Applications of
Brain-based Learning in a Digital Age
By Fatima Lemus-Gupta
As education is a fast changing field, educators are having
more and more pressure to produce knowledgeable and skillful individuals who
are ready for the 21st century.
While trying to provide different tools for educators, different
teaching and learning disciplines have emerged. One of them is brain-based learning.
Brain-based learning is a comprehensive approach to
instruction based on how the brain learns naturally. With the help of medical technology much
research has been done in the last decade trying to understand how the brain
works, make connections, process information, and perform other tasks.
Principles or targets that support brain-based learning have
been developed by different organizations and can be widely found in the
web. However, in this blog I will focus
on the Brain Targeted Teaching Model explained by Dr. Mariale Hardiman from
Johns Hopkins University. I will then describe
different strategies that can be used in the digital classroom.
According to Hardiman all learning is brain based, but
teaching is not. For years, the focus of education has been memorization
without real understanding or application of concepts. The Brain Targeted Teaching Model is designed
to provide a cohesive model of instruction, which integrates fragmented
initiatives while promoting thinking skills.
This model presents six brain targets for the teaching and
learning process: the emotional climate for learning; physical learning
environment; designing the learning experience; mastery of skills content and
concepts; expanding and applying knowledge; and evaluating learning. Hardiman underlined that even though these
targets are explained separately they are interrelated.
1.
Emotional
climate for learning: Information is processed first in the system
responsible for emotions, or the limbic system.
After that, information is processed in the cognitive center. Neuroscientists agree that stress affects the
learning process. Providing an
environment in the classroom that promotes positive emotions and decreases
threats is important to the development of long-term memory. After all emotions shape the way we think and
learn.
In my classroom I would promote positive emotions by
promoting a safe environment for students.
First, it is important to know my students at a personal level. That would include getting a sense of their
emotional needs, strength and weaknesses and their interactions with others. In this way, I would be able to help them
navigate their emotions. At a group
level I would encourage positive value of inputs, make sure students understand
goals and targets for the unit and model students expectations in the
classroom.
2.
Physical
learning environment: The brain constantly scans the environment seeking
for changes in the environment. Small
changes such as lighting, sound and scent seem to have an effect on learning.
As novelty is important for the learning
process, I will embrace this stage by promoting regular changes in the
classroom. I would change the seating arrangement
to groups or pairs, display students’ work and other relevant materials in the
classroom or bulletin boards, arrange for a field trip or an outdoor experience
that is relevant to the unit, play music relevant to the topic, and allow students
to manipulate or create objects relevant to the topic.
3.
Designing
the learning experience: New
information is categorized by familiar or novel concepts in the brain. These concepts create new patterns of
thinking and understanding, which are filtered to create new meanings based on
previous knowledge or experiences. This
new meaning is integrated into a big picture. When students don’t develop the big picture,
they retain less content and facts and details will be altered.
What will help students to recognize patterns
and see the big picture? This may depend
on the nature of the topic, the students’ knowledge of the content and their
learning style. Some strategies that I may
use to facilitate this stage are the use of graphic organizers, such as sequence
charts, T charts, mind maps and Venn diagrams. If appropriate, I would ask students to
develop a sequence chart for the creative writing unit that helps them to
develop a story.
4.
Mastery
of skills, content, and concepts: The brain learns by exposure to multiple
stimulations. Engaging students in a
variety of activities that will allow them to gain comprehensive knowledge and
skills is important. If these knowledge
and skills are gained through different activities it is more likely that the
brain will consolidate long-term memories.
For this stage I could choose from a wide
variety of strategies using different senses to engage students. As repetition is key to gain comprehensive
knowledge I could include one or more of the following: discussion of
observations, comparing or analyzing data, small group projects, 3D models,
creating graphs, drama, poetry, visual representations, creative writing,
role-play, musical performance, time lines, class reports, mind map, T charts,
Venn diagram, flow charts, posters or other visual representations. Use of computers in this stage either
individually or in small groups can provide another learning opportunity for
students.
5.
Expanding
and applying knowledge: This model embraces the idea that teaching does not
end when the knowledge and skills are mastered.
Students should have the opportunity to apply knowledge and skills
gained in the classroom in real life applications. This connection beyond the classroom is considered
important for students.
To embrace this target I will plan for
activities which simulate practical applications of material such as: visual
performing arts, conductive investigations, community service projects, sharing
knowledge outside the classroom, designing experiments or digital
projects. For example, I would ask my
students to form small group projects to create and develop a video relevant to
the topic that can be used at the school library.
6.
Evaluating
learning: The goal of this stage is to provide students with relevant
feedback about their performance so that students can adjust learning
habits. A combination of traditional and
more creative evaluation tools can be used for evaluating learning at the end
of a unit. Some creative strategies to
keep in mind are the use of students’ reflections on the unit, creative
writing, scoring rubrics, self-grading, journal keeping and portfolios.
Resources:
Mariale Hardiman. Brain
Targeted Teaching Model. New Horizons for Learning. Retrieve on 2014, October 12 http://education.jhu.edu/PD/newhorizons/Journals/spring2010/thebraintargetedteachingmodel/index.html
Leslie Owen Wison.
Brainbased Education – An Overview (2013, 2005, 2001) The Second
Principle. Retrieve on 2014, October 13. http://thesecondprinciple.com/optimal-learning/brainbased-education-an-overview/
Brain Targeted Teaching Model Overview. https://www.youtube.com/watch?v=lsf5TwsAhHU
Marilee Springer. Brain-Base Teaching in the Digital
Age. (2010) Published by ASCD.
Alexandria, Virginia, USA.
