Theory Review- Brain-based Learning by Rhonda Jones

 Theory Review- Brain and Mind

Rhonda Jones

EDAC 635 Spring 2022

Dr. Bo Chang

February 20,2022

Student Name	Commented on
Rhonda Jones	Heidi Przytulski
Rhonda Jones	Andi Miller

Historically, “professors” were those who had read a textbook and dictated it to the learners.  The learners would copy it down and learn from their notes. With the advancements of technology, educators have more at their disposal to aid learners.  According to Akers et al.(2008), educators can take advantage of a student's strengths, experiences and abilities.  Brain-based learning allows the educators to “capitalize on the associations the brain must make to create synaptic connections and anchor learning through contextual experience”(Akers et al. 2008) With the advancements in neuroscience, the brain has becomethe greatest technology available to the educator.

Theoretical Points

Brain- based learning requires an understanding of the brain’s physical structures  and physiology of the nervous system.  The nervous system contains over a trillion nerve cells and neurons. Neurons are where the information is processed and transmitted. The neurons pass information of vision, hearing, pain, pressure, temperature, smell and taste. (MacKeracher,D. 2004).  They help control physical and chemical balance of the body.  They communicate and transmit information to other neurons and to muscles for motor response.  

The brain function is measured in five different levels of consciousness.  Information from MacKeracher,D 2004, has been placed in a table of those levels.  

Gamma-very rapid-26-40 cps	Occurs during levels of agitation, distress, high anxiety, and euphoria. Little learner will happen.
Beta- rapid-13-26 cps	Conscious awareness. Alert attention. Conscious learning and daily activities will occur.
Alpha- slower-8-13 cps	Learner is awake but relaxed. No particular thoughts are happening. Thoughts move from inner to outer. Diffuse attention occurs. Learner focuses on creativity and imagery.
Theta- slow- 4-8 cps	Thoughts are inner- mediation, reverie, and dreaming state
Delta- slowest- 3-4 cps	No learning possible.  Occurs in deep sleep, anesthesia, coma, or unconsciousness.

The brain can be further categorized into three separate systems each with their own effects on memory, ways of gathering information, sense of space and time, intelligence and behavior. The information from MacKeracher, 2004 has been put into a table.

Reticular activating system- reptilian brain	Lower brain- brainstem Controls transmissions in and out of brain and within the brain Controls stimuli (decrease or increase) for survival and safety Manages stress
Limbic system- primitive mammalian brain	Middle level Social emotions- ex. Parenting Basic values and feelings, short term memory Determines response to information based on feeling. Ex.pain vs pleasure Learning is expanding existing values or registering new experiences
Neocortex system- modern mammalian brain	Highest level- two cerebral hemispheres Houses intellect- almost all learning Verbal speech Foresight, hindsight and insight Abstract thought Relies on other parts of brain for consciousness to continue activity

By knowing how the brain works, which could be different for each learner, the educator can set lesson plans to benefit the learner’s style. Duman, B (2010), suggests that the best way to achieve learning is to have the learners discuss with each other what they have learned from each lesson and experience.  The discussion should be followed by experiences and physical activities to strengthen the synaptic links between the neurons. (Duman,B. 2010).  Duman suggests that you first work on Relaxed Alertness.  Relaxed alertness works by getting the learner into a physiological state of relaxation to feel safe. This works on the lower parts of the brain to maintain function.  The second step is Orchestrated Immersion, allowing the brain to absorb information and experiences.  Finishing up the process by Active Processing.  Deep thinking or reflecting on the lessons and experiences learned helps retain the information.

The research combining neuroscience and education is continuing and vast in range of information.  Some conditions early not recognized will continue to be followed and understood.  Just a few of those that have only begun to be touched upon are the three “d’s”, dyslexia, dyscalculia, and dementia. (OECD, 2008). The continued following of research would prove to be beneficial to an educator.

Applications

Application of brain-based learning is best used when using the students and learning styles to contribute to the lessons. The first thing is making sure the students are comfortable and physiologically safe.  This can be achieved by allowing the students to arrange the classroom environment to meet their needs, decorations or music to set a soothing and calm place.

