Benefit of

Brain Compatible Education

Latrita Shelton
EDU417
Dr. Savarese
June 8, 2015

Overview
The purpose of this presentation is to share how imperative it is for educators to
understand the relationship between the various neurotransmitters, or the
components that cause excitatory (tends to promote excitement) and inhibitory
(tends to restrict) in reference to what is known as brain-compatible learning.
(Wolfe, 2010, p. 54). In addition, it is important to understand how traditional
learning contrast with brain-compatible learning in the classroom, and the
differences in these learning styles. Furthermore, it is necessary to understand
the relationship between various factors (including genetic factors and
environmental conditions) that impact learning. The knowledge of how students
learn by processing and retaining information using the information-processing
model, and the role of emotion and retention in meaningful learning
experiences. For clarity, a modified lesson plan and other resources for braincompatible learning, such as why and how to implement brain-compatible
techniques for students and teachers, and the future of education will be
presented.

Personal Introduction
Latrita Shelton

Born and still reside in Memphis, Tennessee.

Ventured away to Atlanta for several years to attend
Bauder College.
Achieved an Associate Degree in Fashion
Merchandising.
Worked in display marketing for a major department
store.
Acquired a job as teachers assistant, and then
passion change to become a school teacher.

My personal goals:

Continue to work with students to improve their

knowledge and build on their independence.

Focus at Ashford is to earn a Bachelor of Arts degree

in Social Science with Education concentration.

Teach fourth, fifth or sixth grade social studies.

Understanding Brain-Compatible Learning

Brain-compatible learning is often referred to as brain-based learning, and
it relates to:

The approach taken to teach students.

How lesson plans are designed.

How schools develop various programs for instructing students.
This approach includes:
How cognition develops, inclusive of how people learn information in various ways
as they grow in age, maturity, and their social setting, emotional and overall brain
function or thinking ability development.
In addition, brain compatible learning is influenced by the basic belief that
progression in learning can be gained by enhancing how teacher or educators
approach the scientific elements of learning, instead of following the standard
historical principles or conventional plans and procedures for learning styles
(Abbott, 2014).
For example, educational approaches in some schools are now focused on
allowing students to learn based on the approach that strengthens them, instead of
the approach that one form of the lesson plan is for all.

Contrasting Traditional Learning Activities

and Brain-Compatible Learning Activities
Traditional learning activities

Students are not interdependent upon

one another.
Does not provide the structure for
individual accountability.
One student will be appointed the
group leader in a traditional group
setting.
Students will typically look out for and
be responsible for only themselves.
Students will typically look out for and
be responsible for only themselves.
Teacher will give an assignment like a
shared worksheet, and then allow the
students the time to finish the work.
Students personally have no inspiration
to analyze how effectively they worked
together in a group setting.

Brain-compatible learning activities

Collaboration with peers is promoted.

Students are allowed to make
decisions, use their intelligence and
differentiate.
Teachers trust students to perform and
are non-threatening
Teacher provides meaningful content
based on the mix of students.
The learning speed is comfortable and
accommodating to all students.
Students receive immediate feedback
as the work through assignments in
their groups and present information.

Relationship between
movement, sleep and nutrition
Examining movement, sleep, and nutrition
One issue is attention, which is often a factor in movement. Children
have a tendency for their attention to be drawn by items that move
(Wolfe, 2010, p. 115). For example, another teacher walks in the
classroom, the childrens attention falls upon the guest, instead of the
course work.
Sleep does have an impact on learning. Research points to sleep as being
a key component (Wolfe, 2010,p. 96). It is a period that the brain is
allowed to rest and children recharged and get refreshed for a new day.
Nutrition has been proven as an important factor in brain development. A
study proved that students that had a good breakfast did better on
standardized test scores and showed improvement in academics
(Meyers, Sampson, Weitzan, Rogers, & Kayne, 1989).

Relationship of
Technology on Learning and Neuroplasticity
Examining technology on learning and neuroplasticity

Technology has had some positive influences on thinking abilities

and expanded learning; however, some components of technology
have been linked to violence, obesity and other negative factors
(Wolfe, 2010, p. 102-103); however, parental control, your
supervision can promote positive experiences and learning from
technology.
Neuroplasticy defines that the brain is not only developed through the
genetics of a person, but also through the environment in which a
child or person resides (Wolfe, 2010, p. 72).

Relationship Between
Neurochemical and Environmental Factors
There is a direct relationship between the neurochemical (dopamine,
serotonin, and acetylcholine) and a childs environmental factors.
Environment factors, such as stressful living conditions and absence of
parental warmth have been identified as elements in a childs personality
development. Parents should be asked, what environment are you
providing for your child?

Informational Processing Model

The information processing model and theories can be
used in the classroom to utilize the brain as the
neural computer that it is described as.
The sensory, working and long-term memory
components are the three main features of information
processing, and they are crucial in learning (Yuecl,
2013).
Utilize strategies for sensory memory to help my
students with their selection of external data.
Determine how to tap into and promote the working
memory or short-term memory of students.
Creates some permanent learning for my students or
what is known as long-term memory.

Informational Processing Model

Focus on the pathways to go from perception to

attention, meaning to attention, emotion and
attention, which these component help with sorting
through information, paying attention,
understanding information by paying attention, and
then the emotional factors of why some information
receives more attention over other information
(Wolfe, 2010, p. 111).

Consider that working memory helps my students to

manage and retain large volumes of details, and it
helps them with their visual-spatial mental
operations.

