The Benefits of Brain-Compatible Education
Charlene M. Thomas
EDU 417: Cognitive Studies Capstone
Prof. Colleen Lindecker
May 12, 2014
Purpose of Presentation
1
2
3
4
• Introduction of myself
• What is brain-compatible learning?
• Traditional Learning vs. Brain-Compatible Learning
• How We Learn – The Information Processing Model.
• How emotions and meaningful experiences affect learning.
• What factors impact learning?
• Benefits of understanding these factors!
• A brain-compatible activity.
• Summary of the benefits of Brain-Compatible Learning.
Who am I?
I am a user of brain-compatible learning strategies
with my 10 year old son who has a cognitive disability
and other special needs to enhance his learning.
I am a former Applied Behavior Analysis (ABA) Line
Therapist for children with developmental delays
where I used individual brain-compatible learning
plans for each child to enhance their learning.
I am a recent College Graduate - Bachelor’s Degree in
Cognitive Studies from Ashford University!
What is Brain-Compatible
Learning?
Multi-Sensory
Experiences
Emotional
Attachment
I know…
Safe
Environment
Low Stress
Elaborative
rehearsal
Apply to real
life
I want to
know…
I learned…
Traditional vs. Brain-Compatible
Memorization
through:
Learning
through:
How We Learn
Positive Emotions +
Meaningful Experiences = Retention
To retain we need to…
- Feel safe and motivated without excess stress.
- Be able to make associations between what is already
known and what is being learned.
- Practice or rehearse these associations, not just read
about it.
(Wolfe, 2010)
Brain-Compatible Learning
utilizes …
Factor affects:
Reward
Dopamine
Serotonin
X
Happiness
X
Focus / Attention
X
Motivation
X
Mood
X
X
Memory
X
X
Appetite
X
Sleep
X
Perceptions
X
Muscle Movements
Acetylcholine
X
X
X
Sleep
Prep brain for learning
X
Consolidate new knowledge
X
Long-Term Memory
X
Carbs
Omega-3
Fatty Acids
Factor affects:
Protein
Sleep, Nutrition & Movement
enhance learning potential
New neurons formed
Dopamine
Serotonin
Hormonal Balance & Healthy
Immune System
Movement
X
X
X
X
Educational Technology used in
lessons…
Factor promotes:
Technology
Can increase critical thinking skills
X
Can increase problem solving skills
X
Can increase team-work social skills
X
Provides opportunities to practice, rehearse, and master skills
X
Can increase dopamine levels
X
Can increase serotonin levels
X
Can increase feelings of successfulness
X
(Wolfe, 2010)
Brain-Compatible Lesson Plan
To help students learn the letter ‘a’:
 Ask students to do a quick physical activity of their choice if




their name starts with the letter A (movement, meaning,
choice, attention, engagement ).
Encourage the students whose names do not start with the
letter A to clap and cheer for the students that do (movement,
attention, engagement, positive emotions).
Ask students to move around the classroom and point out any
letter A’s they find (multi-sensory).
Show students the American Sign Language sign for the letter
A (multi-sensory experience).
After writing the letter A – ask each student to write the letter
A on their dry erase board (multi-sensory experience).
Brain-Compatible Lesson Plan
continued
To help students learn to make associations with the
letter A and beginning sounds in words using multisensory experiences:
 Show students a flashcard listing the word and picture of an apple.
 Read the words repeating the "a" sound several times and then the full
word:
 "a" "a" "a" "apple" while making the sign for the letter A for the class to
see
 While you are reading point to the "a" and ask the students what sound
"a" makes when we read it (make the sign for letter A again)?
 Ask the students to repeat the sound 3 times and then say the
word while making the sign for the letter A.
 Ask each student to draw a picture of an apple on their dry erase board.
 Repeat the steps above using the word alligator.
Activity using Multi-Sensory &
Movement
Hide different foam letters around the room (1 A for
each student) and students have to find the "a"s.
Once all of the letters are found, students bring
them to the front.
To allow them opportunities to practice and rehearse
the letter A I ask them:
 "What's that?“
 “What is 1 thing that starts with "a"? Encourage
answers besides “apple” and “alligator” from the
lesson plan. (only 1 word per student is sufficient to
help eliminate duplicates and to not put too much
stress on students).
 "How do you read "a"?
Extended Activity
To enhance the students learning of items
that start with the letter A:
 Create letter / word charts with the students’ answers, including
drawings of each when applicable. Post these around the room
in alphabetic order to enhance visual recognition of the letters
and words. (positive emotions by seeing their word on the chart).
 If the word is an emotion, action, or animal ask the students to
physically act out the word. If students need help, ask for
volunteers or prompt the acting. (allows more practice and
rehearsal as well as physical movement to boost learning).
 If the word cannot be acted out, ask the students to use the word
in a sentence. If students need help, ask for volunteers or prompt
a sentence by using “I like” or “I don’t like”. (more practice and
rehearsal and neural connections or associations being formed).
Benefits of Brain-Compatible
Learning
Multi-Sensory
Experiences
Emotional
Attachment
I know…
Safe
Environment
Low Stress
Elaborative
rehearsal
Apply to real
life
I want to
know…
I learned…
References
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching (2nd Ed). Thousand Oaks, CA: Corwin Press.
Schmidt-Kassow, M., Deusser, M., Thiel, C., Otterbein, S., Montag, C., Reuter, M., . . . Kaiser, J. (2013). Physical exercise during
encoding improves vocabulary learning in young female adults: A neuroendocrinological study. PLoS One, 8(5). Retrieved
April 21, 2014 from ProQuest database.
Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom.
Bloomington, IN: Solution Tree Press.
Walker, M. P. (2008). Sleep-dependent memory processing. Harvard Review of Psychiatry (Taylor & Francis Ltd). 16(5), 287-298.
Retrieved April 21, 2014 from EBSCO database.
Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria,
VA: Association for Supervision & Curriculum Development.
Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.). Alexandria,VA: Association for Supervision
& Curriculum Development.