 After giving the information, the students should be allowed to share how they perceive it.  This can be done through pretesting and discussing the information, or simply by discussion.  The students are able to share and learn from each other.  The discussions can be presented to the class in the student’s own words, sometimes more relatable to others.  The educator would just interject for corrections or clarifications.  

After discussion, activities or experiences can re enforce a lesson.One study I read, used cards with each step to an electrical circuit that needed to be put in proper order.  Sani et al (2019) stated the card ordering was enhanced by offering a reward to the group that could do it accurately the fastest.  They even added more challenges by having them do it again with classical music being played to add a distraction.  The experience was done multiple times adding another challenge each time.  

The lesson which is engrained by the activity can be further enforced by processing.  The learner is encouraged to think deeply and see relationships between the information and experience.  Duman (2010) suggest worksheets such as crosswords to assign meaning.  Some studies followed up with a posttest to prove to the learners they have indeed increased their knowledge and skills.

Other ways to increase learning is to involve the senses.  Craig (2003) suggests by adding diagrams for visual or aids that allow touch could enhance learning.  By adding senses the brain has more to hold onto. 

Reflection

Brain-based learning is a hard topic to reflect on due to the vast amount of information.  As a member of the medical imaging community, I am amazed at the benefit medical studies have had on education.  The brain is the oldest computer there is, yet we are just now starting to understand it.  I cannot wait to see what continues to come from the research.  I grew up during the time information was just read to us.  I am seeing the changes in education as I complete this masters program.  I have seen the brain-based learned in this course.  We start with information and discussions.  We then put the lessons into practice by creating a syllabus based on our research.  We finish the course off with reflection, or putting the syllabus into practice.  It follows the brain-based theory to better retain a lesson.

Highlights

The highlights of brain-based as covered in this theory review is using the brain to the learner’s advantage.  One must understand how the brain works to create an environment to allow for learning.  If you stress or activate a survival mode, the brain will power down to learning. Once you have a safe environment, you can discuss the information, provide activities and reflect on the information.  The brain is a powerful computer that can only perform at top quality when fully understood.  We have a long way to go to be fully understood but have come a long way to improve function of the brain.

Process

I started the review by going over the assignment instructions to assure I understood the assignment.  I then read the chapter in the text.  I then used the BSU library to research articles pertinent to the topic.  After I turned to Google search on the topic.  I used charts in my paper to better get the point across.  I then put the information together.

Theoretical Points	Summary of applications in practice
Neurons and brain functions must work in sync to learn	Knowing how the parts work together and their function can allow educators to plan lesson to benefit the learner
Relaxed Alertness	The environment must be so the brain is physiological safe and calm or it will power down preventing learning. Comfort may be achieved by lighting, music, decor, etc.
Orchestrated Immersion	Allowing the learner to discuss and experience together allows for acquiring content.  Discussion and group activities help.
Active Processing	Giving meaning to the lesson, seeing relationship to experiences, and thinking deeply on the lesson allows for retention.
Continued Research	There is still that is not fully understood by the brain and it would benefit an educator to keep up on the research.

Sources:

Bellah, K. A., Robinson, J. S., Kaufman, E. K., Akers, C., Haase-Wittler, P., & Martindale, L. (2008). Brain-based Learning: A Synthesis of Research. NACTA Journal, 52(2), 15–22. http://www.jstor.org/stable/43766960

Craig D. I. (2003). Brain-compatible learning: principles and applications in athletic training. Journal of athletic training, 38(4), 342–349.

Duman, B. (2010), The effects of brain-based learning on the academic achievement of students with different learning styles. Educational sciences: theory and practice, 10(4), 2077-2103.

MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). University of Toledo Press.

OECD (2008), Understanding the brain: the birth of a learning science. OECD,Paris.

Sani, A., Rochintaniawati, D.,Winarno, N. (2019) Using brain-based learning to promote student’s concept mastery in learning electric circuit. Indonesian society for science educators: journal of science learning, 2 (2).42-49.

