Brain-Based Teaching Practices Effectiveness on Student Learning
Brain-Based Teaching Practices effectiveness on Student Learning
Chapter 1: Introduction
Scientific developments bring changes to the learning approaches. Findings in the field of Medicine have provided acknowledgement of the human brain and a better understanding on how humans learn. This will be caused a new learning approach to arise. Brain based learning is a student centered approach which is presented to assure that the learning of the individual is more effective and lasting. As a learning approach, brain based learning is based on the structure and function of the human brain.
Different than traditional methods, brain based learning empwill beizes meaningful learning instead of memorization. In other words, the brain does not easily learn things that are not logical or meaningful and that structuring constructing is important. There is a resistance against learning decomposed information because the natural tendency in the brain is the integration of information. Because learning always depends on wide meanings and purposes, teachers need to help students see the meaning of new information. Both teachers and students should use stories, complicated subjects and metaphors in order to associate information and apprehension (Caine & Caine, 1995) The brain is coerced when there are activities it will be to do by using its capacity and encounters patterning; in order to be able to do this it will be to be in a non threatening environment. This very function of the brain is called flow by psychologists and cognitivists (Abbott, 1997). Goleman (2000) explains flow as a situation where an individual forgets himself, focuses on what he is doing and enjoys it. The marks of the patterning occurring during activities like these continue forever and are frequently used as solutions to new problems and base to new opinions. They need to be assisted in order for learners to start flowing by organizing suitable conditions. Support need to be provided to learners on continuing their development and renewing their objectives by protecting high struggle and low level of stress and allowing learners to organize their steps (Jensen, 1994). The principles need to be understood and applied to the class in order for brain based learning to be understood and applied. These are given below (Caine & Caine, 1991)
• The brain is a parallel processor.
• Learning engages the entire physiology.
• The search for meaning is innate.
• The search for meaning occurs through “patterning”.
• Emotions are critical to patterning.
• The brain processes parts and wholes simultaneously.
• Learning involves both focused attention and peripheral perception.
• Learning always involves conscious and unconscious processes.
• We have at least two different types of memory: a spatial memory system and a set of systems for rote learning.
• We understand and remember best when facts and skills are embedded in natural, spatial memory.
• Learning is enhanced by challenge and inhibited by threat.
• Each brain is unique.
In this study, the effects of instruction which is organized according to the brain based learning approach on achievement, retention, the attitude of ...