Brain-Based Learning
Research defines brain based learning as the process of how the brain learns. It involves the practice of accepting the regulations of the brain processing and planning the teaching according to these regulations in mind for meaningful learning. In addition, the idea of brain based learning demonstrates how fusion of the common sense, human encounters and brain researches offer vital techniques and principles for the classroom environment. Such a concept helps students to think at the stage of decision making, although it does not offer them a specific map to follow (Jim, 1995).
Through brain based learning, teachers are able to make decisions and attend to a majority of students. This is because brain based learning encompasses learning with the brain in mind. In most cases, brain based learning relies on how the brain learns and works, as well as on the theory of being in a position to learn by any person. The brain always tries to learn the new patterns, while developing its own patterns. A considerable number of teachers tend to adopt constructive and active learning approaches.
This is because according to these teachers, they are supposed to teach for the purpose of meaning and understanding, since in order to do teach, they have to develop learning environments that are low in threat and high in motivation. In addition, learners must take an active part in and immerse comprehensive encounters. All teachers have to know both, the short and long term memories, including how the student`s learning past influences the new learning and differences of processive, explanatory and episodic memories. According to Jensen (1998), teachers who are effective continue to explore various ways to enhance the academic achievement of students. Therefore, to achieve this, most teachers rely on research to offer them the right guidance in their practice. Thus, the fascinating learning’s concerning the function of the brain and its influences on learning have the capacity to reestablish the processes of teaching and learning.
As a result, through brain research, a large amount of information and knowledge concerning the various ways that human beings learn has been provided. This indicates that brain based learning has occurred from researchers and educators using the results of brain research to help to direct teaching activities. Brain based teaching comprises of the implementation of properly developed rules with main consideration of their influences before, during and after each lesson. The main aim of brain based learning is to ensure that proper considerations on teaching practices focus on the neuroscience. This illustrates how the brain learns and how effectively it produces long lasting learning. Therefore, brain based learning ensures that the necessary learning practices are in place.
For instance, it ensures that students go through memorizing practice to a meaningful learning. Therefore, such practice comprises of active possessing, relaxed alertness, and immersion as the main interactive components. In addition, learning process happens when two neuron communicate perfectly with each other. Studies reveal that neurons and glia are the brain cells involved in the learning process. Therefore, according to neuroscientists, learning occurs when one neuron passes a message to another.
The process of learning involves the whole physiology. This includes water, food, and nutrition, and they are the main elements of thinking. This is because people are holistic learners. This implies that the body and mind associate the peptides in the blood, which involves chains of amino acids that become the main source of information transfer. Statistics show that the brain is a parallel processor where the left and right hemispheres work together.
It is, thus, true that when a considerable number of neurons in mind are functioning at the equivalent time, learning, meaning, and retention become greater for students. In order to achieve the brain based learning process, it is quite necessary that teachers or instructors reflected well on their personal mental approaches concerning what teaching and learning is like in the classrooms before brain based learning measures could be effectively introduced. In most cases, emotional state of learners affects highly their degree of achievement in terms of academic performance. Various researchers emphasize on the significance of developing a culture and environment that makes students feel secure and not scared. Such the environment is characterized by a state of relaxed alertness, which makes learners not to be anxious about their learning environment, but instead, they become free and receptive to introduction of new information and ideas (Mohnsen, 2003).
Some researchers show that student’s emotional system pushes intentional systems that cause learning and memory and all things that learners take part in. This, therefore, implies that it is not possible for a person to learn and remember anything that he or she does not pay attention to. Hence, when a person has a positive emotional state, he or she stands a high chance of having the potential of acqiring new knowledge and even concentrating more on the issue at hand. Learning process is improved when the environment meets the demands of the student and teacher. Thus, this means that the entire surroundings of the learner, whether this is school, home or any other settings, are sections of the learning environment. It is vital that all learners get to know and understand the effect of not having an adequate sleep, food, and water on their biology.
In addition, they have to understand how such components affect the ability of brain to learn. Statistics show that learners who take an active part in learning in classroom have a higher chance of enjoying their education programs. Therefore, teachers have a significant role and responsibility to ensure that the learning environment for their students is rich, exciting and allows learners to become enormously immersed in a complex milieu that activates the mind. They could achieve this by developing several teaching and learning practices or activities. Research shows that such activities allow accessing the ability of the brain, hence, making it to be in a position to remember visually and emotionally, which motivates learners to participate in risks. According to brain researchers, there have been a significant number of memory systems that are applicable in the process of learning among students (Caine & Caine, 1990).
For instance, the memory system that deals with information concerning dates, concepts and words is the semantic memory. Whereas, episodic memory system deals with context and locations, while muscle coordination is made through procedural memory system. On the other hand, emotional memory takes the overall precedence of all memory types. Studies reveal that brain based learning includes memorizing and sequencing concepts to facilitate the process of learning by allowing the transfer of learning to other circumstances. This, thus, implies that the paths of the brain are made strong and powerful with each application, before the pathway becomes powerful enough for long lasting memory recall.
This needs the utilization of the six exposures such as seeing, touching, doing, and hearing. Further brain studies show that assessment of a brain companionable classroom helps to measure triumph and provides support to students. Therefore, it is imperative that teachers allow students to develop some of their coursework and rubrics for marking if they have the target of establishing a classroom in which intellect based education can flourish. This implies that the developing of appraisal should fit the learners and not teachers. Because learners are studying through ideal brains, they should, in turn, illustrate their knowledge through a favorite aptitude or learning style.