Theory Review: Brain and Mind

Chad Miller

EDAC 635, Spring 2022

Professor:  Dr. Bo Chang

February 18, 2022

Student Name	Commented on
Chad Miller	Lyston Loucks
Chad Miller	Evaristus Ngetsop

Linking the brain and mind together with educational methods has seemed like the holy grail for quite some time, especially since the Decade of the Brain in the 1990’s and the rise of neuroscience. If we only understood how the brain functioned at a biological level of detail, and how that mapped to cognitive function in the mind, then we would be able to radically customize and contour the educational process for each brain and mind it was trying to reach and develop. This review will look at scientific findings on the brain and mind and attempt to relate them to educational methods and theories optimized to use the information.

The brain’s biology is relatively well understood at the macro level. Built by neurons, microscopic highly specialized cells that process and transmit information to other neurons in a complex network of connections made through dendrites and tiny gaps, the nervous system carries information from the brain through the spinal cord and the rest of the nervous system to control muscle contraction and many other systems. They also carry sense information back to the brain to be processed, where most neurons reside. These neurons develop better connections as they fire together, increasing their ability to work together more often, and that has been a proposed mechanism associated with learning for over 60 years. (Hebb, 1961)

But the mind’s mechanisms are more shrouded. As we study the mind’s functioning and process, new research is leading us to the concept of the mind acting as a prediction engine, adapting to errors in predicted sense data based on internal expectation and certainty models based on our own inferences. (Kuperberg, 2021) Even processes that happen without conscious awareness in the mind can increase learning and unexpressed knowledge. (Reber, 1989)

Neuroscience is the study of the workings and structure of the brain and mind, through theories on mechanisms that may exist and the measurements that can be made to validate said theories. It includes theories of the mind which can only be measured through the individual’s interpretation of their own mind and the observation of various behaviors tied to the mind. This disconnect makes the mechanisms of the theories in neuroscience difficult to determine and verify.

There are three parts of the brain that seem to function together but differently in their mechanism. The reticular activating system, sometimes called the reptilian brain, exists in structures at the bottom of the brain called the brain stem. It is most concerned with messaging from the rest of the body in and out of the brain and seems to activate in situations of survival, threat, stress, and basic needs.

The limbic system, referred to as the mammalian brain, seems to interact with experiences to trigger feelings and relate them to values. It can determine what type of response the rest of the brain (positive or negative) will have in relation to the new experience and also can influence how the experience is stored in short-term or long-term memory. It registers pleasure and pain based on the effects to our personal self-preservation.

Finally, the neo-cortex is the combination of both cerebral hemispheres and the corpus callosum which connects the two. It is the seat of intelligence and produces all speech and learning, creates the context for all senses, processes things in parallel, and is a massive prediction engine to try and adapt to the current and future environment to preserve the individual. (Mackeracher, 2004)

There are still more implications on brain functioning and how it responds to brain health, dealing with the environment the person is in from temperature, to stress, to power imbalances of the people in the learning center. Emotional health can play a part in how the brain is effective in performing as well, and the current state of the perceived student’s threat response will definitely make an impact on the retention of learning in that situation.

The concept of a brain “hijack” is when there is perceived threat to the individual. In this case, the reticular activating system or the limbic system will in a sense override the higher systems to take action to protect the self. Only when the self’s threat has ended can the other parts of the brain retake control of the mind and body. This situation is important from a learning perspective because the neo-cortex has the most involvement with learning new concepts.

These threats can be categorized into issues around five topics. Status is focused on an individual’s relative importance to others. Certainty is involved with the brain as a prediction engine, in that it will always work toward a certain future instead of one it cannot predict. Autonomy is the person’s ability to make choices that determine their outcome in events. Relatedness addresses their sense of connection with others. Fairness has to do with justice and non-discrimination across a group. Making sure these are not activated puts the brain in the best state for learning. (Bowman, 2020)

There are more ways to look at how the mind functions and what mechanisms go on inside the brain. Perception strategies like pattern recognition and focus and attention go to how the individual perceives things in the foreground (important) and other things in the background (noise) in how they filter experiences. Then memory strategies come to bear in how the relevant information is laid down in memory: verbally or visually aligned, narrow or broad attachments to categories, and even how often the memory is recalled or reconstructed.

