My name is Chantel Long. I am a single mother of a 16 year old daughter. She is my life and my reason I went back to school.

We live in a small town called Lock Haven located in the state of Pa. In my free time I enjoy reading, going for walks, 4-wheeling, mudding, and much more. I am also helping my daughter select colleges that she wants to attend.

Explain what brain-based education/learning is. Explain the benefits students receive from the use of brain-based learning. Explain how teachers can incorporate basedbased education/learning into the classroom. Explain the use of neuroscientific principles in the classroom.

Throughout the years researchers from all different fields have been developing new ideas and theories as to how we learn and how we can learn faster and more efficiently. One of these ways is that of brain-based learning or brain compatible learning. This approach takes advantage of the most recent research that indicates the teaching methods we now employ are fast becoming inadequate to accommodate all of the students within our school system (McDaniel, 2008). Brain-based learning has developed from previous theories and methods; it takes some of those theories and elaborates on them. In a sense brain-based learning is making sure that students learn by using all the structures or areas of their brain, using different functions to process the information being learned. It is making sure that teachers are creating a learning environment that has different learning activities for students. As we know not every students learns that saw way so teachers need to be creative with lessons to capture every students. This is not just the typical repeat and memorize we use to teach. There has been research done and personal studies that show brain-based education being brought in to schools and classrooms where students were falling behind or did not care about school and those students made great improvement. Students learn easier in an environment that creativity is encouraged and with brain-based learning creativity is brought in.

Neuroscience as broadly defined investigates the process by which the brain learns and remembers, from the molecular and cellular levels right through to brain systems (for example, the system of neural areas and pathways underpinning our ability to speak and comprehend language) (Fischer & Immordino-Yang 2008, p 33). Tate explains an example of integrating neuroscience relating to brainbased education by suggesting that some of the educational practices used grow dendrites while other practices do not. Some practices they say that do not grow dendrites are that of drill, practice, and memorization. Those that do are more brain-compatible methods such as open-ended, processbased, and learner-centered activities. Although Tate never provided data that indicated any of this (Alferink & Farmer-Dougan, 2008). Also there is little neuroscience data that indicates that a student who grows more dendrites in more academically competent. Literature does suggest though that it is long-term potentiation that is critical for learning and memory function (Alferink & Farmer-Dougan, 2008). Long-term potentiation is that of an increase in strength in a synaptic. This allows then for the development of neural circuits underlying the memory and cognitive processes.

Traditional Learning Focuses on lectures and note taking

Brain Compatible Focuses on more hands on approaches and the brain being used for learning Involves teachers and students being in control of the learning environment Students master knowledge through the use of many sections of the brain Focuses on teaching students to be able to remember over lifetime not just short-term

Both Use lectures and note taking, but traditional more than brain compatible Use practice skills such as rote learning, but in slightly different ways

Involves the teacher being in control of the learning environment Students master knowledge through drill and practice (such as rote learning) Focuses on short term recall, and is highly focused on measurability (Lepi, 2013)

Traditional classrooms are set up more for teachers to lecture to students and for them to be able to see the broad, projector, or white broad to be able to take notes and listen. Braincompatible classrooms are set up for more interaction among students and teachers. The rooms have different centers for students to use, and move around and play while they learn.

Some factors that influence learning are that of genetic and environmental. This can include: Sleep Nutrition Movement & exercise Technology Imbalances of chemicals/neuortransmitters in the brain And how the brain communicates We as teachers and parents need to understand these factors so we can incorporate this into our classrooms and lessons, know how to handle/help students who may not being getting sleep, proper nutrition or so forth.

Neurotransmitters: A chemical released by neurons that crosses the synapse and allows communication between neurons (Wolfe 2010, p 228). Most neurons communicate with one another by means of both electrical and chemical signals (Wolfe 2010, p 51). The communication between neurons promotes brain functions such as arousal, attention, mood, learning, memory, motivation, sleep and dreaming (Perry, Ashton & Young 2002, P 3). GABA exists in the areas of the brain dealing with emotions and thinking. Glutamate and GABA appear in most information-processing transmissions as one activates certain neurons and the other quiets those that are not needed for the message (Sprenger 1999, p 21). Epinephrine, also known as adrenaline, is involved in getting ones body moving in situations that require instant action. Norepinephrine is involved in getting ones brains attention. It makes your brain alert. Dopamine is what control our physical movement. It plays a role as well in enhancing pleasurable feelings in the brains reward system. Also dopamine is "related to the flow of information into higher levels of the brain. Low level of dopamine may affect working memory (Sprenger 1999, p 22). Serotonin is also known as the feel-good transmitter, a mood enhancer. Serotonin also delivers messages throughout one's brain. It can be found in the spaces between neurons. If serotonin is delivered to the receiving neuron it is then sucked back up by the sending neuron, this is known as reuptake. Reuptake can cause problems though with future transmissions (Sprenger, 1999). Acetylcholine can act as an inhibitor, it enhances rapid eye movement (REM) sleep. It also is involved in our memory circuits. Acetylcholine also operates voluntary and involuntary muscle movements. One interesting finding is that it appears in the brain in vast amounts while we are sleeping. It is the chemical that causes many of our dreams, and it is directly related to memory. Recent research suggests that one purpose of sleep is to allow the brain to practice what it has learned during the day (Sprenger 1000, p 23).

