Educational Resurgence Journal Volume-3, Special Issue June, 2021 ISSN 2581-9100

Theme: “Global Emerging Trends in Transformation of Education” (A Multidisciplinary Approach)

BRAIN BASED LEARNING

Rupali Kashinath Masurkar

(Ph.D Research Scholar Student )PG Section,

SNDT College Of Education, Pune

Abstract:

Educators in recent years have become much more aware that neuroscience is finding out a lot about
how brain works, and that some of the discoveries have implications for what happens in schools and
classrooms.

Brain is a set of modular units that carry out specific tasks. Brain is a collection of units that supports
the mind’s information –processing requirements and not a singular unit whose every part is capable
of any function.

In the 1980s, brain based education finally emerged as a whole new field based on what we were
learning about the brain and how it might interface with education. In a groundbreaking book, Human
Brain and Human Learning, Leslie Hart (1983) argued that cognitive processes were significantly
impaired by classroom threat. While not an earthshaking conclusion, the graunlet was thrown down as
if to say,” If we ignore how our students brain works, we will risk students success.” Finally a new
field - Brain Based Learning has emerged, and it is stating down the path toward becoming more
established domain with its own values, percepts, and criteria.

Teacher training institutions are beginning to incorporate brain research into their courses. This focus
on recent brain research can improve the quality of teaching profession’s performance and its success
in helping others learn.

In present paper concept of brain based learning, Principles of brain based learning, Strategies of brain
based learning, Educational Implication of Brain based learning and Role of Teacher has been
explained.

Definitions of Brain Based Learning By

Eric Jensen
Brain Based Education isthe purposeful engagement of strategies based onprinciples
derived from solid scientificresearch.
Brain based Learning is also the application of a meaningful group of principles that represent our
understanding of how our brain works in the context of education.
Caine & Caine (2002)
Recognition of the brain codes for a meaningful learning and adjusting the teaching process in relation
of these codes is called brain based learning.
Brain Based Learning is simply the engagement of strategies based on body /mind /brain
research. It is a multidisciplinary approach built on the fundamental question; ―what is good for the
brain? It is also called as brain compatible learning

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Educational Resurgence Journal Volume-3, Special Issue June, 2021 ISSN 2581-9100
Theme: “Global Emerging Trends in Transformation of Education” (A Multidisciplinary Approach)

Key fact about Brain’s inner workings:

New research suggests that we can and do grow new brain cells or neurons. (Eriksson et.al.,1998).Fred
Gagw at the Salk Institute of Biological Studies in San Diego, California, led the research team.

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Educational Resurgence Journal Volume-3, Special Issue June, 2021 ISSN 2581-9100
Theme: “Global Emerging Trends in Transformation of Education” (A Multidisciplinary Approach)

Theoretical Background

The objective of Brain Based Learning is to move from memorizing information to meaningful learning.

Twelve Brain Based Learning Principles:

Twelve Brain Based Learning Principles were developed by Caine and Caine(2002). The following brain
based principles are general theoretical foundation for brain based learning. These principles are simple
and neurologically sound. Applied to education, however, they help us to re conceptualize teaching by
taking us out of traditional frames of reference and guiding us in defining and selecting appropriate
programs and methodologies.

Brain is a
parallel Learning
Every processor. engages
brain is the entire
unique. physiology
Learning is
enhanced by The
Challenge search for
and meaning
Inhibited by
threat. is innate

The brain
understands Brain The search for
best when facts Based meaning
and skills are occurs
embedded in Learning through
natural spatial “patterning”.
memory.
Principles

Two types of
Memory
systems Emotions are
:Spatial an d critical to
Rote patterning.
Learning
Learning Every brain
always simultaneous
involves Learning ly perceives
conscious and involves both and creates
unconscious focused parts and
perception wholes.
attention and
peripheral
perception

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Educational Resurgence Journal Volume-3, Special Issue June, 2021 ISSN 2581-9100
Theme: “Global Emerging Trends in Transformation of Education” (A Multidisciplinary Approach)

Principles of Brain Based Learning

1.The Brain is a parallel Processor

The brain ceaselessly performs many functions simultaneously. Thoughts, emotions, imagination, and
predispositions operate concurrently. They interact with other brain processes such as health maintenance
and the expansion of general social and cultural knowledge.

2. Learning Engages the EntirePhysiology

Like the heart, liver, or lungs, the brain is an incredibly complex physiological organ functioning
according to physiological rules. Learning as natural as breathing and it is possible to either inhibit or
facilitate it. The actual wiring of the brain is affected by school and life experiences. Anything that affects
our physiological functioning affects our capacity to learn.

3. The search for Meaning isinnate

The search for meaning (making sense of our experiences) is survival –oriented and basic to the human
brain. The brain needs and automatically registers the familiar while simultaneously searching for and
responding to novel stimuli. This dual process is taking place every waking moment. The search for
meaning cannot be stopped, only channeled and focused.

