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The Benefits of Brain-Compatible Education

Jennifer Berneche
EDU 417
Instructor Lienau
July 6, 2015

Purpose of this Presentation

Introduce brain-compatible learning

Propose and demonstrate strategies for making
classrooms more brain compatible
Show how and why the implementation of braincompatible techniques are beneficial for students and
teachers and for the future of education

About Me
Hello! My name is Jennifer Berneche. I live in Virginia with my wonderful husband and my
two amazing children. I transferred to Ashford from the University of Phoenix, where I
received an Associates in Elementary Education. I am currently pursuing my BA in
cognitive studies, and I am so excited to be in the final class!
I chose the field of education because I feel passionately that predictors of success in
life are rooted in the ability to grow, experience, and comprehend at an early age. It is
these important building blocks upon which every student's self-confidence and
determination are first established. As a Head Start teacher , I see first hand the adverse
affects that children experience as a result of not having their needs met early in life. It is
crucial that children do not miss those small developmental windows of opportunity, but if
they doit is my mission to help bridge those gaps and build bonds that nurture growth
and development. All children deserve to have the best possible start in life, regardless of
individual needs or abilities. Pre-school age children are so excited to learn, and seeing
them meet their goals and experience success is priceless.
I am also totally devoted to the education of my own two children. We home-school and
we love it! My children LOVE learning and I feel that is one of the most important things a
parent or educator can instill in a child. I believe that learning should not be solely the
result of teaching or being shown or told. Instead it is a process of satisfying the desire to
know and be able to do, and discover. I love having the opportunity to tailor my kids'
curriculum to utilize and exercise their personal strengths and interests. When a child's
strengths are the focus they too are able to identify their positive qualities, competencies,
and characteristics that are valued by society; weak areas generally tend to gradually
improve as a matter of course.

Overview
Brain-based learning refers to teaching methods, lesson designs, and school
programs that are based on the latest scientific research about how the brain
learns, including such factors as cognitive developmenthow students learn
differently as they age, grow, and mature socially, emotionally, and cognitively,
(Abbott, 2013).
As stated by Wolfe (2010), The more we understand the brain, the better well
be able to design instruction to match how it learns best. By implementing
brain-compatible strategies in the classroom, based on the science of learning,
rather than past conventional methods, educators can accelerate and enhance the
learning process. Basically, it's common sense.

Principles of Brain-Compatible Learning

Caine and Caine (2005) outline twelve

principles for developing brain-based
education. These principles were derived
from many studies and experiments on
instructional principles in the classroom,
which involved actively analyzing
classrooms, talking to educators,
exploring the environment, as well as
former brain development research and
studies.

Image retrieved from www.alphachimp.com

Traditional Learning vs. Brain-Compatible Learning

Teacher directed, verbal lectures.
No differentiation. Lessons are
taught one way to all students.

Time limits
Students generally demonstrate
what they know in the same way
(i.e. written assignment, multiple
choice test)

Students are provided with handson activities and opportunities to

explore, work together, exchange
ideas, and express themselves.
Differentiation. Lessons are
taught in multiple ways to meet
the needs of individual learners.
Students are allowed to work at
their own pace.

Students are provided with more

choices, such as in demonstrating
their understanding.

Successful educators continuously search for new ways to

improve engagement and increase achievement in the
classroom. Brain-compatible learning is coming to light.
As we gain understanding and adopt this practice
in
our classrooms, we are optimizing the learning
experience and reaching more and more students.

Brain-Based Lesson Preparation

Keep in mind
Brains Time Clock: Keep rhythm by alternating spatial and verbal commands.
Repetition: Use previewing and reviewing strategies.
Active Learning: Increase blood flow through physical movement
Images: Enrich the visual learning environment.
Novelty: Stimulate the brain with new approaches.
Be Colorful: Facilitate retention and motivation by color-coding.
Automatic Learning: Recognize the influence of non-verbal communication.
Social Brain: Exploit opportunities for cooperative learning.
Elicit Emotions: Create opportunities for emotional engagement.
Develop Thinking Skills: Engage learners in problem solving, (Horst, 2015).

Environmental and
genetic factors
significantly
influence a childs
memory, learning,
and behavior, and
play a role in
plasticity.

