Applying
Brain-Based
Instructional
Principles
in Online
Courses
Krista Terry
terrykp@appstate.edu
Instructional Technology
APPALACHIAN STATE UNIVERSITY
Amy R. Trawick
trawickar@appstate.edu
Program Director, Higher Education
APPALACHIAN STATE UNIVERSITY
Session Goals
By the end of the session, participants will be able to
 Use
specific brain-based instructional principles
to foster meaningful online learning
 Specify
technologies that can be used to
facilitate active and authentic learning
experiences in an online environment
 Identify
strategies for translating existing
practices to an online environment
Brain-Based Learning
instruction that is intentionally designed in
accordance with how the brain is naturally
designed to learn (adapted from Jensen, 2008, p. 4)
Synapse
Dentrite
s
Axon
Activate Prior
Knowledge
BRAIN-BASED INSTRUCTIONAL PRINCIPLES
Support Deep
Meaning /Active
Processing
Show
Patterns/Organize
Knowledge
PRINCIPLE 1:
Activate Prior Knowledge
Why:
 New
knowledge must be connected to
existing knowledge in order to be retained
 Focuses
 Gives
attention
the instructor information about
misunderstandings/assumptions early in
the unit
PRINCIPLE 1:
Activate Prior Knowledge
Instructional Strategies:
• At the beginning of the unit, invite students
to create a mind map of what they know
about the topic (either individually, in
groups, or as a class).
• Conduct a brief class survey to see what
students know.
• Create a KWL chart (either individually, in
groups, or as a class)
PRINCIPLE 2:
Show Patterns/Organize
Knowledge
Why:
 The brain categorizes and links new information
into existing patterns, adapting the latter as
necessary to assimilate or accommodate new
information.
 Ultimately, the student’s brain must do its own
work to organize knowledge.
 Conscious, visible patterning (e.g., as through
concept mapping) aids the nonconscious work
the brain is engaged in.
PRINCIPLE 2:
Find Patterns/Organize Knowledge
Instructional Strategies:
• Post advanced organizer for the unit prior to
the beginning of the unit.
• Invite students to create a mind map of the
topic, using the headings/subheadings from
the text. Fill in details as the students progress
through the unit.
• At the end of a unit, have students create a
mind map of the unit content. Compare with
one they created at the beginning of the unit.
PRINCIPLE 3:
Support Deep Meaning and
Active Processing
Why:



Activating more parts of the brain increases likelihood
of retaining information in long-term memory.
Long-term memory is enhanced when the following
are addressed: relevance, emotion, context (Jensen,
2008).
Long-term memory is enhanced when the information
makes sense (on the surface) and has (personal)
meaning (Sousa, 2011)
Is Meaning Present?
Likelihood for Long-Term Memory
YES
NO
Moderate to
High
Very High
Very Low
Moderate to
High
NO
YES
Is Sense Present?
PRINCIPLE 3:
Support Deep Meaning and
Active Processing
Instructional Strategies:
• Frame the relevance of the unit,
connecting to emotions and student
experience/goals.
• Encourage students to incorporate color
and images into their mind maps.
PRINCIPLE 3 (cont’d):
Support Deep Meaning and
Active Processing
Instructional Strategies:
• Engage students in collaborative and
creative projects.
• Incorporate reflective logs: 1) What did we learn
today about ____?; 2) How does this connect or relate to
what we already know about ___?; 3) How can we use this
information/skills in the future? (Sousa, 2011)
Activate Prior
Knowledge
BRAIN-BASED INSTRUCTIONAL PRINCIPLES
Support Deep
Meaning /Active
Processing
Show
Patterns/Organize
Knowledge
Key Resources
Braidic, S. (2009). Fostering successful learning communities to meet the diverse
needs of university students by creating brain based online learning
environments. International Journal of Information and Communication
Technology Education. 5(4), 18-55.
Caine, G., & Caine, R. (2006). Meaningful learning and the executive functions of
the brain. In S. Johnson and K. Taylor (eds.), The Neuroscience of Adult
Learning: New Directions for Adult and Continuing Education, 110, 53-62. San
Francisco, CA: Jossey Bass.
Cercone, K. (2006). Brain-based learning. In E.K. Sorensen & D. O. Murchu, (Eds.),
Enhancing learning through technology (pp. 292-322). Hershey, PA:
Information Science Publishing.
Jensen, E. (2008). Brain-based learning. Thousand Oaks, CA: Corwin Press.
Sousa, D. A. (2011). How the brain learns (4th ed.). Thousand Oaks, CA: Corwin.
Taylor, K., and Lamoreaux, A. (2008). Teaching with the brain in mind. Third
Update on Adult Learning Theory: New Directions for Adult and Continuing
Education, 119, 49-59. San Francisco, CA: Jossey Bass.
Tokuhama-Espinosa, T. (2011). Mind, brain and education science. New York:
Norton.