4. The search for Meaning occurs through“Patterning”:

In a way, the brain is both scientist and artist, attempting to discern and understand patterns of its own.
Designed to perceive and generate patterns, the brain resists having meaningless patterns imposed on it.
By meaningless we can isolate pieces of information that are unrelated to what make sense to particular
student. When the brain’s natural capacity to integrate information is acknowledged and invoked in
teaching, vast amounts of initially unrelated or seemingly random information and activities can be
presented and assimilated.

5. Emotions are Critical to patterning:

What we learn is influenced and organized by emotions and mindsets involving expectancy ,personal
biases and prejudices ,self esteem and the need for social interaction .Thus, emotions and cognition
cannot be separated. Emotions are also crucial to memory because they facilitate the storage and recall of
information .The emotional impact of any lesson or life experience may contribute to reverberate long
after the specific event that triggeredit.

6. Every Brain Simultaneously Perceives and Creates Parts andWholes.

In a healthy person the two hemispheres are inextricably interactive, irrespective of whether a person is
dealing with words, mathematics, and music. The value of the two brain doctrine is that it requires
educators to acknowledge the brain’s separate but simultaneous tendencies for organizing information.
One is to reduce such information into parts; the other is to perceive and work with it as a whole or series
of wholes.

7. Learning involves both Focused Attention and PeripheralPerception

The brain absorbs the information of which it is directly aware and to which it is paying attention. It also
directly absorbs the information and signals that lie beyond the immediate focus of attention. These may
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Educational Resurgence Journal Volume-3, Special Issue June, 2021 ISSN 2581-9100
Theme: “Global Emerging Trends in Transformation of Education” (A Multidisciplinary Approach)

be stimuli that one perceives “out of the side of the eyes.” such as unattractive walls in a classroom.

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Educational Resurgence Journal Volume-3, Special Issue June, 2021 ISSN 2581-9100
Theme: “Global Emerging Trends in Transformation of Education” (A Multidisciplinary Approach)

Peripheral stimuli also include the very light or subtle signals that are within the field of attention but are
still not consciously noticed such as a hint of a smile.

8. Learning always involves Conscious and UnconsciousProcesses

We learn much more than we ever consciously understand. Most of the signals that we peripherally
perceive enter the brain without our awareness and interact at unconscious levels. Having reached the
brain, this information emerges in the consciousness with some delay, or it influences motives and
decisions .Thus we remember what we experience, not just what we are told .A student can easily learn to
sing on key and learn to hate singing at the same time. Teaching should therefore be designed in such a
way as to help students benefit maximally from an unconscious processing.

9. We have two types of Memory: A spatial Memory System and a set of Systems for Rotelearning

We have a natural spatial memory system which does not need rehearsal and allows for ‘instant memory
of experiences. The system is always engaged and is inexhaustible .It is enriched over time as we increase
our repenoire of natural categories and procedures .The system is motivated by novelty .In fact, this is one
of the systems that drives the search for meaning .Facts and skills that are dealt with in isolation are
organized differently by the brain and need much more practice and rehearsal.

10. The Brain understands and Remembers Best when Facts and skills are embedded in Natural
Spatial Memory.

Our native language is learned through multiple interactive experiences involving vocabulary and
grammar. It is shaped both by internal processes and by social interaction .That is an example of how
specific items are given meaning when embedded in ordinary experiences. Education is enhanced when
this type of embedding is adopted.

11. Learning is enhanced by Challenge and Inhibited byThreat.

The brain learns optimally when appropriately challenged, but ‘down shifts’ under perceived threat. In
language of phenomenology, we narrow the perceptual field when threatened by becoming less flexible
and by reverting to automatic and often more primitive routinebehaviors.

The hippocampus a part of the limbic system appears to function partially as a relay center to the rest of
the brain. It is the part of the brain most sensitive to stress. Under perceived threat, we literally lose access
to portions of our brain, probably because of the extreme sensitivity of the hippocampus.

12. Each Brain IsUnique

Although we all have the same set of systems, including our senses and basic emotions, they are
integrated differently in each and every brain. In addition, because learning actually changes the structure
of the brain, the more unique we become.

Strategies of Brain Based Learning

Brain Storm: An idea generating strategy often used for team problemsolving.
Carousel Brainstorm:-A form of walk about in which problems are written on large sheets of
paper posted around theroom.
Group of four move from sheet to sheet and brainstorm solutions to each problem.
Collaborative skills: The skills that individuals need in order to work as a group. These skills
include team building, conflict resolution, leadership and groupmanagement.
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Educational Resurgence Journal Volume-3, Special Issue June, 2021 ISSN 2581-9100
Theme: “Global Emerging Trends in Transformation of Education” (A Multidisciplinary Approach)

