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Silbaugh-Curriculum Project

- Brain-based learning seeks to understand how the brain works and learns in order to adapt teaching strategies. It focuses on challenges, meaningful experiences over memorization, and creating a relaxing environment. - Principles of brain-based learning include that the brain is a parallel processor, learning involves emotions, and the brain understands concepts through patterns and connections. - Applying brain-based learning to curriculum design could improve student outcomes and engagement by incorporating these brain principles. However, more research is still needed as brain science continues to evolve.

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143 views10 pages

Silbaugh-Curriculum Project

- Brain-based learning seeks to understand how the brain works and learns in order to adapt teaching strategies. It focuses on challenges, meaningful experiences over memorization, and creating a relaxing environment. - Principles of brain-based learning include that the brain is a parallel processor, learning involves emotions, and the brain understands concepts through patterns and connections. - Applying brain-based learning to curriculum design could improve student outcomes and engagement by incorporating these brain principles. However, more research is still needed as brain science continues to evolve.

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BRAIN-BASED LEARNING

Andrew V Silbaugh
EDG 5250: Principles of Curriculum
The University of West Florida
BRAIN-BASED LEARNING AT A GLANCE

• “What is the most effective way of the brain’s learning mechanism” (Jensen,
as cited in Ozden & Gultekin, 2008, p. 1)
• Caine and Caine (as cited in Ozden and Gultekin, 2008) say that it is the
“recognition of the brain’s codes for a meaningful learning and adjusting the
teaching process in relation to these codes” (p. 1).
• Essentially, brain-based learning seeks to look at how the brain works and
learns and by using this knowledge, teachers can adapt their strategies in
teaching.
PRINCIPLES FOR BRAIN-BASED LEARNING (CAINE &
CAINE, 2002)

• “The brain is a parallel processor”(p. 66).


• “Learning engages the entire physiology “(p. 66).
• “The search for meaning is innate” (p. 67).
• “The search for meaning comes through “patterning””(p. 67)
• “Emotions are critical to patterning” (p. 67)
• “Learning involves both focused attention and peripheral perception” (p. 67)
PRINCIPLES FOR BRAIN-BASED LEARNING (CAINE &
CAINE, 2002)

• “Every brain simultaneously perceives and creates parts and wholes” (p. 67).
• “Learning always involves conscious and unconscious processes” (p. 68).
• “We have two types of memory systems: spatial and rote learning” (p. 68).
• “The brain understands and remembers best when facts and skills are
embedded in natural spatial memory” (p. 69).
• “Learning is enhanced by challenge and inhibited by threat” (p. 69).
• “Every brain is unique” (p. 69).
WHY IS THIS RELEVANT TO CURRICULUM?
• From Caine and Caine’s Principles (2002)
• Our curriculum should be rigorous-> Brain-based learning focuses on the challenges
• Creating a curriculum with connections-> Brain looks for connections and patterns and
makes meaning
• Designing our instruction and spaces-> Peripheral and focused attention
• Designing experiences in learning-> Brain learns best with experiences rather than rote
memorization
• Ornstein and Hunkins (2017) mention that the educational environment can
impact the student’s brain
• We as educators can develop our curriculum based upon the brain and use
the practices described to write and design curriculum
BENEFITS OF USING BRAIN-BASED LEARNING
• Classrooms with brain-based learning having a focus on emotions and have
challenges (Ozden & Gultekin, 2008)
• Learners are unique and encourages student growth (Fogarty, as cited in
Ozden & Gultekin, 2008, p. 3)
• Brain-based learning seeks to remove threats from the student and create a
relaxing environment (Ozden & Gultekin, 2008)
• Useful for teachers who want “purposeful and informed teaching” (Jensen,
2000)
• We give the notion that everyone can meet high standards, but students with
brain deficiencies are often left out… Brain-based learning focus on everyone
(Jensen, 2000)
PROBLEMS WITH BRAIN-BASED LEARNING

• Brain research is changing all the time (Jensen, 2000)


• Brain-based learning is still developing! (Jensen, 2000)
• There is no set guidelines or curriculum (Jensen, 2000)
• Could easily be dismissed as “just another fad” in education
• And what about those state tests….?
RESEARCH IN BRAIN-BASED LEARNING

• Eric Jensen is involved in researching brain-based learning and has several


books on the topic
• Ozden and Gultekin’s (2008) study found that brain-based learning was more
effective than traditional teaching in teaching science
• A meta-analysis found that brain-based learning does increase academic
achievement and that classroom size, educational level, and subject have no
impact on the results (Gozuyesil & Dikici, 2014)
THOUGHTS AND CONCLUSIONS

• Brain-based learning is based on research


• It appears to be a good way to connect with students and focus on the
student
• While there is still some uncertainties and a lot of continuing research, the
initial findings prove positive and that brain-based learning does work.
REFERENCES

• Caine, R. N. & Caine, G. (1990). Understanding a brain-based approach to learning and


teaching. Educational Leadership, 48(2), 66-70.
• Gozuyesil, E. & Dikici, A. (2014). The effect of brain based learning on academic achievement:
A meta-analytical study. Educational Sciences: Theory and Practice, 14(2), 642–648.
• Jensen, E. (2000). Brain-based learning: A reality check. Educational Leadership, 57(7), 76-80.
• Ornstein, A. C. & Hunkins, F. P. (2017). Curriculum: Foundations, principles, and issues (7th
ed.). Pearson.
• Ozden, M. & Gultekin, M. (2008). The effects of brain-based learning on academic
achievement and retention of knowledge in a science course. Electronic Journal of Science
Education, 12(1), 1-17.

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