The Benefits of a Brain-Compatible Education

The Benefits of a Brain-Compatible Education

Peggy Siegel

EDU417: Cognitive Studies Capstone

Instructor: Colleen Lindecker

July 7, 2014






The purpose of this presentation is to provide a
comparison between the brain-compatible classroom and
the traditional classroom. in addition, it will show that
brain compatible instruction will be major improvement
which will benefit students now and in the future.

First, let me introduce myself. My name is
Peggy Siegel
I work with the developmentally disabled at
Imagine Supported Living in Santa Cruz, CA.
My knowledge and experience with brain
compatile learning is growing every day. My
general understanding of brain compatible
learning is that information that the brain is
consciously aware of is called somatic sensory
information and involves touch, sight, sound,
and hearing. "The brain processes different
types of learning through different pathways"
(Jensen). Movement is processed in the
cerebellum and helps learning by replenishing
brain cells.

In addition, the four lobes of the cerebrum
are important to the learning process. The
occipital lobe handles vision and the
perception of learning. Located in the front
of the brain, the frontal lobe manages
problem-solving skills. The sensory and
language functions are used by the parietal
lobe and hearing, language, and memory
are managed by the temporal lobe. "After
learning is processed through the brain
function, learning is culminated through
memory and language. Memory is
stimulated by the senses in enhancing
learning. Language is generated by
connecting visual, hearing, creativity, and
meaning" (rejsjvl, 2012).

My experience with brain compatible learning has to do more with the lack of correct brain processing.
Working with the developmentally disabled has given me some insight as to how the brain works when
something has gone wrong. I have also seen how, when the brain is not, or has not received the correct
information, it will try to make connections in other ways.

Brain-Compatible Learning
The 1990's were declared the decade of the brain by President George Bush. Since this study began there
have been many new discoveries. We have learned that, "The brain changes physiologically as a result of
experience and it happens much quicker than originally thought"(Brandt & Wolfe, 1998). Tn addition we
have discovered that the ability of the brain to function depends on environment. This is called
neuroplascticity. Many of these discoveries have made us think about the way we educate today's
students.
Teachers must take risks and be willing to try different strategies. Brain based teaching involves
providing challenging as well as motivating experiences for students while, at the same time, meeting
the required standards. Brain based teaching takes place in a classroom where students participate in
activities geared to their mixed ability levels. Brain based teaching helps students connect in a way which
allows learning to occur in the best way possible.
Through brain based teaching we can discover various learning styles which then can be used to gain
understanding in the ways that students receive, process and use information. The goal is to address
visual, auditory, and kinesthetic learning styles in order to create lessons that are geared to students that
have a strong preference to one style as opposed to another.

Students moving to learn content

Teachers role is interactive

Students talking about lesson

Focus on student work and learning process

Use of visual aids and things that require the senses

Learning is expanding on what student already knows

Focus on working independently

Students are encouraged to ask questions and guide the lesson

Subjects are combined with no set time
Students sit at assigned desks

Teachers control classroom

Students learn through listening

Focus on test scores and high grades

Worksheets and textbooks

Memorization and repetition

Focus on working independently

Focus standard based curriculum

Students work on one subject for a set amount of
time


Neuroplasticity - Repetition of task: The brain will create new connections when theres new learning,
but these connections must be reinforced and strengthened or they deteriorate. The repetition should
be daily, or at least many times week. (Jensen)., 2006. p. 83 )
Located in the brain are chemicals known as Neurotransmitters that, when released, allow impulses to
pass from one nerve cell to another.
Serotonin and dopamine are neurotransmitters that are involved in controlling mood, appetite, and
sleep, as well as memory and 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).

The Relationship Between Genetic Factors
and Environmental Conditions
There is a relationship between what a mother eats while pregnant and the eating habits of their
children after they are born.
suggesting that a high fat and high sugar diet leads to changes in the fetal brains reward
pathway, altering food preferences"(Buczynski).
Environmental Factors and Nutrition
Children that grow up in an environment where they spend a lot of time watching television are
likely to be be influenced by the commercial advertisements for food. the child can develop
food insecurities if her home does not include the type of food she sees on TV. The child
becomes less interested in the nutritious food her family serves and more interested in the food
shown on the television.
Neuroplasticity and Sleep
Sleep is very important in the retention of motor skills.
Environmental factors and sleep
The main environmental factor that has an effect on sleep is temperature. Temperature affects
body and brain activity and we tend to sleep better when it is cool as opposed to hot.