Sleep impacts learning and memory development by consolidation. This is the process of stabilizing a memory trace over time, moving it from short-term to long-term memory (Wolfe 2010, p 96). Sleep plays a role in allowing new information learned to be gelled or consolidated. There are two stages of sleep REM or rapid eye movement and non-REM or non-rapid eye movement. Each stage benefits different types of learning. REM sleep benefits consolidation of skills and habits. Non-REM sleep is beneficial for consolidation of facts and concepts. Sleep also helps in storing facts and making connections among them. Studies show that children who eat nutritious breakfasts showed significantly greater gains on standardized test scores. As well as showing improvement in academic scores in their math, reading, and vocabulary. The students rate of tardiness and absenteeism also decreased. This was compared to those who did not have a nutritious breakfast or skipped breakfast altogether (Wolfe, 2010). Protein is essential for growth and mental function. "Proteins are synthesized into dopamine and norepinephrine, both essential for quick reactions, thinking, and working memory (Jensen 2005, p 26). Minerals and trace elements, including iron, zinc, iodine, and selenium, are essential to ensure proper mood regulation, reduce fatigue, and improve concentration (Jensen 2005, p 26). Vitamins A, B, C, and E are essential for brain maintenance, protective effects, vision strength, and memory (Jensen 2005, p 26). Essential fatty acids (EFAs), especially omega 3 and 6, are needed, too. They play an integral role in cell membrane functio n and the development of the brain and eyes (Jensen 2005, p 26). A benefit of playing a well designed educational games are that they can be natural teachers by focusing on critical skills, providing immediate specific feedback, adapting to individual learners, and providing opportunities to practice to the point of mastery (Wolfe 2010, p 103). Yet another benefit can be improved social skills. Games that allow students to work together in teams help transfer these skills to other situations. Movement such as exercise increases ones oxygen flow in their bloodstream. It pumps more blood throughout the body, including the brain. More blood means more oxygen, which increases capillary health and the growth and plasticity of frontal lobes (Wolfe 2010, p 93). Another benefit of movement or exercise is that of the release of protein IGF-1. This protein triggers the release of brainderived neurotrophic factor (BDNF), which, in turn, stimulates neural growth and learning (Wolfe 2010, p 94). Not only does exercise enhance learning but it also enhances emotional and physical well-being in students. Exercise also helps in the process of neurogenesis or the growth of new neurons and cells.

By knowing this information teachers can set up their classrooms to be able to meet these needs and get the neurotransmitters/chemicals in the brain of students pumping. Recess and classroom movement can help raise good chemicals for thinking, focus, learning and memory (noradrenaline, dopamine and cortisol), so having space in the classroom to support activities that require movement is a good idea (Jensen, 2005). The brain changes everyday while students are at school, The ability of the brain to rewire and remap itself via neuroplasticity is profound, teachers can influence this process through skillbuilding, reading, meditation, arts, career and building thinking skills (Jensen, 2005). The brain is hard-wired to pay attention to anything that is related to survival. To get students attention, create buy-in, and give students a goal to reach (Jensen, 2014).

This model is used to explain how one processes and retains information. The first part of this model involves sensory memory or also known as sensory store, sensory buffers, and sensory perception. Everything in ones memory begins as a sensory input from our environment. Sensory memory takes this information through sensory receptors and holds it for a fraction of a second until one decides what to do with the information (Wolfe, 2010). The information that is received by sensory receptors are sent to the appropriate sensory cortex to be processed. If the information is important and gets attention it is not dismissed and moves to the next step in retention, working memory (Wolfe, 2010). Working memory allows us to integrate current perceptual information with sored knowledge and to consciously manipulate the information (think about it, talk about it, and rehearse it) well enough to ensure its storage in longterm memory (Wolfe 2010, p 124). Without rehearsal or constant attention the information in working memory only last about 15-20 seconds. If information is not lost it than moves into long-term memory, the last part of the information-processing model. Long-term memory is what allows us to recall information. Information stored here is relatively permanent but it may not always be accurate (Wolfe, 2010).

