The Benefits of a Brain-Compatible

Education

Stacey Phillips

EDU 417 Cognitive Studies Capstone

Instructor: Joanna Savarese-Levine

May 29, 2017

 Purpose of the presentation
Explain what is Brain-Compatible Learning
Explain the differences between traditional and
brain-compatible learning
How genetic and environmental factors impact
learning
To inform the school management and teachers
why it should be introduced to the school and in
the classrooms
How the use of brain-compatible learning will
help the children
 My Introduction
Hello! My name is Stacey and I live in South Carolina. I was born in Connecticut, but moved
down south to start a new life. I do miss the Northeast, but I am happy here.

I was in the Air Force and have 8 years active duty time and 3 years Reserves. After entering
the Reserves for a few years, I decided when I had my daughter to separate from the military.
Being in the military has really made me understand the scarifies veterans have given. This made
me look and find a career with the Veterans Affairs Medical Center here in Columbia, SC in the
Prosthetics department.I decided to return to school to better myself. By taking college courses I
feel it will benefit myself, but also my child's. She sees that learning truly is never ending, andI
believe this will teach her to always better herself as well.

I am working onmy BA inCognitive Studies.I am very much interested in the brain and how
it works. I have been thinking of careers as a Speech Therapist or in the field where I will be able
to help veterans who have experienced traumatic brain injuries (TBI).

While studying I have learned that brain-compatible learning is not placing each student in
the same categories. This means that not each student will learn the same and may need some
modifications, accommodations and a happy and safe environment!!
 Brain-compatible learning
what is it?

Jensen (n.d.) stated that brain-based education is best understood in three words: engagement,
strategies and principles (para.1). This type of learning is based on the structure of the brain and how it
functions. Being able to show students the principles and strategies will help the students learn in a more
understanding, comprehending, and give real-life experiences.

There are 10 principles and strategies Jensen (n.d.) that are boosters to help with learning

Brain-based Learning Strategies

 traditional learning and brain-based
learning:
Traditional Learning :

- More verbal lectures

- Students are more limited in ways to learn

Brain-based Learning:

- Students are active in the learning process

- Uses real-life experiences to bring meaning to the lesson

- Many strategies are taught to the students to offer a variety of ways to learn

Both learning styles offer assessments, however traditional

learning assessments are graded as brain-based is given in
different ways to help the students retain all information
Genetic and environment factors
and how they impact learning
Genetics (nature) & Environment (nurture)
Our environment (home and school) play a role in our learning
-Experiences learned by parents, family, neighbors, friends-
Having a safe environment makes a student able to feel at ease, open-
minded, and create a want to learn
Genetic factors can cause students to have learning disabilities
-Inherited and unable to change-
*Genetics alone is just one part of a childs life that make up who they
are and how they learn; this is why their environment is important*
 Neuroplasticity
*Our brains are able to change*
Fishcher & Immordino-Yang 2008) stated that neuroplasticity is the ability of the brain to
reorganize itself and the amount of reorganization that can occur in most adults is vastly less
than can occur in children and adolescents (pg. 378).
*This is why it is important to learn ones weakness & strengths at a young age so the student
is able to change their way of thinking and learning*
Wolfe (2010) stated that neuroplasticity means that the brain is shaped not only by its inherited
genetic code but also by its environment (pg. 72).

Environment plays a huge factor in neuroplasticity since it influences our learning, our behavior
 Information-processing model
Wolfe (2008) stated that this model can add to our knowledge base by
helping us understand the roles that specific brain structures play in the
complex acts of receiving, processing, storing, and retrieving information:
(pg. 106).
 Continue:
Information-processing model
- Our brains are so complex that there have been models created by scientists to help with the understanding
of how our brains work. One important model is the Information-Processing Model. This model explains
how our brains are like computers where there is an input of information by the environment, we process
the information and then there is an output, or a decision of the information ( yuecl, 2013, July 18)

- Our 5 senses (Taste, Smell, Sight, Sound & Touch) are used as stimuluses that enter the brain on the
sensory memory, we then process the information for it to go in working memory. Rehearsing the
information helps it to go and stay in our long term memory (Wolfe, 2010)

**2 most studied when it comes to memory are: Sight & Sound **

Visual information lasts .5sec in the sensory memory

Sound information lasts 3-4sec in the sensory memory

Did you know that our emotions play a important role in retaining information?!?!
Behavior
*Fischer & Immordino-Yang (2008) stated that
thoughts can trigger emotions, which play out in the
mind and on the body (pg. 193).