Neuroplasticity and Nutrition
Neuroplasticity and Technology
Technology can change our brains and our brains can change technology.
People who grew up in the 50's and watched black and white TV, their dreams were in black and
white, where as younger people involved in the study, who grew up watching color TV almost always
had dreams that were in color. this is neuroplasticityat work, showing us its ability to change
because of new experiences.
Environmental Factors and Technology
There are new technological factors that will have an impact on the environment of many colleges
and universities. there will be an increase in cost for the structure of the universities as well as the
cost of increased staff. A rise in the number of students that are computer literate will create a
demand for staff members who understand and are able to cope with new and changing
technologies.
Neuroplasticity and Movement
physical excerise changes certain structures of the brain as well as having a positive effect on the
way the brain functions.
Environmental Factors and Movement
Today children are spending more time in pre-school centers and it has been found that motor
development is enhanced when these pre-school centers use a developmentally adequate movement
program.

Information Processing
Model
(Lesson Plan)
Grade Level: Kindergarten Language Arts
Objectives:
As a result of this lesson, students will be able to:
Match the letter D with the spoken sound from dog
Be able to find pictures of things that begin with the letter D
(Lesson goals should be short and easy to explain)
Suggested Time: 1 to 2 hours
Materials and Resources:
Cut out shapes of the letter D
Display chart
Paper
Scissors
Glue sticks
Crayons
Magazines
Dog Letter D Animals and Alphabets book from
Educational Alphabet Printables for Children at


Information Processing Model
(continued)

http://alphabetbooks.org/d-dog-animals-alphabets-book.html
Procedures:
Move around the room clapping hands or singing alphabet song
(Use cues to signal when you are ready to begin.)
Have students move to reading area and sit on the rug. Ask students if they remember learning
other letters. Review the letters they have learned along with their sound.
(Incoming information activates memory)
Hold up the book and ask students if they know what sound the letter D makes.
Ask students if they know other words that start with the letter D
Tell students that after reading and looking through the book, they will cut pictures from the magazines or
draw pictures of objects that start with the letter D. They will then glue the pictures on the poster board
(Point out important information. Present information in an organized manner.)
Have students cut pictures that strt with the letter D. In addition, have students write the letter
D on the poster board while saying the sound that it makes.
(Provide opportunities for students to elaborate on new information. Information is sent to various parts of the
brain to be processed.)
Students will be able to show that they understand the sound of the letter D.
(The hippocampus receives and evaluates information. The information will be sent to other areas of the cerebral
cortex where it will be held for memory storage.)









The Role of Emotion and Retention and Meaningful Learning Experiences

The early stages of learning a new skill such as reading involve three areas of the brain, the cerebellum, the prefrontal
cortex, the parietal cortex, and research has discovered that "as a task or procedure is learned, these brain areas become
less involved as the sensory-motor cortex takes over. In other words, more cognitive space is needed when learning a new
skill, and needed space is reduced over time as the skill becomes more automatic"(Frey, 2010).

There are actual physical changes that happen in the brain. These changes create new neural pathways that can be used
when the child is learning to read. When these pathways are stimulated over and over the working memory of the person
that is reading concentrates on making meaning.

Teachers should not feel like they are wasting their time when teaching those students that are disabled to read. If the
teachers are consistent and the students are taught well, they will learn to read. There is a strong connection between
learning to read and being read to. "Being read to builds the neural pathways critical to written language comprehension
and production. By connecting these reading experiences with reinforcing activities such as eating, being held, and receiving
attention, a pleasure pathway is formed that connects reading with enjoyment in the brain"(Frey, 2010).


Brain-Compatible Lesson Plan

Nocturnal vs. Diurnal Animals
Subject: Science
Grade: 1
Time: 1 to 2 hours
Objective:
Students will learn that the word for nighttime animals is nocturnal, and the word for daytime animals is diurnal.
Students will identify adaptations that help animals navigate daytime and nighttime environments.
Students will sort different animals that are either diurnal or nocturnal.
Materials:
Books on nocturnal and diurnal animals (fiction and nonfiction),
Photographs and pictures of animals during the daytime and nighttime,
Markers,
Crayons,
Glue,
Scissors,
Construction paper of various colors,
3x5 index cards with the words diurnal and nocturnal on one side to make flash cards.



Brain-Compatible Lesson Plan
(Continued)
Lesson:
Tell students that the science word for nighttime animals is nocturnal and the science word for daytime animals
is diurnal. Tell the students they are going to learn about how an animals habitat can show us whether
particular animals like to come out at night or during the day.
Ask students to think about how they might dress if they wanted to hide in the woods or in the city at night or
during the day (What color clothing would they wear? Would they paint their faces a colorwhat color?)
Divide the students into groups and distribute a variety of photographs of animals to small groups. Ask: What
do you already know about these animals?
After asking a few students at each group to share their ideas with the large group, ask students to sort the
photographs onto labeled T-charts by daytime versus nighttime animals.
After the students have separated the pictures have the students create their own flash cards by gluing the
appropriate animal with the correct word.
If the weather is nice, take the students outside and tell them to choose a partner. Tell the students that they are
going to take turns being nocturnal animals. One student will be blindfolded and will try to follow his or her
partner by using their sense of hearing and any other sense but sight.
If it is possible, take a field trip to the zoo to see the exhibit on nocturnal and diurnal animals.