For one to remember something it must first catch ones attention and/or having meaning to us. When a sensory stimuli is received it is checked out to see if it forms a familiar pattern. If there is a match the brain determines the stimuli is familiar. If there is not a match the brain may pay attention to this information for a short time, but if it can not make sense of this most likely the brain will not process the information further (Wolfe, 2010). Robert Sylwester states Emotion drives attention, and attention drives learning (Wolfe 2010, p 119). Our brain is always scanning the environment, sifting and sorting incoming information to determine what should be kept and what should be dismissed. This occurs because it is essential for survival. We have a group of structures that work together to help us focus on aspects of the environment that are critical to survival. The first structure is that of the thalamus or the relay station that receives the incoming information and send it to the appropriate part of the cortex for processing. The information is also sent at the time to the amygdala which determines the emotional relevance of the stimuli. The cortex processes the stimuli rationally deciding if it makes sense and on the next course of action (Wolfe, 2010). The pathway between the thalamus and the amygdala is shorter than the pathway between the thalamus and the cortex, this allows the amygdala to receive information around a quarter second sooner than the cortex. Understanding this helps explain the less-than-rational reactions in students that are confronted with information that is emotionally attention-getting (Wolfe, 2010). Our brain is programmed to attend to information that is strong in emotional content first, we also remember this information longer.

Knowing that the brain pays attention to information that is meaningful or makes sense, teachers must make they are teaching material that is not nonsense to students brains. One way to make sure of this is by associating or comparing the new concepts with an already known concept. This can be done with analogies, similes, or metaphors (Wolfe, 2010). Simulations and role-plays often are highly engaging and enhance not only the meaning of the material but the emotional connections as well (Wolfe 2010, p 140). This allows for better retention of material. Having students solve real-life problems is also another way to raise emotional stakes for them.

Original Lesson Plan Mathematics, level: Kindergarten Materials Required: Chart Paper Activity Time: 30 minutes Concepts Taught: Teaching the names of shapes

Write the following poem on sentence strips: Shapes (tune "If You're Happy and You Know It") If you see a shape and know it say it's name. If you see a shape and know it say it's name. Circle, square and triangle, Oval, rhombus and rectangle. If you see a shape and know it say it's name!

Cut out a circle, square, triangle, oval, rhombus and rectangle from construction paper and hold up when reading poem. Type up the poem for each student to add to their poetry notebook and illustrate.

My Lesson Plan Lesson plan for teaching shapes Grade Level: Kindergarten Objective: Students will know the names of shapes and be able to show them. Materials: Paper, colored pencils or crayons, scissors, boxes Suggested time: 1-2 classes Procedures: Gather students into group area. Explain that we will be learning a song about shapes. And that by the end of it they will all be able to know what the names of different shapes are and what they look like. Ask students if they know any names of shapes and if they can show you an object in the room that has that shape. Show students the song on the broad, white broad, or where ever you write information. Sing the song too students first as you point to each sentence. Poem is as followed. Shapes (tune "If You're Happy and You Know It") If you see a shape and know it say it's name. If you see a shape and know it say it's name. Circle, square and triangle, Oval, rhombus and rectangle. If you see a shape and know it say it's name! Second time singing the song hold up the shapes that you have cut out as you say the name of it. Have students sing along with you a few times as well as you hold up the cut out shapes. After a few rounds of the song have students break into small groups, give them paper and crayons or colored pencils. Have one student draw a shape, another student color, and another, with help if needed, cut the shape out with safety scissors, and another student glue that shape to an empty box. Once boxes are made have students gather around the group area again. The teacher will start the game by picking a student and a shape, have the student walk around the class and find an object of that shape. Once the student has an object have them put it in the correct shape box. Allow student then to pick next person and shape. Allow each student to have a turn. Provide students with a copy of the song and blank space for them to draw and name each shape so they have it to look back on and to show their parents what they have learned.

One modification that was made was first discussing the topic with students, asking them if they already knew names of shapes and what they looked like. This brings in emotional context, relating it with something they already know. Also instead of reading it as a poem it was changed to singing it as a song, and allow students to sing along. This tune is to a familiar song so it will be easy for students to remember. While singing the song the shapes that are being named are also being shown to students, so they can hear it and see it together. After a few rounds of singing students are broken into groups to do a project, once that is done they can play a game with what they have made. This brings in multiple learning styles for all students to be able to learn. All this allows students to be more hands on with their learning, which is a big aspect of brain-based learning.

The benefits of brain-based learning is that students retain information more often and longer than just by using traditional learning styles of rote learning. Students are being taught more valuable skills that can be used throughout life then just teaching for short-term measurable outcomes.

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