Image retrieved from www.funbuses.com

Environmental factors such as movement, sleep, nutrition,

and technology affect learning and memory. (Wolf, 2010).

www.foodandnutrition.org
wwwextension.org

www.kcts9.org

www.singlemomblog.com

www.5minutesformom.com

Movement
Studies have shown that exercise enhances student learning and positively impacts

students emotion and physical well being, (Wolf, 2010).

Movement plays a large role in the learning process by

Generating new cells in the hippocampus, which involve the storage,
consolidation, and retrieval of information. (Wolf, 2010)
Increasing flow of oxygen to bloodstream, which increases capillary
health and the growth of plasticity of the frontal lobes. (Wolf, 2010)
Releasing proteins that activate the release of brain-derived
neurotrophic factor, which stimulates neural growth and learning.
(Wolf, 2010)

Sleep
Research illustrates that sleep deprivation affects brain function and
linked with poor academic performance.
Behavioral and molecular studies suggest that the off-line processing
of information that occurs during sleep strongly contributes to
memory formation, (Wolf, 2010).
Neural connections are strengthened as we sleep

Sleep seems to support insight, sometimes called the nocturnal

aha, (Wolf, 2010).

Nutrition

The efficiency of our brains neurotransmitters is

influenced by food.

Recent studies have demonstrated the important

connections between nutrition and brain
development and functions, (Wolf, 2010).

Students who regularly eat a nutritious breakfast

exhibit significantly higher test scores and
academic achievement. (Wolf, 2010).

www.nutritionclinic.com

Technology
Pros:

Television enhances higher level thinking due to increasingly complex plots,

storylines, and characters, (Wolf, 2010).

Video games promote critical skills, providing feedback, adapting to

individual learners, providing opportunities to practice and master.

Studies of video games that include situations where players work

togetherhave shown that children are able to transfer these skills to other
situations, (Wolf, 2010).
Cons:
Contributes to obesity
Psychological studies show that violent games increase aggressive thoughts,
feelings, and behaviors. (Wolf, 2010)
Lack of attention and focus, over-stimulation, lack of parental interaction

Video Games: Brain-Compatible

Provide opportunities for immediate feedback and involvement (Sherry, 2013).
Educational games appeal to a variety of learning styles and provide students with
excitement, anticipation and an incentive to win.
Recent studies in neuroscience show that adding an element of chance and risk to
classroom learning games can have a positive influence on learning, (Sherry, 2013).
Games insert players at their achievable challenge level and reward player effort and
practice with acknowledgement of incremental goal progress, not just final product.
The fuel for this process is the pleasure experience related to the release of
dopamine, (Willis, 2011).

Children work towards reaching that next level to get that flow of dopamine.
Allows students to correct mistakes, build understanding progressively, and
recognize their incremental progress (Willis, 2011).

BrainRush: Sorting Rhymes

Play to Learn:

http://www.brainrush.com/lesson/sort-rhyming-words#sthash.ZJD8IRPa

CAT

FOX

DOG

BAT

SOCKS

FROG

HAT

RAT

LOG

BOX

FOG

ROCKS

MAT

Genetics: A Prime Factor in Learning

Studies connect learning behaviors
to genes associated with dopamine.
Genetics largely influence what we
do and how we do it, as well as
how and when learning, growing,
and development takes place.
Image retrieved from www.unyoungabriela@blogspot.com

Dopamine & Learning

"There are some regions of the brain that increase our motivation and interest
in activities. Often referred to collectively as the reward center, these regions are
activated by dopamine. And the more motivated and interested we are in an
activity the more dopamine is released and the better we remember it,"(Burns).
Dopamine, serotonin, and other compounds influence learning and memory, as
well as mood, sleep, and appetite.
ADD/ADHD and the lack of focus are caused by a lack of dopamine making it
to the synapse, (Neurogistics, 2014)

Benefits of Brain-Compatible Settings

Regardless of whether it comes from nature or nurture, all students

learn differently and at their own pace.
Brain-compatible settings provide many
advantages for EVERY learner, including
less stress, more choices, a relaxing
atmosphere, and fun.
Image retrieved from scienceexplorers.com

The Information Processing Model

The information processing

model illustrates how the
human brain receives,
processes, stores, and retrieves
information. By understanding
this process, educators can
effectively integrate strategies
that increase and enhance
student understanding.

Retrieved from www.sites.google.com

Information Processing Model

Three main components:
Sensory Memory

Receives information from sensory receptors

Holds that information for a fraction of a second while deciding what to do with it

Working Memory

Enables us to integrate current perceptual information with stored knowledge

and consciously manipulate it (think about it, talk about it, rehearse it) well
enough to store it in long-term memory (Wolfe, 2010).
Information only remains here for 15-20 seconds without constant attention or
rehearsal (Wolfe, 2010).