There are also many theories about how the mind can be rated on different kinds of intelligences, maturity models on different fields. There are also issues around adults continuing to develop their cognitive capacities and new information in their minds as they ingest more and more experiences and can relate them in schemas. (Mackeracher, 2004)

Educational neuroscience is the application of mechanisms discovered in neuroscientific studies to the educative process for better learning, sometimes regarding behaviors, decision-making, the value of rewards and all kinds of reasoning. This is still a new field, even though there are new groups like IMBES (International Mind, Brain, and Education Society) and older groups like EARLI (European Association for Research on Learning and Instruction) who is adding educational neuroscience as a special interest group for further study.

Because this is a newer field, there can be issues with going all out in overhauling educational curriculums and methods. As an example, I think on the “new math” educational overhaul in the 1960’s and 1970’s. (Miller, 1990) It took educational systems by storm and there were stories of huge potential benefits. It was pushed through 85% of all schools in a decade, and it ended up being a complete failure. When we as educators see large potential benefits, we want to go fast. I hope we listen to history at this time regarding the speed which we attempt to incorporate the results from educational neuroscience into our practices.

Applications

Repetition in learning curriculums were built in long before Hebb proposed the mechanism for neuron linking. As the different psychological and neuroscience fields develop, there exists the opportunity to continually customize learning methods to the theoretical mechanisms in the brain and mind. Even the concept of combining methods (such as repetition and teaching mechanism) has been tried in education with success without a firm understanding of why the multiple methods would produce a better result.

With the brain and all its mechanisms seemingly focused on self-preservation above everything else, it is easy to infer that the environment is of critical importance as we situate the students in the learning center. The goal of eliminating any part of the environment (physical, emotional, social, etc.) that would potentially produce a threat response may be the most important goal, since if the threat response is activated in any of the students, learning in that session is reduced or eliminated for them. Simply the association of concepts and learning with negative emotions can be demotivating for the student.

Understanding how expectations play a part in cognition can also influence learning methods. The fact that unexpected rewards have a greater effect on dopamine levels in the brain can enhance the brain’s ability to code learning along with the positive experience of the dopamine hit and allow a greater chance for retrieval based on the associated learning experience. (Steinberg, Keiflin, Boivin, Witten, Deisseroth, & Janak, 2013)

Regardless of if the theories on multiple intelligences converge into a standard set, using the concepts of different ways of learning can be beneficial, even in situations like physical education and cooperative learning versus repetition, form, and practice. (Xin & Liu, 2018)

With all of the new mechanisms of cognition and recall proposed by recently researched neuroscientists, one could assume that the educator would have to also develop a firm understanding of neuroscience to be the most effective instructor possible. This is not necessarily the case, rather that educators continue to focus on behavior and the whole output from each student in determining an understanding of their abilities to receive the instruction and to show signs of the learning results from perceiving their emotions and inferring motivational levels. (Thomas, Ansari, & Knowland, 2019)

Even with all of this information, true mechanisms and theories are hard to find. Mackeracher goes into some older studies from 1984 to 1995 on hemisphere specialization and puts emphasis on how it could influence teaching content methods, but newer articles (Goswami, 2006) question the early results as misinformation and others (Kim & Sankey, 2018) call hemisphere specialization a neuromyth – early theories from neuroscience that don’t hold up in later studies – and go to show strong belief of these as true amongst educators.

Another thought in the warning about applying new theories to overhaul educational methods is to use the field of cognitive psychology as a bridging mechanism between new results in neuroscience. Waiting on how these theories affect theories in psychology, then using the psychological theories to influence educational methods may keep educators from jumping into fads that do not pan out in the long run.

Reflections

There is a lot of neuroscience research going on and each new theory provided is a potential gold mine in what it can do to improve educational methods and results. I was overwhelmed with all of the topics that could be researched and the sheer mass of information to produce even a high-level review of the literature.

I love the theoretical ideas of threat response and have previously read “Your Brain at Work” by David Rock. I used his theories at my work to help me understand others’ reactions around threat that were previously not obvious to me, and it helped me modify my behavior when faced with those tense situations. I believe instructors can do the same thing for their students with positive outcomes.

I’m really hoping that being a successful educator, consultant, mentor, and coach does not require mastery of the above topics but that my methods can be improved with the progress I can make using the above ideas.

