Brain-Based Learning is also the application of a meaningful group of principles that represent our understanding of how our brain works in the context of educational Behavior.

People often say that everyone can learn. Yet the reality is that everyone does learn. Every person is born with a brain that functions as an immensely powerful processor.

The core principles of brain-based learning state that:  The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling.  Learning engages the whole physiology.  The search for meaning is innate.

 The search for meaning comes through patterning.  Emotions are critical to patterning.  The brain processes wholes and parts simultaneously.

 Learning involves both focused attention and peripheral perception.  Learning involves both conscious and unconscious processes.  We have two types of memory: spatial and rote.

 We understand best when facts are embedded in natural, spatial memory.  Learning is enhanced by challenge and inhibited by threat.  Each brain is unique.

The three instructional techniques associated with brain-based learning are:  Orchestrated immersion–Creating learning environments that fully immerse students in an educational experience  Relaxed alertness–Trying to eliminate fear in learners.  Active processing–internalize information by actively processing it

How Brain-Based Learning Impacts Education  Curriculum–Teachers must design learning around student interests.  Instruction–Educators let students learn in teams and use peripheral learning.  Assessment–This way, students monitor and enhance their own learning process.

Three interactive elements are essential to this process:  Teachers must immerse learners in complex, interactive experiences that are both rich and real.  Students must have a personally meaningful challenge.  In order for a student to gain insight about a problem, there must be intensive analysis of the different ways to approach it, This is what’s known as the “active processing of experience.”

A few other tenets of brain-based learning include:  Feedback is best when it comes from reality, rather than from an authority figure.  People learn best when solving realistic problems.  The big picture can’t be separated from the details.

 Because every brain is different, educators should allow learners to customize their own environments.  Designers of educational tools must be artistic in their creation of brain-friendly environments.  Instructors need to realize that the best way to learn is not through lecture, but by participation in realistic environments.

Twelve design principles based on brain-based research  Rich, stimulating environments.  Places for group learning  Link indoor and outdoor spaces

 Safe places for students to be where threat is reduced.  Variety of places that provide different lighting, and nooks and crannies.  Change displays in the classroom regularly.

 Have multiple resources available.  Flexibility.  Active and passive places.

 Personal space: to express their unique identity.  The community at large as an optimal learning environment.  Enrichment: The brain can grow new connections at any age.

Implications for Development/Facilitation of Online Classes There are many suggestions for integrating brain-based learning into the educational environment that are applicable to online courses.  Memory and Retrieval The brain as it relates to memory and retrieval. There are three types of memory: sensory, short-term (or working) and long term. Ex: Class content, or a concept to be learned, can be contained in role plays, debates, video clips, art or music

 Learning Styles The brain uses its hundred billion plus cells to process information and images in many ways and on different levels. Ex: Visual learners gain understanding from stimuli through their eyes. Use of PowerPoint software slides and images, video clips, or animation, use of color, diagrams, charts.

 Increasing Attentiveness The average learner attention span is minutes -- depending on age, gender, and background. Ex: Gain attention by using quotes by famous people that relate to content, humorous video clips, post tests in the form of crossword or words search puzzles.

 Role of Emotion Learning is strongly influenced by emotion. Realize that gender differences can impact learning. The male brain is great at hunting while the female brain is great for seeing, listening, memorizing, reading, nonverbal cues, and articulating emotion

 Brain Based Classroom applications: 1-Creating a Learning Environment Research has shown that humans physiologically react to music with heartbeats matching the tempo of music. For a revved up classroom with a lot of participation, look for music at about 180 beats per minute. For a more calming effect, choose music with beats per minute. Other atmosphere considerations can include temperature, lights (for example, blinking lights hanging around a classroom can be distracting) and students’ hydration. 2-Learning by Teaching Another way to incorporate BBL into the classroom is to have students engage with and teach each other new concepts rather than sitting in their desks listening to a teacher drone on and on 3-Taking a Brain Break One final tip for incorporating BBL into the classroom is the importance of “settling time.” Brains need breaks in order to incorporate information learned and connect the neural networks

 This approach for student learning about concepts and facts provided for: a) active meaningful learning as they enjoyed the music, applying previous learned patterns, and having fun as they “drilled” facts. b) stimulating and varied opportunities of input are provided by music, movement, and multisensory perception. The students create their own responses to the input as well as adding their own stimulating challenges for others. c) accurate timely feedback occurre in that they are constantly involved with concepts andf acts in various ways experiencing immediate correct answers. the tests provide immediate feedback by the exchange for marking, answering by ‘Around the World’ and students getting their tests returned to them within a few minutes. d) actualization of the need for students to have a safe, non-threatening environment. The teacher have to attempt to how comfortable they are with risking ideas that could have been rejected by other students or the teacher.

References : www4.uwsp.edu