Brain-Compatible Lesson Plan
(Continued)

Students with special needs can work with a partner. Modify this lesson by allowing the student with special needs to
concentrate on two or three nocturnal and diurnal animals. Divide the lesson into many small parts. Autistic students and
students with developmental delays do well when they are given pictures of the lesson reminding them of the next step.
Remember that a students brain concentrates on safety first so before any learning can begin a student needs to feel safe.
When a person feels content, the brain releases endorphins that enhance memory skills (Jensen 2005).If the student is
hungry or sick, is being bullied or there are difficulties at home the student will have a hard time paying attention. At the
beginning of class, it might be a good idea to remind the students that they are safe in your care, and that keeping them
safe is part of your job. For students that are autistic or have special needs, "create a symbolic representation of a safe
haven. Have the child place his name or photo in a classroom box with a lid, then close it to represent his being safe
inside"(Willis). Lighten the mood by singing a few songs or telling some jokes.
This is an interesting lesson, which will appeal to the learning styles of all students. I moved the order of the steps
around a little and removed some of the original lesson because it was too much information to receive at one time.
Researchers tell us that keeping lessons short and relative to the topic is more compatible with the brains processing
ability (Sousa 2006). In addition, the outside activity allows students to use their senses which makes it easier for them
to make a connection between something they already know to something new.



How Brain-Based Lesson Plan Supports learning

Dividing the students into groups creates curiosity and anticipation.

Providing participation in an outside activity creates the opportunity
to involve multiple intelligences. This provides an overload of ideas
as well as allowing the students to find meaning.

Creating flash cards allows the children to have a hands on
experience with the lesson and creates a stronger connection to
what they are learning about.

By allowing special needs students to work with a partner , each
student will benefit through the exchange of information

"When emotional input is added to the learning experience, the brain
remembers the experience as being meaningful and retention is
increased. emotion drives attention, attention drives learning and
learning is increased" (Ronis).
Students move through various stages of development. These stages are
influenced by inherited and environmental factors. "Changes of how
people think, believe or behave are dependent on a combination of one's
inherited abilities, stages of development, individual differences,
experiences and environmental conditions" (Alexander & Murphy, 2000).
Students become frustrated when they are bored, lost or overwhelmed in the classroom.
Frustrated students occasionally act out disrupting the whole classroom. However, if students
interests are taken into consideration and they are provided with instruction that is geared to
their level of readiness, they are more responsive. In addition, when students are allowed to
take ownership of their education by giving them choices in what and how they are being taught,
they become interested and involved learners which builds confidence and leads to success.

Refrences

Alexander, P. & Murphy, P. (2000). How students learn. (pp 25-60). Washington D.C. American
Psychological Association
Brandt, R., & Wolfe, P. (1998). What do we know from brain research? Educational Leadership. 56 (3).8-
13.
Buczynski, Ruth. (2011). Your Brain is What You (and Your Mother) Eat.
http://www.nicabm.com/nicabmblog/brain-mother-eat/.
Burns, Martha. (2012) Dopamine and Learning: What The Brains Reward Center Can Teach Educators.
Scientific Learning. Scientific Learning Corporation. http://www.scilearn.com/blog/dopamine-learning-
brains-reward-center-teach-educators.php.
Frey, N., & Fisher, D. (2010). Reading and the Brain: What Early Childhood Educators Need to Know. Early
Childhood Education Journal, 38(2), 103-110. doi:10.1007/s10643-010-0387-z
Jensen, E. 2005. Teaching with the brain in mind. 2nd ed. Alexandria, VA: Association for Supervision and
Curriculum Development.
rejsjv1. June 05, 2012 BRAIN FUNCTION IN LEARNING. XMIND.
http://www.xmind.net/m/sUHc/
Ronis, Diane. (2007). Brain-Compatible Assessments. Corwin Press, Education.
Sousa, D. 2006. How the brain learns. 3rd ed. Thousand Oaks, CA: Corwin.
Willis, C. In press. Creating inclusive learning environments for young children. Thousand Oaks,
CA: Corwin Press.


.
Title and Content Layout with List
Add your first bullet point here
Add your second bullet point here
Add your third bullet point here
Two Content Layout with Table
First bullet point here
Second bullet point here
Third bullet point here
Group 1 Group 2
Class 1 82 95
Class 2 76 88
Class 3 84 90
Title and Content Layout with SmartArt
Step 1
Title
Step 2
Title
Step 3
Title
Step 4
Title
Step 5
Title
Section Header
Layout
Subtitle