Essential question: What is brain-based learning and how can it inform problem-based learning and differentiation?
One might asked what is brain-based learning? According to edglossary.org, brain-based learning refers to the latest research on how the brain learns, including factors such as how students learn differently as they grow, age, and mature socially, emotionally, and cognitively. To me, brain-based learning is knowing how our brain works in relationship to learning. Each student is unique and learns in a different way. As a teacher, I think it is up to me to try to find out how best that student learns. I want to know students’ learning styles, their interests, about what is going on in their lives. I think this all relates to how a student will perform in your class.
Our brains are so unique, and you as a teacher need to find out about your students’ learning styles, including which side of a student’s brain is dominant. In the beginning of the year, I usually give students a learning style and left brain/right brain survey. The student then can see which side of her or his brain is dominant and which learning style will work better. This all relates to brain-based learning and differentiation. Once I know a student’s learning style and which side of her or his brain is dominant, I can plan activities that will relate to that student’s strengths and interests. It is also good for the student to know which learning style is best and which side of her or his brain is dominant, if one side is dominant.
According to the Funderstanding website, brain-based learning does have an impact on education. For strong curriculum, teachers must design learning around students’ interests. The site instructs teachers to educate students in teams and around real problems outside of school. Looking at assessment, students should be able to assess themselves, beginning with understanding their learning styles and preferences. This way, they can reflect on their learning in a useful context and be better able to move forward.
I found the book Teaching with the Brain in Mind to be very interesting. As the author points out, “[r]esearchers have found that we can only take in three to seven chunks of information before we simply overload and miss new data” (p. 42). This makes me think back to college when I had classes that were like two hours long. No wonder I couldn’t remember anything after I left. My brain was overloaded! I also found interesting how direct instruction should be no more than 15 minutes for middle school students or 18 minutes for adults. Our brains need time to process the information given.
This has given me much to think about in terms of how I will teach to my students. I know that I should have brain breaks or quiet time so the brain can process what was learned. I also know that I shouldn’t try to give too much new information to students, because they will likely not remember it. I know that brain-based learning, along with problem-based learning and differentiation, works best for students, and I am going to try to teach to that level of learning so my students can get the most out of my teaching and remember what was taught. After all, I want the best for my students and want them to enjoy learning as much as I do.
Brain-Based Learning Definition. (2013). Retrieved April 11, 2015, from http://edglossary.org/brain-based-learning/.
Brain-based Learning. (2015). Retrieved April 11, 2015, from http://www.funderstanding.com/theory/brain-based-learning/brain-based-learning/.
Cherry, K. (2015). Left Brain vs Right Brain Dominance. Retrieved April 11, 2015, from http://psychology.about.com/od/ cognitivepsychology/a/left-brain-right-brain.htm.
Jensen, Eric. Teaching with the Brain in Mind (2nd Edition). Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD), 2005. ProQuest ebrary. Web. 5 April 2015. Retreived from: http://egandb.uas.alaska.edu:2081/lib/ uasoutheast/reader.action?ppg=6&docID=10089220&tm=1428258945648
Jensen, Eric. Teaching with Poverty in Mind : What Being Poor Does to Kids’ Brains and What Schools Can Do About It. Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD), 2009. ProQuest ebrary. Web. 5 April 2015. Retrieved from: http://egandb.uas.alaska.edu:2081/lib/ uasoutheast/reader.action?ppg=28&docID=10375878&tm=1428259489468.