Syllabus design Brain and Mind

 Syllabus Design-Brain-Based Learning

EDAC 635 Group 1 Spring 2022

Dr. Bo Chang

3/20/22

Members	Roles	Commented on
Dorcas Acherkoh	Syllabus design, Introduction, collect information for topic	Group 4
Rhonda Jones - group leader	Google Docs, Rationale, Reflections, Syllabus Design	Group 3
Chad Miller	Coordinate Zoom meetings, Syllabus design, Tables, Cleanup	Group 2

Introduction

           The relationship between the brain, mind, and learning is to understand the cognitive aspects of learning. Instructors should embrace cognitive psychology to deeply understand because it was argued that instructors could not translate neuroscience research directly into practice. Therefore, they must comprehend how the brain develops and functions better to meet learners or students at their point of need based on educational theories such as brain-based learning. Students will utilize the brain and mind in learning, considering the meal plan to develop healthy options using measurements, conversions for halving, and substituting recipes to achieve healthy eating. The four-week course will allow the students to work in a comfort environment. They will also use brain based exercise and experience to help retain information.

Rationale

Brain-based learning relies on knowing the anatomy and physiology of the brain to create lesson plans and learning.  By considering the brain as a complex computer and knowing how it works, we can maximize learning. (Mackeracher, 2004.) 

The brain works best when in a relaxed or safe state.  Mackeracher implies the brain will power down and not receive information when in an excited or fearful state (2004). The brain goes into survival mode and cannot focus on the task at hand.  Bellah et al. mentioned the first stage of brain-based learning being relaxed alertness, creating the optimal emotional climate for learning. For this reason, the environment becomes an important part of brain-based learning.  In this healthier eating program, we address the environment by letting the learner start the program in their kitchens using their own recipes without the pressure of cooking in a group setting.  We also address this by allowing the learners to discuss their findings and share their recipes with others in the group before having to perform or cook in the group setting. 

The second stage of learning is orchestrated immersion, creating optimal opportunities for learning (Belluh et al. 2008). The brain processes information better by having experiences to associate it with.  The health eating program will give the information in the form of a healthier recipe of the beginning task to be cooked by the group.  The group will discuss the recipe they have just completed.  This adds to the reinforcement of the information.  The group will also be given the information in handouts to go over.  The information will include the food pyramids to assure all are getting the proper foods and portions, healthier alternatives to increase nutritional values, and measurements and conversions to stimulate the brain. 

The brain learns best through effective practice and learning experiences. To put the information into practice the learner will be asked to recreate a recipe of their choice to be healthier.  The learner will create the new recipe in the group kitchen.  The learners will share their recipes and discuss.

The third stage is the active processing of experience, consolidating the information.  The learner is processing the information to be retained. The learner will use the experiences to self-reflect.  The learner will search for meaning.  In our healthier eating course, this will be done in group discussions and creating a food plan for the week.  The information is retained by associating a meaning that can benefit the learner.  

Syllabus  

Course Title

Healthy Eating- creating healthier versions and meal plans

Location

Community Kitchen

Veggies R Us 

123 Green Giant Way

Dietburg, IN 12345

Dates

Dates: Thursdays of April 7, 14, 21 and 28 

Time

Class Time: 5 pm-7 pm

 Instructor

Ms. Healthy Eating

 Contact Information

Phone: (555)555-5555

Email: Veggiesrus@eatyourveggies.com

Course Description

This course is a four-week course designed to give learners wanting to eat healthier the knowledge and methods to increase nutrition by substituting healthier alternatives to recipes. Participants will prepare meals and share recipes using the provided information for healthy eating. Topics will cover healthier alternatives, food pyramids, and healthy portions. Upon successful completion of this course, learners will feel comfortable creating meal plans with healthier options and recipes.

Objectives

1. Prepare, share and discuss favorite  CHILI recipes

2. Become familiar with healthy alternatives, food pyramid, and portioning

3. Calculate portions, substitutions, and changing recipes (halving or doubling)

4. Create a healthier version of a favorite recipe incorporating new information.

5. Prepare, share, and discuss healthier versions of a favorite recipe. 

6. Become comfortable creating a healthy meal plan.           

Reading/Learning Materials

Handouts and lectures

Assignments and Due Dates

All readings and recipes are expected to be completed before class 

Learning Tools and Methods

Home kitchen

Community Kitchen

Ingredients

Lecture

Handouts

Worksheets

 

Class Schedules and Topics

Date	Topics To Cover	Prep
Week 1	Kitchen orientation Supplies and equipment. Chili cookoff Share favorite recipes cooked in the community kitchen.	Chili Recipe completed in-home kitchen and brought to community kitchen to share
Week 2	Healthier Chili Cook a healthy alternative chili provided.	Read handout for healthier chili ingredient options.
Week 3	Distribute and go over healthy alternative information Food pyramid, healthier options and portions, and measurements worksheet. Sample healthy snacks	Read over information on the food pyramid, healthier options, and do a worksheet for calculating recipe portions and measurements.
Week 4	Recreate a favorite recipe with a healthy alternative Cook and share your recipe with the group. Group discussion.	Create a healthier alternative to your favorite recipe to share with the group.

