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.