Brain Compatible
Teaching Strategies
Patrick Barrett
Ashford University
EDU 417
June 9th, 2014
Dr. Mareen Lienau
Presentation Purpose
The purpose of this
presentation is to provide
information to and assist
parents in deciding if brain
compatible learning can meet
the educational needs of their
children where the traditional
system, they feel, has fallen
short.
There are many factors to
consider and examine in
regards to brain compatible
learning. We will explore
environmental aspects as well
as progressive instructional
methods that may prove more
effective than traditional
methods.
My Introduction
Hello, my name is Patrick Barrett. I
live in a rural setting near Buxton,
North Dakota with my wife Angela
and our four children. We have two
boys and two girls; Alexander, Leila,
Genevieve, and Vincent. They seem
to do a very good job keeping us
busy. As you can imagine my wife
and I are always very concerned
with our children's education.
Furthermore, with four at different
ages, we always seem to be dealing
with very different levels of
education.
I work as a technician for a wind
turbine blade manufacturer. I am
responsible for our automation and
robotics equipment. I spend a great
deal of time programming these
machines. I also spend a great deal
of time designing and fabricating
new tools and machinery to be used
in the production process.
Additionally, I am responsible for
the training of technicians
throughout the company which has
kept me busy traveling around the
globe, a great experience!
Education
I originally majored in
computer science years ago,
and that has benefitted me in
my current line of work. I
have always had an interest in
psychology, people in regards
to the way they behave is
something that I find
fascinating. I plan on using
this degree to enter a master’s
program. I have also chosen a
second major in education,
which is what I am working
now. I have had an interest in
teaching for some time as
well.
How do we learn?
Expansive neural networks become generated over time through the
creation of many independent neural connections.
Brain-Compatible Learning
Neuroscience
Psychology
Education
Brain-Compatible
Learning
Brain compatible learning can best be
described as a new discipline
incorporating the theories and practices of
psychology, neuroscience, and education
in an effort provide students the most
optimal learning opportunities and
environments based on how the brain
actually learns best.
Compare and Contrast
Traditional Learning
Brain Compatible Learning
• Lessons typically focus of
memorization of facts.
• Instruction in the arts are not
as prevalent.
• Curriculum is standardized
overlooking individual student
aspects such as prior
knowledge and learning style.
This can also fail to provide
the student with little insight
into a personal relevance
towards the material.
• Lessons place an emphasis on the
emotional connection to the
memory process
• The arts are very established as a
sort of conduit toward developing
a students creativity.
• Curriculum constraints are
loosened in an effort to provide
the students more opportunities to
experience and explore topics
helping them to find personal
relevance in the material.
Nutrition
Nutrition has a powerful
influence on cognitive
development.
Providing a healthy diet
should be seen as fundamental
to the child’s learning process
as textbooks and pencils.
Make it routine for your child
to eat breakfast every day.
Iron and calcium are very
important in regards to
cognitive development.
Movement
Physical activity can aid not only a child’s physical
development, but contribute greatly to their
cognitive and neural development as well.
Sleep
Sleep and the
Importance of Rest on
the Developing Mind
Sleep routines are something
that should not be overlooked
when considering your child’s
neural development.
Elementary school aged five
to ten children require about
twelve hours of sleep each
night.
Adolescent children require
about nine hours of sleep each
night.
Neurotransmitters
Dopamine
Dopamine is responsible for
reward mechanisms within the
brain. Reward can have a great
deal of influence on learning.
Serotonin
Serotonin is responsible for the
regulation of mood and emotion. It
is sometimes referred to as the “feel
good transmitter”. These aspects
can clearly affect academic
performance.
Neurotransmitters
Acetylcholine
Norepinephrine
Bodily movement is controlled
through the release of
Acetylcholine
Norepinephrine is
responsible for bringing the
nervous system to a high level
of alertness
The Information
Processing Model
The information processing model is
theory of how memories are formed
within the brain.
Information from the environment in
the form of sight, sound, smell, touch
and taste is processed by our sensory
memory
If this information is not moved to
working memory it is immediately
forgotten. If it is transferred to working
memory but not properly rehearsed it
will also be forgotten. Rehearsal can be
thought of as a repetition of the
information. Repeatedly experiencing
it will case for it to be moved to our
long term memory.
Long term memory can be seen a the
brains information storage system. This
is where our acquired knowledge is
kept for future retrieval as needed.
Influence of Emotion upon Memory
Emotion can have a powerful
influence on the formation of
memories. Specifically the
Amygdala. The Amygdala is what
gives us what is known as our fight
or flight ability, the ability to react to
a stimulus within our environment
without giving too much time to
focus on it. It can be viewed as an
evolutionary survival adaption.
It helps to form and encode memories
through a strong emotional
attachment.
