts of the brain together to execute
the action of reading
Learning to Read
Emotion and Reason
molecules (peptides) carry emotional information
brain, endocrine, and immune systems
hormones and neuropeptides
Drugs

the body and brain structures that activate and regulate emotions
sensory information, makes rational decisions, activates behavioral
response
Brain Stem
Limbic System
The Cortex
Retention


Assumption of a limited capacity of the mental system
A control mechanism is required
A two-way flow of information
a. deductive reasoning
b. inductive reasoning


USING THE INFORMATION PROCESSING APPROACH IN THE CLASSROOM
Principle Example
1. Gain the students' attention. Use cues to signal when you are ready to begin.
Move around the room and use voice inflections.
2. Bring to mind relevant prior learning. Review previous day's lesson.
Have a discussion about previously covered content.
3. Point out important information. Provide handouts.
Write on the board or use transparencies.
4. Present information in an organized
manner.
Show a logical sequence to concepts and skills.
Go from simple to complex when presenting new material.


5. Show students how to categorize (chunk)
related information.
Present information in categories.
Teach inductive reasoning.
6. Provide opportunities for students to
elaborate on new information.
Connect new information to something already known.
Look for similarities and differences among concepts.
7. Show students how to use coding when
memorizing lists.
Make up silly sentence with first letter of each word in the list.
Use mental imagery techniques such as the keyword method.
8. Provide for repetition of learning. State important principles several times in different ways during presentation of
information (STM).
Have items on each day's lesson from previous lesson (LTM).
Schedule periodic reviews of previously learned concepts and skills (LTM).
9. Provide opportunities for overlearning of
fundamental concepts and skills.
Use daily drills for arithmetic facts.
Play form of trivial pursuit with content related to class.



USING THE INFORMATION PROCESSING APPROACH IN THE CLASSROOM Cont.
Principle Example


Conclusion:
Everything we do uses our brain, for this reason neurosciences has helped us to understand that
learning is natural and cannot be helped if our brains are working properly. The implementation
of brain based strategies into the classroom will not only help us create brain-friendly
environments but will allow us to reach more students. Just remember that you as an educator
must be able to support the strategies that you use
References

Alferink, L. A., & Farmer-Dougan, V. (2010). Brain-(not) based education: Dangers of
misunderstanding and misapplication of neuroscience research. Exceptionality, 18 (1), 42-52. doi: 10.1080/09362830903462573
Burns, M. (2012); The Reading Brain: How Your Brain Helps You Read, and Why it Matters
Jensen, E. (n.d.). Brain-based learning strategies. Florida Education Association. Retrieved from
http://feaweb.org/brain-based-learning-strategies
Cherry, K, . (2014) ttp://psychology.about.com/od/early-child-development/a/genes-and
development.htm
Jensen, E. (2012.) Factors that Contribute Most to Student Achievement
http://www.jensenlearning.com/news/factors-that-contribute-most-to-student-achievement/brain-based-teaching
Sally, (2012.) Brain Based Learning Strategies
http://www.elementarymatters.com/2012/02/ten-brain-based-learning-strategies.html


References (cont.)
Schiller,P.; Willis, C.A. (2008); Using Brain-Based Teaching Strategies to Create Supportive
Early Childhood Environments That Address Learning Standards retrieved from: Beyond the Journal- Young Children on the Web
https://www.naeyc.org/files/yc/file/200807/BTJPrimaryInterest.pdf
Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.).
Alexandria,VA: Association for Supervision & Curriculum Development.