Long-Term Memory

Allows us to recall information

Information stored is relatively permanent, but not always accurate (Wolfe, 2010).

The Role of Emotion

Brain-compatible learning places a lot of emphasis on emotion. Emotions are an
essential aspect of learning. The amygdala stores both negative and positive emotions,
and the hippocampus organizes long-term memory. Brain compatible learning elicits
positive emotions which enable students to more effectively retrieve information. Even
if negative information is retained, it is not done so in a positive way so there is no
benefit to learning. Negative information may not be forgotten but it is not retained in
a positive manner so this information is not beneficial to learning (Miller, 2013).

Retention & Meaningful Learning Experiences

Brain-compatible learning should be fun. Students tend to lose interest if they are
not having fun or enjoying the experience. Brain-compatible atmospheres should
promote smiles and laughter which means less stress. As a result, children retain
information more effectively and are more excited to learn (Miller, 2013).

Modified Brain-Compatible Lesson Plan

Animal Colors and Shapes
Grade Level: Pre-K K
Objectives:
Students will understand that animals come in
different colors and shapes.
Describe the purposes of color in the animal
world.
Use different colors and shapes to create
pictures of animals.

Time: Approximately 45 minutes; Flexible. Adjust

time for students with diverse needs.

Materials
Stuffed animal/puppet, lion. Any type of animal
will do.
Animal Colors and Shapes video
Crayons
White construction paper, 1 sheet per student
Print resources with images of different animals
Colored construction paper cut into different
sized triangles, circles, squares, and rhomboids
Glue
Paper plates
Construction paper
Paint
Yarn
Animal crackers

(See Footnote)

Modified Brain-Compatible Lesson Plan (Continued)

Procedures:
1. Briefly introduce new vocabulary words: camouflage, colors, purpose, rhomboid, shape.
2. Use Animals Colors and Shapes to introduce common colors and shapes in the animal world. After watching the program, ask
students to share examples shapes they have seen. What body part of most animals is circular? What animals have triangles? What
animals have rhomboids? Let out a loud Rrrrrroar! Introduce students to the stuffed lion. Allow them to pet him. Discuss colors
and shapes found on lions. Ask if anyone has ever seen a real lion.
3. Talk about the students' favorite animals. What colors can be found on them? Discuss some of the purposes of color in the animal
world. Why are the feathers on most male birds bright colors, while female birds have gray or brown? How do some animals use
color to stay hidden? Why are some snakes brightly colored?

4. Share print images of animals. Talk about the different colors and shapes of these animals. Has anyone actually seen some of these
animals? Where? Tell students that they are going to create pictures of animals with different shapes. They will also draw a picture
of the animal's habitat.
5. Demonstrate using a print image as an example. Talk about the animal. What kind of environment would you expect to find this
animal in? Have students describe where this animal might live. Does it live in a desert or a forest? Using crayons, quickly draw
the environment on a piece of white construction paper. Next, talk about the different shapes students might see on the animal.
What shape are its ears? What shape is its body? Use different size construction-paper shapes to create the animal. Arrange the
shapes on the background habitat, being sure to tell students that you will not use glue until it looks the way you want it to.
Finally, glue the shapes on the background habitat. Demonstrate using crayons to make additional lines that should appear (such as
whiskers) on the animal.

(See Footnote)

Modified Brain-Compatible Lesson Plan (Continued)

6. Say one, two, three eyes on me and inform the students that they are going to be moving to their tables,
as their names are called, to do an activity, but they are going to pretend to be their favorite animal as
they walk to their seats. Students move and sound like their favorite animals as they transition to
tables. Assist students with special needs in pretending to be an animal and journeying to the table, if
needed.
7. Making sure that students understand what they are supposed to do, give them print images of animals
and tell them to choose one to copy for their picture. Allow them to work together and discuss their
work. Have them first draw the background habitat and then use the paper shapes to make their animal.
Check student work before allowing them to glue their animal shapes to the background. Provide
students with special needs extra assistance in drawing and gluing, if needed.
8. Once students have finished their pictures, ask volunteers to share help them. Have the students Talk
about the shapes they used. Discuss the colors of the animals. Ask about the animals' habitats. Does the
color of the animal help it blend into its habitat? Display the finished pictures in the classroom.