Process

I read the chapter, Brain and Mind in Learning (Mackeracher, 2004), and proceeded to write an outline of the major topics including brain and nervous system biology and function, the nature of the parallel processing of the brain, cognition and varied strategies the mind employs in perception, memory, concept relation, and styles of thinking. I went on to note the many different and varied categorizations of intelligences and the theories behind each, and the different developmental theories associated with cognition over time.

I then researched through the Ball State Libraries web pages and EBSCO different articles written in the last ten years and peer reviewed to get a recent overview of relevant studies in the field. Since I am fairly new to researching, I looked for overviews and generalities instead of detailed research studies.

 I combined ideas from the articles into the outline and came up with much too large of an outline, so I compacted and compressed it into the main section of the paper.

Afterwards, I built the application section by pulling examples and recommendations from each article and book of possible ways to implement some of the theories for better learning.

Finally, I reflected on what I had learned through the process and tidied up the references and details.

Theoretical Idea	Application to learning
Neuroscience and brain biology, repetition, prediction engine mechanisms	What methods can we use? All of them. Applying different contexts for learning can stimulate different internal learning mechanisms and better cement the knowledge or seed it in multiple places for later retrieval. Teaching the process as well as doing repetitive work can enhance the result.
Threat levels or “triune” brain responses to threats, (SCARF) theory	Eliminate threats at all costs
Perception, memory, and cognitive strategies	Expectation management
Intelligence theories	Spread methods around to maximize the “hook”, use multiple methods
Educational Neuroscience and its warnings	Taking into account the newness of the field with experimentation, not overhaul Bridging through psychology

References

Kuperberg, G. R. (2021). Tea With Milk? A Hierarchical Generative Framework of Sequential Event Comprehension. Topics in Cognitive Science, 13(1), 256–298. https://doi-org.proxy.bsu.edu/10.1111/tops.12518

Mackeracher, D. (2004). Making sense of adult learning (2nd ed.) University of Toronto

Bowman, R. F. (2020). Teaching and Learning with the Social Brain in Mind. Clearing House, 93(2), 100–106. https://doi-org.proxy.bsu.edu/10.1080/00098655.2020.1716670

Thomas, M. S. C., Ansari, D., & Knowland, V. C. P. (2019). Annual research review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry, 60(4), 477–492. https://doi-org.proxy.bsu.edu/10.1111/jcpp.12973

Miller, J. W. (1990). Whatever Happened to New Math? American Heritage, 41(8), 76.

Goswami, U. (2006). Neuroscience and education: from research to practice? Nature Reviews. Neuroscience, 7(5), 406–411. https://doi-org.proxy.bsu.edu/10.1038/nrn1907

Kim, M., & Sankey, D. (2018). Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action. Educational Philosophy & Theory, 50(13), 1214–1227. https://doi-org.proxy.bsu.edu/10.1080/00131857.2017.1395736

Hebb, D. (1961). The organization of behavior : a neuropsychological theory. Science Editions, Inc.

Reber, A. S. (1989). Implicit learning and tacit knowledge. Journal of Experimental Psychology: General, 118(3), 219–235. https://doi-org.proxy.bsu.edu/10.1037/0096-3445.118.3.219

Steinberg, E. E., Keiflin, R., Boivin, J. R., Witten, I. B., Deisseroth, K., & Janak, P. H. (2013). A causal link between prediction errors, dopamine neurons and learning. Nature Neuroscience, 16(7), 966–973. https://doi-org.proxy.bsu.edu/10.1038/nn.3413

Xin W., & Yuanguo L. (2018). Cooperative Learning Method in Physical Education Teaching Based on Multiple Intelligence Theory. Educational Sciences: Theory & Practice, 18(5), 2176–2186. https://doi-org.proxy.bsu.edu/10.12738/estp.2018.5.117

 

 

 

Theory Review: Brain and Mind Learning

 

Dorcas Acherekoh

Department of Teaching, Ball State University

EDAC 635, Spring 2022

Professor:  Dr. Bo Chang

February 10, 2022

 

 

 

 

Student Name	Commented On
Dorcas Acherekoh	Chad miller
Dorcas Acherekoh	Sifat Baig