*Behavior comes from their genetics and their

environment.

*Emotions play a role in ones behavior. Past

experiences can cause an individual to have emotions
about a situation that causes a certain behavior.
-Behavior can be changed-

*Wolfe (2010) stated that emotions strongly

influences whether or not the brain initially pays
attention to information (pg. 137).

*When preparing lesson plans, its important to think

of brain-based strategies that help the students bring
meaning to the information. This emotion they have
will help them pay attention & want to learn more!
 Lesson plan & activity
My lesson plan from brain rush is a language arts game that help with sequence and sentence structure:

http://www.brainrush.com/sequences/edit/language-arts-4

My modified lesson plan is called All About Me Poster:

http://sep7506.weebly.com/modified-lesson-plan

-Brain-based strategies are to let the students experience learning in a variety of ways:

Lesson plan= lets the students express themselves by writing, drawing, and public speaking. Having the students
listen to a biography is learning my auditory, hanging an example of a All About Me Poster helps to students
visually by giving them an example. Speaking in front of the class helps with any fears, anxiety and incorporates
some senses the student will use while speaking, pointing, touching, and having to answer questions is auditory

Brain rush activity game=The brain rush game switches up the language art skills making the student process the
different questions (sequence, sentence order)

Brain-based strategies introduces visual, auditory, and textile

learning skills to help learn that gives the student meaning to
the lesson.
 12 Design Principles Based on
Brain-based Learning Research
The following are principles explained by Lackney (n.d.):
1. Rich-simulating environments classroom surroundings that engage the students
2. Places for group learning Ensure there are areas in the classroom to help students learn in groups (tables, carpet area)
3. Linking indoor and outdoor places easy access to the inside and out for students to experience the outside world.
4. Corridors and public places that offer the schools core values, students work, and ensure are clear and safe.
5. Safe places make students safe in their environment by having emergency plan routes and reduce the treat in the classroom (behavior,
objects)
6. Variety of places provide areas where students can read alone relaxing in a corner
7. Changing displays incorporate technology, give classes outside to mix up the environment
8. Have all resources available have all materials ready available, sign up for computer lab in advanced, have materials close by so the
lesson is not disrupted
9. Flexibility be flexible with the time, space, strategies that need to be used, be open to changes
10. Active/passive places Ensure all students have their own place such as a desk, cubby hole, locker to give them their own personal place
11. Personalized space if the students an opportunity to express themselves (on their locker, nametag on their desk)
12. The community-at-large as the optimal learning environment Dont just use the classroom and standard materials to learn. Use all
environment types such as parents to come help teach, volunteers, use the outside world and bring it into the classroom.
 Conclusion:
Brain-compatible strategies help students who have learning disabilities,
behavior issues, and who need to be challenged more. Offering many
variety strategies helps students pay attention to the lesson plan and keeps
them wanting to learn more. Real-life experiences are given that help the
students have meaning to the lesson. Teachers need to be aware of their
students strength and weakness to ensure the right strategies are offered
Learning
while being open minded to& Retaining
changes forthroughout
that may need to occur a the
lesson. Being educated on brain-based learning will help many students
Lifetime
have the same educational opportunities as their peers.
 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

Fischer , K. W., Immordino-Yang, M. H., & , (2008). The Jossey-Bass reader on

the brain and learning. (1st ed.). San Francisco, CA: Jossey-Bass

Jensen, E. (n.d.). Brain-based learning strategies. Florida Education Association.

Retrieved from http://feaweb.org/brain-based-learning-strategies

Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA:
Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cognition/infoproc.html
Lackney, J. A. (n.d.). 12 Design principles based on brain-based learning research. Design Share. Retrieved from
http://www.designshare.com/Research/BrainBasedLearn98.htm

Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.).
Alexandria,VA: Association for Supervision & Curriculum Development.

yuecl. (2013, July 18). Information processing model: Sensory, working, and long term memory [Video File]. Retrieved
from http://www.youtube.com/watch?v=uxr29NWQxEA