(See Footnote)

Modified Brain-Compatible Lesson Plan (continued)

Additional Activities:
Serve animal crackers during snack time and allow the students to play with their food. Discuss
what the students learned today.
During center or small group time, provide students with paper plates and a variety of
materials, such as crayons, yarn, paint, and construction paper, to create their own animal
masks for dramatic play. Provide extra assistance (teacher, peer, volunteer) to students with
special needs.

Vocabulary
Camouflage- The natural coloring or form of an animal that allows it to blend into its surroundings
Colors- One, or any of the mixture, of the parts in which light can be separated
Purpose- The reason why something is done or exists
Rhomboid- A four-sided, four-cornered shape of which only the opposite sides and angles are equal
Shape- The outward form of something as created by its outline
(See Footnotes)

Summary
Today we can literally observe how specific areas of the brain respond to
various activities, and we understand the processes that enable us to
effectively learn and what interferes with learning as well. Braincompatible learning principles should be applied in all classrooms.
Simply putall learning is brain based, however brain compatible
strategies enhance and accelerate the learning process. The more we
understand the brain, the better well be able to design instruction to
match how it learns best, (Wolfe, 2010). So, why wouldnt we apply
practices in our classrooms that support brain-based education?

References
Abbott, S. (2013). Brain-Based Learning. Retrieved on July 4, 2015 from http://edglossary.org/brain-based-learning/
Animal Colors and Shapes Lesson Plan. Retrieved on June 28, from http://www.discoveryeducation.com/teachers/free-lesson-plans/animalcolors-and-shapes.cfm
Burns, M. Dopamine and Learning: What The Brains Reward Center Can Teach Educators Scientific Learning Blog, September 18, 2012,
accessed August 13, 2014, http://www.scilearn.com/blog/dopamine-learning-brains-reward-center-teach-educators
Caine, G., McClintic, C., & Klimek, K. (2005). 12 brain/mind learning principles in action. R. N. Caine (Ed.). Thousand Oaks, CA: Corwin
Press.
Horst, K. (2015). A Review of Brain-Based Core Principles. Retrieved on July 6, 2015 from
http://seedsforlearning.blogspot.com/2014_07_01_archive.html
Miller, K. (2013). The Advantages of Brain Compatible Learning Environments. Retrieved on July 6, 2013 from http://blog.enroll.com/viewpost/The-Advantages-of-Brain-Compatible-Learning-Environments
Neurogistics. (2014). What are Neuortransmitters? Retrieved on July 6, 2015 from
https://www.neurogistics.com/TheScience/WhatareNeurotransmi09CE.asp
Sherry, R. (2013). Student Response to Risk in the Classroom Learning Games. Academy of Educational Leadership Journal 17.4 Received
on June 23, 2015 from http://search.proquest.com/openview/1531d28cc1385442eab75aef7c88b2f2/1?pq-origsite=gscholar
Willis, J. (2011). A Neurologist Makes the Case for the Video Game Model as a Learning Tool Retrieved on June 23, 2015 from
http://www.edutopia.org/blog/neurologist-makes-case-video-game-model-learning-tool
Wolf, P. (2010). Brain Matters Translating Research Into Classroom Practice (2nd ed., ). Alexandria, Va.: ASCD, Association for Supervision
and Curriculum Development.

References
Boy. Image. Title page. Retrieved on July 4, 2015 from http://grisolano.com
Boy Eating Carrot. Image. Retrieved on July 4, 2015 from www.foodandnutrition.org
Boys Playing Video Games. Image. Retrieved on July 5, 2015 from www.singlemomblog.com
Brain-Mind Principles. Image. Retrieved on July 6, 2015 from www.alphachimp.com
Brain/Nutrition. Image. Retrieved on July 5, 2015 from Image retrieved from www.nutritionclinic.com
Children Playing Ball. Image. Retrieved on July 5, 2015 from www.5minutesformom.com
Girl Sleeping. Image. Retrieved on July 5, 2015 from www.kcts9.org
Girl with Magnifying Glass. Image. Retrieved on July 5, 2015 from www.funbuses.com

Information Processing Model. Image. Retrieved on July 5, 2015 from www.sites.google.com

Neurotransmitters. Image. Retrieved on July 6, 2015 from www.unyoungabriela@blogspot.com
Science Experiment. Image. Retrieved on July 5, 2015 from scienceexplorers.com