 

 

                                              Historically           

            Hippocrates (460 to 380 BCE) was the first to identify the brain as a source of human sensation, knowledge, and wisdom; centuries later, the stoic philosophers also considered the human experience to be wholly embodied. However, debates on mind and brain were linked through evolutionary psychology, especially Baldwin in the late 1800s. In his 1755 essay on psychology, Bonnet especially linked mind, brain, and education without proposing any educational program. Then in 1978, we saw the publication of Brain Research and learning (Clay comb). Currently, cognitive neuroscience is making rapid strides in an area highly relevant. John T Breuer's influential paper," education and the Brain: A Bridge too far." (1997), challenged the educational relevance in neuroscience. Breuer (1997) argued that teachers cannot translate neuroscience research directly into practice and proposed that teachers embrace cognitive psychology to better learn.

                                             Theoretically Points

The brain is made up of nerve cells called neurons. They are the basic building blocks of the nervous system, and they store neurotransmitters, which are the chemicals that run the brain and, therefore, the whole body. The brain utilizes neurotransmitters to inform the body to perform everything.

The brain is also a unique organ that processes information simultaneously and gathers itself through human development. The brain is a parallel processor; we need to be mindful of the rules that control and constrain the brain's activities and ensure that our facilitating strategies do not violate these rules (Caine & Caine, 1991). All these research results in a learning approach that is more appropriate to how the brain naturally learns best. The easiest way to understand how the brain functions in learning are to view it as having three levels, each having its form of memory, gathering information, sense of space and time, its way of intelligence, and its means for controlling behavior. This triune brain as a whole works through a precarious, constantly changing balance among the three levels (Caine & Caine, 1991).

             Brain-based education or Brain-Compatible has substantial implications for teachers and learners worldwide. (Eric Jensen) When you are engaged in conscious learning, the tour monitors and manages all your bodily functions and dealing; awareness concerns may become a more significant problem to the learner than education. The use of time must be flexible enough to allow for varying individual situations.

Additionally, the brain allows for both conscious and out-of-conscious learning. A student can learn by reading African Americans' slavery in social studies class and at the same time learning to hate to read history because it is past and gone. We know from our experiences and remember how it happened, not what we are constantly told. Learners and facilitators need to learn how to become aware of and benefit from out-of-conscious teaching and learning through processing the total experience: not just the information and strategies presented by the facilitator. (Caine & Caine, 1991)

              Furthermore, all that we learn is rooted in the context we know. The 'context' involves various components, including social interactions, physical environment, personal comfort, the language used, and the information learned. The brain is responsible for processing these contexts, including facilitators' accounts of gained experience through learning by learners. Facilitating success depends on having learners use all their senses and immersing learners in many different, complex, and interactive experiences over time. ( Mackeracher, 2004)

It means learning involves the entire body and is affected by factors such as health and nutrition. Our eating habits or behaviors are complex and have a lot to do with what is happening inside your brain, not just inside your stomach. Reducing stress is essential for various reasons, including brain health. Stress messes with learning and memory.

                                                   Application

Facilitators should consider the learner's cognitive psychology to better learning or thinking ability. People think differently in various stages of life. Thinking changes over time, and this theory indicates what individuals are capable of as they receive information from different sources, such as the use of technology—acquiring vital information from the environment to assist learners in understanding the needed information. Facilitators must assess the learner's readiness because the development of stages helps to know the information or lessons to teach. For instance, a teacher should not teach calculus in graduate school because it will be boring for learners. Facilitators should provide problem-solving questions and expect learners to solve the problem critically.

            For the brain to function as a parallel processor, instructors or facilitators must utilize modules or new learning topics in multiple formats or presentations. For instance, the facilitator can do a video to introduce a new topic or write lecture notes or instructions in the form of an expression using PowerPoint slides. Learners can be grouped to discuss and share ideas or opinions on the topic. This will usher in the opportunity for learners to perform a given task by facilitators in various ways.

