Brain+Based+Learning

Description of the Approach

 * Brain-based learning is built upon research in the area of neuroscience. Geoffrey and Renate Caine are leading researchers and proponents of this approach to learning.
 * This approach focuses on the structure and function of the brain and emphasizes the fact that learning should engage the entire brain.
 * This approach also recognizes the importance of emotions in the learning process.
 * Curriculum is built around student interests and occurs in context; instruction occurs in teams and includes experiences outside of the classroom; and assessment allows for students to self-monitor.
 * Creating an appropriate learning environment is central to brain-based learning. This can occur in three ways: 1) full immersion into the educational experience; 2) creating a balance between comfort and challenge; and 3) allowing learners to actively process their own learning.
 * Proponents of this approach cite that traditional schooling inhibits learning by failing to activate all areas of the brain.
 * Detractors of this approach cite that there is not enough research in the area of neuroscience to support the use of brain-based learning in educational curricula.
 * Gardner’s theory of multiple intelligences and Tomlinson’s work in the area of differentiated instruction are closed related to the field of brain-based learning.

**Books**

 * //The Differentiated Classroom: Responding the needs of all learners// (Carol Ann Tomlinson, 1999)
 * //How to Differentiate Instruction in Mixed-Ability Classrooms// (Carol Ann Tomlinson, 2001)
 * //Integrating Differentiated Instruction and Understanding by Design// (Carol Ann Tomlinson and Jay McTighe, 2006)
 * //Teaching with the Brain in Mind// (Eric Jensen, 1998)

**Journals**

 * 'Brain-Based' Learning: More Fiction than Fact (Danile T. Willingham, //American Educator//, Fall 2006)

**Web Sites**

 * <span style="font-family: Verdana,Geneva,sans-serif;">Funderstanding: Brain-based learning []

<span style="font-family: Verdana,Geneva,sans-serif;">**Discussion Board: Strategies and Ideas for Implementation**
//**<span style="font-family: Verdana,Geneva,sans-serif;">1. What strategies have you read about that support the successful integration of this approach? **// //**<span style="font-family: Verdana,Geneva,sans-serif;">2. If you have experience working with the approach, describe possible challenges and benefits of implementing the approach. **//
 * //<span style="font-family: Verdana,Geneva,sans-serif;">A successful brain-based curriculum allows students to create personal meaning through their learning, interact with others, and consider multiple processes and solutions to learning problems. (Kelly N.) //
 * <span style="font-family: Verdana,Geneva,sans-serif;">//As a foreign language teacher, I utilize brain-based strategies everyday. Concepts and vocabulary are taught in the context of our state science and social studies standards, and the instructional techniques that I use attempt to access multiple areas of the brain. All vocabulary is taught through sight cards, vocabulary cards, and physical actions. Students are actively moving and applying their understanding throughout the lesson. Foreign language is one content area that cannot be taught or mastered without a fully immersed learning enviroment. (Kelly N.)//

//**<span style="font-family: Verdana,Geneva,sans-serif;">3. What should leaders of curriculum development consider when implementing this approach? **//
 * <span style="font-family: Verdana,Geneva,sans-serif;">//Curriculum leaders should consider including student interests and self-relection in their planning and design. Likewise, it would be wise to consider including brain-based strategies as a complement to a more thorough curricluar approach, like the Backward by Design (Wiggins and McTighe) model. Like most curriculum models, this one would require training and professional development on incorporating brain-based strategies into instruction and assessment. (Kelly N.)//