Lesson Plan Design for

Brain-compatible Learning
Brain-based planning and how the brain actually organizes information
in a certain order is essential to creating a good lesson plan. Lesson
plans obviously need clarity to follow the appropriate protocol
(Cercone, 2006).
First, the step of pre-exposure was followed to make sure the brain had a
clear concept of what the lesson plan was about (Brooks, 2008). In the
lesson objective there was an effort to create a connection for the brain
that the goal was to create understanding and then to build upon skills
and knowledge. Also, there was the defining that student will be able
to see in the end their results in tracking.

Lesson Plan Design for

BrainBrain-compatible Learning

The second step of brain based strategies of preparation - what

the students might desire to learn from the topic, and to help them
with feeling involved in the lesson (Brooks, 2008).
Third is initiation and acquisition in this stage generate content,
ideas and an overflow of content.
Fourth is Elaboration open thinking from the students.
Fifth is incubation and memory encoding stress the importance of
taking a break, offer review time, spread out the learning.
Sixth is verification and confidence check what has been learned,
how are the students feeling, validate they are learning.
Seventh is celebration and integration make sure to recognize
and celebrate achievement.

Source: Brooks, 2008.

Lesson Plan Design for

Brain-compatible Learning
The selected lesson plan for conversion to brain compatible strategies is from
Scholastic.com, the original title was Spending, Saving, and Giving: How to
Use Your Money. This lesson plan was missing several key strategies for
brain-compatible learning strategies; therefore, it was modified under the title
of Spending, Saving, and Sharing: Why Managing Money Is Important.
In working through modifying the lesson plan for brain compatible strategies, it
seemed more appropriate to present the reason for managing money as being
important, and then to incorporation of the seven stages of brain-based
planning into the revisions.
Lets review a brain-compatible strategies lesson plan by clicking on the link
below.
Brain-Compatible Lesson Plan

Why Implement
Brain-Compatible Techniques
Cognitive psychology is now consider essential in designing
teaching or lesson plans that support brain
- based learning.
According to researchers, numerous studies of education
environments have recorded the impact of previous
knowledge on new learning, which is frequently call
constructive or destructive transfer (Wolfe, 2010, p. 105).
Also, researchers and theorists present that illustration permits
the brain to put an image to an idea (Fischer & Immordino
Yang, 2008, p. 270).

How Implementation of
Brain-Compatible Technique is Beneficial
Teachers must monitor the signals of neurochemical factors in a nonmedical sense, yet be knowledgeable to understand when a student is
struggling. What is causing their issue, such as lack of sleep, poor
nutrition, living environment, too much technology, and/or
neuroplasticy. The benefits comes from knowing the issues and
helping the student to find a solution.
Implementing the appropriate theories to support learning and memory to
support any neurochemical discoveries. Clearly, the discovery and
implementation of solution may require the involvement of parents,
school administration; however, the first approach should be in using
classroom techniques.

Conclusion
Consideration must be given to the fact that knowledge gained, missed or lost
is a directive from the brain. Educators can no longer afford to ignore the
major roles of cognition in learning; therefore, brain-based learning as I
present and the need to design lesson plans with all three memory phases in
mind, how the brain processes information, and what students need from
their teachers and other educators to be successful. I am in agreement with
researchers and theorists that illustration permits the brain to put an image
to an idea (Fischer & Immordino-Yang, 2008, p. 270). The human brain is
actually an information processing vehicle that must be focused on, and
engaged in various formats and levels for individual students to learn in
and out of the classroom. Planning is essential, and teachers can start with
knowledge of brain-compatible learning, using it for designing lesson plans
and enacting it in their classrooms as a standard practice.
In conclusion, I would like to close with this video regarding Building a
better school with Brain-Based Learning. Click on the link below.
Building a Better School with Brain-Based Learning

References
Abbott, S. (2014). The glossary of education reform. Hidden Curriculum. Retrieved from
http://edglossary.org/hidden-curriculum
Brooks, K. (2008). The 7 stage brain based learning lesson planning [Presentation
Slides]. Retrieved from http://www.slideshare.net/kbrooks/the-7-stage-brain-based-learning-lessonplanning-290516
Cercone, K. (2006). Brain-based learning. In E. Korsgaard Sorensen & D.
Marchu (Eds.), Enhancing learning through technology (pp. 292- 322). Hershey, PA: Information
Science Publishing. Retrieved from
http://itari.in/categories/brainbasedlearning/BrainandLearning.pdf
Edutopia. (2011). Building a Better School with Brain-Based Learning. YouTube. Retrieved from
https://search.yahoo.com/search?fr=mcafee&type=C211US105D20150205&p=youtube+brain+com
patible+learning
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
Fischer , K. W., Immordino-Yang, M. H., & , (2008). The jossey-bass reader on the brain and learning.
(1st ed.). San Francisco, CA: Jossey-Bass.

References
Meyers, A. F., Sampson, A. E., Weitzman, M., Rogers, B. L., & Kayne, H. (1989). School breakfast program
and school performance. American Journal of Diseases of Children, 143(10), 1234-9.
Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.).
Alexandria,VA: Association for Supervision & Curriculum Development.
Yahoo. (2015). Yahoo Images. Retrieved from http://images.search.yahoo.com/
Yuecl. (2013, July 18). Information processing model: Sensory, working, and long term memory [Video File].
Retrieved from http://www.youtube.com/watch?v=uxr29NWQxEA
Visit my blog at http://latritashelton42.weebly.com/