Benefits of a Brain-Compatible Education
Lisa Bitterman
EDU 417 Cognitive Studies Capstone
Instructor: Dr. Joanna Savarese-Levine
April 24, 2014
Benefits of a Brain-Compatible Education
REALITY: a typical classroom of 20 students = 20 different learning
preferences and styles.
CHALLENGE: lesson plans must seek to satisfy all needs in some capacity.
Traditional teaching utilizing formal approaches, memorization and rigidity is
outdated.
Brain-compatible education is “learning in accordance with
the way the brain is naturally designed to learn” (Jensen, p.
4, 2008).
Introduction
My name is Lisa
Active duty military family-Coast Guard
Homeschool 4 year old
Official courier of our 16 year old son
BA in Cognitive Studies from Ashford University
Educational Advocate-I’m here to help!
Overview of Brain-Compatible Education
• Advances in brain imaging and observation
technology
• Pinpoint areas where learning occurs as it happens
• Neuroplasticity-the discover that the brain is plastic
• Re-routing functions to other areas of the brain
via intensive training.
• Example: Dr. Edward Taub invented a
plasticity-based treatment involving intensive
“shaping” practices for stroke victims.
• RESULTS: Many stroke patients have regained partial if not full functionality using his
technique (Doidge, 2007).
Compare/Contrast BCE and Traditional Instruction
Brain-Compatible
Traditional
rote memorization
based on theories
of Pavlov, Skinner,
Piaget, & Vygotsky
Motivation
Uses brain's natural
desire to learn
based on
knowledge of brain
physiology
Understanding Factors That Impact Learning
Genetics are important, namely the neurochemicals in the brain including
dopamine, serotonin, and acetylcholine.
Dopamine-is the “SAVE” button in the brain when learning occurs. It controls
conscious motor activity and heightens arousal and awareness in students (Song &
Fellous, 2014).
Serotonin-the “feel good” chemical known for calming. Assists with notices cues,
regulating emotions and behavior-which all contribute to our ability to focus and retain
information (Fitzgerald, 2011).
Acetylcholine-key to memory circuitry. We miss it when it’s gone… if we remember
what it.. What..
Understanding Factors That Impact Learning
Environmental factors influence neurotransmitter activity:
• Example: poor nutrition devoid of consumption of amino acids will directly impact the
efficiency of neurotransmitters in the brain making learning more difficult and not
motivating.
• Aerobic exercise gets blood pumping and increases oxygen=growth and plasticity of
the frontal lobes of the brain (Wolfe, 2010, p. 93). Studies show that exercise and the
subsequent release of BDNF (brain-derived neurotrophic factor) enhances learning
and memory processes in people who have had strokes (Mang, Campbell, Ross, and
Boyd, 2013).
• Sleep-memory consolidation occurs during the REM stage of sleep. Consolidation:
“process of stabilizing a memory trace over time, moving it from short to long-term
memory” (Wolfe, 2010, p. 95).
• Nutrition-nearly all neurotransmitters are made of amino acids which we get from
food. The more amino acids ingested, the more effective these chemicals become.
Information Processing Model and Learning
Information Processing Model-explains how information is encoded, stored,
and retrieved in memory (Wolfe, p. 110, 2010).
STEP ONE: intake/sensory memory
Information Processing Model and Learning
Information Processing ModelSTEP TWO: Working memory/conscious processing
Information Processing Model and Learning
The Information Processing Model can be enhanced or inhibited by
emotions!
BENEFITS:
• Material with an “emotional hook” evoke personal meaning and emotions
for learners making it easier to recall the information later.
• Fight or Flight: brain seeks fast response from our memories to find an
appropriate response for the situation.
• Memories are also made more vivid during heightened stages of stress.
DETRIMENTS:
• Extended periods of stress suppressed immunity from illness.
• Too much stress and other negative emotions lower the ability to perform
and pay attention in the classroom.
Information Processing Model and Learning
Information Processing ModelSTEP THREE: neural changes/long-term memory storage
Example: Modified Activity (Brain-Compatible)
*words that are underlined are part of the modifications made in order for the
activity to be more brain-compatible*
Middle Ages Activity:
Option 1: Students will write a diary entry covering the span of 24 hours and
"a day in the life of.." someone of their choosing (famous or not) from the
Middle Ages including a brief description of their person. Students also have
the option to write about a person from a pertinent photograph or drawing.
Option 2: Students will either draw or build a castle that is meant to defend
its’ kingdom from attack. Working in pairs or teams students will collaborate
and build structures based on their knowledge of battles and siege warfare
(popular strategy during the Middle Ages) and strive to build castles worthy of
royalty and also strong enough to keep the enemy out.
Why Pursue Brain-Compatible Education?
Brain-compatible education is an exciting up-and-coming approach to
education. Given it’s basis in neuroscience, which is an observable science,
it is certain to gain momentum at some point and become more common and
even mainstream.
It is crucial to open up education and make it more meaningful for students of
all capacities. Modifying existing lesson plans and activities will make them
appeal to more students. Brain-compatible education has huge potential to
nurture a love of learning in students and keep them motivated to become
life-long learners.
References
Doidge, N. (2007). The Brain That Changes Itself. New York: Viking Penguin.
Fitzgerald, P. (2011). A neurochemical yin and yang: Does serotonin activate and
norepinephrine deactivate the prefrontal cortex? Psychopharmacology, 213(2/3),
171-182. doi: 10.1007/s00213-010-1856-1.
Jensen, E. (2008). Brain-Based Learning: The New Paradigm of Teaching. (2nd
Thousand Oaks, CA: Corwin Press.
ed.).
Jensen, E. (n.d.). Brain-Based Learning Strategies. Florida Education Association.
Retrieved from http://feaweb.org/brain-based-learning-strategies
Mang, C. S., Campbell, K. L., Ross, C. D., and Boyd, L. A. (2013). Promoting
neuroplasticity for motor rehabilitation after stroke: Considering the effects of
aerobic exercise and genetic variation on brain-derived neurotrophic factor.
Physical Therapy, 93(12), 1707-1716. doi: 10.2522/ptj.20130053.
References
McDaniel, R. (2008, July 28). Brain based learning vs. traditional learning. Yahoo
Voices. Retrieved
file://localhost/from http/::voices.yahoo.com:brain-basedlearning-vs-traditional-learning-1717969.html
Song, M. R. and Fellous, J. (2014). Value learning and arousal in the extinction of
probabilistic rewards: The role of dopamine in a modified temporal difference
model. Plos ONE, 9(2), 1-12. doi: 10.1371/journal.pone.0089494.
Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd
ed.). Alexandria, VA: Association for Supervision & Curriculum Development.