Concept Attainment: An inductive thinking strategy in which student attain an understanding of

a concept by comparing examples of the concept with nonexamples.
Concept Formation: An inductive thinking strategy in which students organize critical attributes
of a concept into groups or chunks, and then develop generalizations from the organizeddata.
Expert Jigsaw: - A way of processing large amounts of information by dividing it up among
groups of students. Individuals in each group are responsible for learning a specific part and then
teaching it to theirpeers.
Flight to fight Response: A survival oriented response to stress in which the body responds with
ether aggression (Flight) or desire to flee(Fight).
Fishbone diagram: A problem solving graphic organizer that examines contributing factors for
the purpose of determining cause andeffect.
Four Corners: A cooperative group strategy in which the four corners of a room designates as
different views on a topic and students forms groups at the corner representative of theirview.
Graffiti Brainstorm: A form of brainstorming used to collect multiple solutions to a number of
different problems. Groups list ideas on large sheets of paper and then circulate to each sheet,
adding ideas to the other group’slists.
Graphic Organizer:-A visual way of organizing information orideas.
Inclusion strategies:-Team building activities that help students to feel part ofgroup.
KWL:- An advance organizer used to list what students know(K),and what they havelearned(L).
Mind Map: A graphic organizer that enhanced learning through the symbolic representations as
opposed towords.
Role Playing:A strategy in which students take on the attributes of certain characters in a short
play of scenario. Each student acts out his or her role according to predetermined set ofrules.
Round Robin: Cooperative group structure in which students respond inturn.
Roundtable Round robin :Cooperative structure in which students respond in turn using paper
or other material that is passed from student tostudent.
SCAMPER: A creative thinking strategy in which students consider alternate ways of viewing
an artifact or idea by generating ways they could substitute ,combine, adapt, put to other use,
eliminate or reverse itsuses.
Talking chips : A cooperative group strategy designed to control the amount of input a student
has into group activity .Students are assigned a specific number of chips or markers (usually
four) and use a chip for the opportunity to make a response. When all of a student’s chips have
been used, the student can make no furtherresponses.
Think –Pair-Share: A questioning- response strategy in which a question is posed ,students
think about responses, then pair with a partner to share responses, and finally share with the class
as a whole.

Educational Implication of Brain based learning and Role of Teacher

Teacher has to perform different roles in education process. Accordingly they have functioned. It is
expected to Teacher has to think in different way rather than traditional way to teach, do evaluation.
It has been given in following way:
Diversified curriculum should be prepared in such a way that, it should use effective
competencies of students.
Teacher should create optimum learning environment in the classroom. Teacher should maintain
healthy atmosphere /environment inclassroom.
Student should have choice to select subject as per theirchoice.
Present problems in front of students which challenges to intelligence ofstudent.
While preparing time table, precaution should be taken about their diet, adequate amount of sleep
and rest.
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Educational Resurgence Journal Volume-3, Special Issue June, 2021 ISSN 2581-9100
Theme: “Global Emerging Trends in Transformation of Education” (A Multidisciplinary Approach)

Use models, diagrams and charts for preparation of patterns ofconcepts.

Use models, figure and charts for abstract subjects likeMathematics.

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Theme: “Global Emerging Trends in Transformation of Education” (A Multidisciplinary Approach)

Focus on maximum movement to maintain balance between right and lefthemisphere.

Promote students to search meaning of a particular incident instead of telling itdirectly.
Use teaching methods like brain storming, discussion, Inductive thinking process
andmodels.
Promote students to learn through actualexperience.
Give information to students about their effectiveness of brain’shemisphere.
Make students habitual for abstract imagination in some subjects by creating that thing,
event through/by closing theireyes.
Make maximum use of methods like problemsolving.
Promote students to learn from their classmates & prepare suchenvironment
Prepare such environment in classroom to promote students to learn from theirclassmates.
Use of group work, discussion and project method will be effective forit.
Use yoga and meditation for enhancement of student’sconcentration.
It has been proved in research undertaken by California University that capacity of brain
increases due to walking exercise. So promote students for regularexercise.
Syllabus and Curriculum should be attached to actual experiences of students as learning
is a social process.
Teachers should avoid loneliness, tiredness, boredom as it creates threat forlearning.

Teachers can try above teaching strategies based on 12brain based learning principles in order to
enhance the effectiveness of teaching learning process.

• MarathiReferences
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.,(2016)AQyayanavaAQyaapna,sauivacaarp`kaSanamaMDL,puao,pihlaIAavaR%tIpanasaoAar.,xaIrsaagarAar
.,doSamauKAo.(2010)kta-krivata:AaQauinakmaoMdUsaMSaaoQanavaAaplao
jaIvana,BaartIyaAqa-iva&anavaiQa-naI,puao,d\ivatIyaAavaR%tI

• EnglishReferences
Caine ,R;Caine G ,Carol,Mc.l, Karl K.(2016) ,12 Brain/Mind Learning Principles in Action,Third

Edition, Sage Publication

Gayle h.,Gregory ,Terrance P.(2006) ,Designing Brain Compatible Learning, Sage Publication

Jensen,E.(2008), Brain Based Learning : The new paradigm of learning, Sage Publication, Second

Edition Jensen,E. (2012). The learning Brain, Blackwell publishing Ltd .

Jensen,E., (2000). Brain Based Learning, Pearson Education (Singapore) Pvt. Ltd

Sousa ,D. (2000), How the brain learns A Classroom Teacher’s Guide.New Delhi: Sage publications

India pvt .Ltd

www.jensenlearning.com

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