Understanding how to utilize this
knowledge can us to teach much
more effectively by assisting in the
creation of strong memories
Modified Lesson Plan
Mathematics, level: Grade 5
Lesson Objectives
Know, and convert among, measurement units within a given system. (Lesson Plan
#4255, 2008)
Recognize the equivalence of 1 liter, 1,000 ml and 1,000 cm3 and include
conversions among liters, milliliters, and cubic centimeters. (Lesson Plan #4255, 2008)
Know the units of measure of volume: cubic centimeter, cubic meter, cubic inches,
cubic feet, cubic yards, and use their abbreviations (cm3, m3, in3, ft3, yd3). (Lesson
Plan #4255, 2008)
Compare the relative sizes of one cubic inch to one cubic foot, and one cubic centimeter
to one cubic meter. (Lesson Plan #4255, 2008)
Convert measurements of length, weight, area, volume, and time within a given system
using easily manipulated numbers. (Lesson Plan #4255, 2008)
Suggested Time
Five math class periods; one week
Learning Resources and Materials
Pencil, Ruler, Paper, Electric skillet and food ingredients of choice
Websites: http://www.sciencemadesimple.com/ and additional online resources
suggested by students.
Convert.exe version 4.10 a free measurement conversion program
Lesson
We are going to begin by reviewing a history of the metric system. Next we
will go into how the metric system is accepted as universal world-wide, however the
United States still uses the standard system. We will expand upon this to convey the
relevance of the lesson to the students’ lives. As the global community becomes more
closely interconnected through technology, the metric system is becoming more
prevalent. Here it should also be pointed out that many engineering field exclusively
use the metric system; the standard system of measurement is really falling from favor.
We will then go into how you can convert between the standard system and
the metric system and you can also convert within the metric system. We will use the
method of memorization with some conversions i.e. 2.54 centimeters equal 1 inch. We
will also have the students memorize the prefixes in the metric system i.e. kilo, centi,
milli, etc. We will revisit the same material repeatedly over the course of the week. This
should provide ample opportunity to provide for consolidation, memory retention, of
the material. While the memorization of some common conversions such as this one is
a great idea, the use of a conversion tool, specifically Convert 4.10, (a free program)
will be utilized.
For a hands-on activity the students will be put into groups and allowed to
cook some simple food requiring a recipe. Pancakes seem simple enough for example.
The recipe will be given to them in standard measurements while the measuring tools
will utilize the metric system. The students will have to convert the measurements
accordingly.
Accommodations/Modifications
We will offer cheat sheets at first but highlight the specific ones that they
need to remember. We will also encourage the students to utilize the online websites
offered to them. Additionally we should encourage the students to find new resources
on their own. This could help to strengthen their research abilities.
Assessment/Evaluation
The students will be given a test on memorization of the prefixes and the
standard/metric conversions that would be beneficial for them to learn. We also would
give them a test where they will have to apply what they learned to real life situations.
Perhaps allowing the students to brainstorm days before the test about where
specifically this material could apply to them in their present and future lives. Some of
these suggestions could be used as test questions allowing them to actually contribute
to the lesson plan.
Closure
The lesson will be ended by showing that metric conversions are not just in
mathematics but in all areas of the sciences. It is necessary to expand beyond math and
sciences and illustrate applications found within everyday life. This will also likely help
the students to find personal relevance in the lesson and material.
References
Fischer , K. W., Immordino-Yang, M. H., & , (2008). The jossey-bass reader on the brain and learning. (1st ed.). San Francisco,
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Bjorklund, D. F., Periss, V., & Causey, K. (2009). The benefits of youth. European Journal Of Developmental Psychology, 6(1),
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Carlson, N. (2011). Foundations of behavioral neuroscience (8th ed.). Boston, MA: Pearson
Hidalgo, C., & Núñez, M. T. (2007). Calcium, iron and neuronal function. IUBMB Life, 59(4/5), 280-285.
doi:10.1080/15216540701222906
Heydenberk, E., & Okrzesik, R. (2001). The emotional brain. Retrieved from
http://library.thinkquest.org/C0114820/emotional/memory.php3
Iron. (n.d.). Dietary Supplement Fact Sheet: — Health Professional Fact Sheet. Retrieved June 8, 2014, from
http://ods.od.nih.gov/factsheets/Iron-HealthProfessional/#h3
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching (2nd Ed). California: Corwin Press.
Lesson Plan #4255. metric system. (2008.). Teachers.Net. Retrieved June 2, 2014, from http://teachers.net/lessons/posts/4255.html
Phelps, E. (2004). Human emotion and memory: interactions of the amygdala and hippocampal complex. Retrieved from
http://languagelog.ldc.upenn.edu/myl/llog
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