Instant, productive reaction increases the motivation and makes learners aware of how to improve their academic work. As with teaching dealings, effectual teachers are more likely to utilize the usage of relevant variety of assessment techniques in a brain based classroom. Science has pffered advancements in the facts of brain biology by offering relevant information that is appropriate to student learning. There are indications of the possible locations where cognitive functions take place comparative to learning. Research shows that the brain does not perform in the equivalent manner like the computer as other sources suggest, but the brain utilizes a mixture of strategies in order to widen a meaning.
In particular, the fact of neural agility posits that the brain is persistently reestablishing itself all through people`s lives in order to access new memories and occurrence. Therefore, brain based learning must be renewed on a repeated foundation so that it remained efficient. Captivatingly, the section of the brain that facilitates movement is the same fragment of the brain that facilitates learning processes (Johnson, 1997). This shows that learners must be in a position to access all the prospective to utilize learning. For instance, this could be achieved through the use of the innate actions in the classroom including applauding, scheming, dancing and role play. Such activities help to improve students` academic achievement, since they tend to activate the function of the brain.
Teachers are more likely to benefit from such activities by promoting them, but not fighting against such natural energies. A considerable number of studies recommend that including movements into lessons is one of the most effectual approaches to maximize the learning of the student. As a way of achieving brain based learning, it is necessary to put into consideration time allotment on a certain task. This is because the length of time on an assignment is overtly comparative to the process of mastery of information. Nevertheless, there are substantial aspects of time to reflect on in the brain based learning classroom.
For instance, there is demand for the learner to have a moment to attain mastery of a notion or expertise before moving forward. The teachers have to ensure that there are habitual breaks during the learning periods to facilitate or allow time for learneers to process the data and reflect properly. This, therefore, implies that learning programs should be fixed to the standard time it takes a learner to discover a point of view or to master an assignment, much as in a proficient research, or business surroundings. Statistics show that workers in the work places require mental and physical breaks in order to increase quality, moral and productivity. Therefore, in the similar way, learners call for a break in absorption at least every thirty minutes.
Furthermore, brain based learning can be attained highly through the inclusion of collaborative learning. This is because collaborative learning provides the brain with the means to discover new facts and concepts, mainly in a situation that requires solving a problem. Collaborative learning can be expressed through encouraging students to form peer groups that make them share and help each other in the learning process. In most cases, when learners share their own ideas and skills with others, the beneficiary gains and the one standing-in as a teacher increases his or her knowledge through teaching others. Therefore, both teachers and students can cooperate and work together in a collaborative manner in order to increase academic achievement through effective utilization of information.
Through such learning practices, it becomes easy to develop an environment of relaxed alertness, hence, increasing the comfort of learners and the potential to concentrate in class. There is also the utilization of thematic instruction in order to motivate learners to relate relevant events to meaningful exercises.According to Caine & Cain (1991), thematic training develops on subsequent skills and promotes understanding through the usage of suggestive experiences and the significance of difficult circumstances that students are engrossed. Organizing information for thematic training helps learners to sort new information mentally in a manner that makes sense. As a result, this promotes higher internalization, hence, maximizing the remembrance of the information. Teachers can, therefore, enhance this practice through acknowledgement of the multiplicity of students, based on the relationship of learners` preceding acquaintance with the new information to be learned.
On the other hand, learners can be encouraged to aggressively take part and accomplish course works when they are provided some possession over performance, procedure, practice, and appraisal. Therefore, successful learning of all learners may be through teachers developing opportunities for studying, to practice and use several particular learning tools. In some cases, students may have an impact on the future attitude and practices of the teacher. Therefore, it highly depends of this relationship whether teachers will choose to use brain based learning techniques in their classrooms. In conclusion, brain based learning involves the practice of accepting rules of the brain processing and planning the teaching according to these rules in mind for meaningful learning.
Furthermore, the concept of brain based learning illustrates how synthesis of the common sense, human experiences and brain researches offer vital techniques and values for the classroom environment. Such a concept helps students to reflect the organization of their brain at the stage of resolution making, although it does not offer them a specific map to follow. Brain based teaching comprises of the performance of correctly developed convention with main contemplation of their influences before, during and after each lesson. The main aim of brain based learning is to ensure that proper considerations of teaching practices focus on the neuroscience. This illustrates how the brain learns and how effective it is in producing long lasting learning.
Therefore, to achieve successfull brain based learning, there are factors that should be taken into consideration. For instance, studies recommend that including movements into lessons is one of the most effectual approaches of maximizing the learning of the student, hence, achieving the brain based learning. Another factor includes adding of a joint learning. This is because joint learning provides the brain with the means to discover new facts and concepts, mainly in a situation that requires solving a problem. Mutual learning can be through heartening students in forming peer groups that make them contribute to and help each other in the learning process.
In order for teachers to help students, they have a noteworthy responsibility and dependability to ensure that the education environment for their students is well-to-do, electrifying and allows learners to become enormously absorbed in a multifaceted environment that activates the mind. They could accomplish this by developing numerous training and education practices or activities. Another vital factor recommended for achieving brain based learning includes time distribution on assured task. This is because the time-span on an assignment is overtly relative to the procedure of mastery of information. Nevertheless, there are substantial aspects of time to reflect on in the brain based learning classroom.