             Brain-based learning supports a practical path to transform schools into complete learning organizations. We are all excellent natural learners without faulty brains, but failing institutions indicate a flawed system. The brain learns best through effective practice and learning experiences. Facilitators must engage and provide learners with various application topics of incidents or activities to avoid distraction to stay focused or take advantage of natural attention. For instance, facilitators can engage learners through teamwork projects to discuss.

 

 

                                                   Reflections

       It was fascinating to have an extensive insight into the brain-mind in learning. Knowing the essential role the brain plays in our body as a health coach, it's no secret that cognitive decline happens to us all as we age. But there are some activities one needs to follow or practice to improve the brain and body. Some critical factors for a healthy brain are hydration, learning new facts, or developing new skills considering a Mediterranean diet. A review looked at the effects of this status on cognitive performance and mood found these factors linked. Finally, this review has motivated me to encourage learners to have a positive mindset, engage in lifelong learning to exercise the brain, and avoid activities that will course their emotional stress.    

                                             Process

I first read chapter five on the brain and mind in learning from the Mackeracher second edition book. Using my yellow marker, I did mark all relevant points or concepts that will support the theory review. I researched essential journals and articles using Google Scholar. I read the selected ones and wrote the vital issues of the theoretical or the main idea.

Summary of theoretical ideas

Main theoretical Ideas	Summary of how to apply main theoretical ideas in practice.
The cognitive approach in psychology is a relatively modern approach to human behavior that focuses on how we reason and solve problems. It assumes that our thought processes affect how we behave.	Facilitators must assess learners' readiness because of the development of stages of life. Therefore instructors at each level should consider an easy and straightforward strategy to impact knowledge. It helps to know the information or topic to teach. Also, facilitators must motivate and guide learners. For instance, (1) The ages between birth to two years: behaviors are limited to sensory perceptions. (2) The ages between two to six years cannot mentally manipulate information and can't understand the point of view of others but learn to utilize language. (3) The ages between seven to eleven gain a better understanding and think logically about concrete activities but are challenging to understand theoretical concepts. (4) The ages between twelve to adulthood develop the ability to reason about abstract concepts skills, plan systematically and think logically.
The brain is a parallel processor. It is a period whereby multiple information is processed within a given time. This works perfectly with the visual system because the brain separates what is seen into colors, shape, depth, and motions.	Prepare topical context using multiple options or methods. Learners may work as a Team or on their own. Facilitators can Write notes show videos presentations using PowerPoint slice.
We are all essential natural learners because of the unique nature of the brain in learning.	Facilitators must develop exciting topics to discuss by learners to share their life experiences. If the learner is interested in the subject, learning increases.
Stress in Learning.  Is a situation whereby the student work rate decreases and causes a lack of concentration.	Facilitators should allow learners to walk around between long hours of teaching & learning or a break from classroom activities to free their mind for a period and engage them in physical exercise to reduce stress.

 

References

Clark, V. P., & Parasuraman, R. (2013, September 12). Neuroenhancement: Enhancing brain and mind in health and disease. NeuroImage. Retrieved February 14, 2022, from https://www.sciencedirect.com/science/article/pii/S1053811913009385

Golombek, D. A., & Cardinali, D. P. (2008). Mind, Brain, education, and biological

         timing. Mind, Brain, and Education, 2(1), 1-6.

            https://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2008.00022.x

Levine, D. S. (2018, November 2). Theory of the brain and mind: Visions and history.            Artificial Intelligence in the Age of Neural Networks and Brain Computing.                      Retrieved February 14, 2022, from 

        https://doi.org/10.1016/B978-0-12-815480-9.00009-8

 Gage, F. H., & Muotri, A. R. (2012). What makes each brain unique. Scientific                   American, 306(3), 26-31.

         https://www.jstor.org/stable/26014253

 FerrariM., & McBrideH. (2011). Mind, Brain, and Education: The Birth of a

      New Science. Learning Landscapes, 5(1), 85-100.

        https://www.learninglandscapes.ca/index.php/learnland/article/view/Mind-Brain-             and-Education-The-Birth-of-a-New-Science/533 

Mackeracher, D. (2004). Making sense of adult learning (2^nd ed.) University of Toronto Press.

https://cognitiontoday.com/brain-based-learning-theory-strategies-and-concepts/#Brain-Based_Learning_Theory