Grading Criteria and Standards

Recipe to be completed and brought to the first class session.

Final recipe completed and shared with the group. 

Attendance Policy

Attendance and punctuality are required for all sessions for the successful completion of this course. Any absence could result in an incomplete course.

Course Agenda

PRE CLASS- cook your chili recipe to share with the class

WEEK 1 April 7, 5 p.m.- chili taste test. 

6 p.m.- discussion on recipes. Given healthy alternative ideas for chili ingredients options.

WEEK 2 April 14, 5 p.m.- cook healthier chili with the given recipe in community kitchen

6 p.m.- taste test and discussion.

WEEK 3 April 21, 5 p.m.- sample healthy snacks.  Go over lectures on healthy alternatives, food pyramids, and measurement conversions.

6 p.m.- given assignment of recreating a loved recipe with healthier options.

WEEK 4 April 28, 5 p.m.- Cook and share recreated recipes in the community kitchen.

6 p.m.- taste test and discussion

Reflection

Highlights - The main highlight of the syllabus design was using the physiology of the brain to increase learning.  In this design, we used a comfortable environment to allow the learner to feel safe and relaxed. In a relaxed state, the brain can accept new information and experiences. The learner was then given multiple ways to take in the information- worksheets, information forms, activity, and discussion.  After the information is given, the learner is given time and discussion to find meaning and purpose in the information to aid in retention. 

Process - The teamwork component was important in the process of this syllabus design.  We decided to meet weekly or more if needed via Zoom.  The meetings allowed the group to brainstorm, collaborate on ideas and discuss the strengths of team members.  We used the group plan and stuck to deadlines.  Google Docs was created as a “bulletin board” to share information and work.  A separate Google Doc was created to move finished products. The success of the project was dependent on effective communication and working with the strengths of each member. The group worked well together and was respectful of others.  The syllabus design project was enjoyable and educational because of the effective teamwork of the entire group.

Summary Table

Aims for design	Main theoretical ideas	Main activities in the syllabus	Methods/Tools/Strategies (rationales)
Using something they already are doing to bring them into the learning environment with safe connections.	The brain works best when in a relaxed or safe state.	Cooking in a familiar place at first.	Letting the learners start the program in their kitchens using their recipes without the pressure of cooking in a group setting will reduce threat perception.
We are not only providing information about healthier choices, we are asking them to incorporate the information into a familiar process.	Orchestrated immersion. The ability of the brain to process information is better by having experiences to associate with.	The students will cook in the common kitchen the new recipe with substituted ingredients as an example	They have presented options and given a chance to try them in a real kitchen with a completed substituted recipe
The students are asked to experiment with the new information to  find a good result.	The third stage is active processing of experience, consolidating the information.  The learner is processing the information to be retained. The learner will use the experiences to self-reflect.  The learner will search for meaning.	The students will cook at home using substituted ingredients of their own choosing	They are using the information in cooking at home, actively performing the tasks they are asked to learn and apply the information given. Discussion - elaborate

Information and Handouts

Food Pyramid

https://www.eufic.org/en/healthy-living/article/food-pyramids-plates-and-guides-building-a-balanced-diet

https://www.hsph.harvard.edu/nutritionsource/healthy-eating-pyramid/

Food Plate

https://www.verywellfamily.com/what-you-need-to-know-about-the-usda-myplate-2764758

Healthy Alternatives

https://www.eatthis.com/healthy-food-substitutes/

https://www.nurturelife.com/blog/healthy-alternatives-common-foods-better-diet/

https://brighamhealthhub.org/ten-simple-substitutes-for-healthy-eating/

Math Equation worksheets

https://www.multiplication.com/our-blog/jen-wieber/applesauce-cake-kitchen-math-and-pdf

https://teachersherpa.com/template/Thanksgiving-Dinner-Reading-and-Math-Worksheets/6e3a2c6f-7a2f-42d5-b610-33e1c279b30a/details?authorName=Sally%20Boone&afmc=e9da2b6e-4b6f-429d-a355-2dbbef927c4b

Brain Health Information 

 The Pillars of a Nutritious Life for Brain Health

It’s no secret, cognitive decline happens to all of us as we age. But, there are things we can do to slow this decline down and to improve brain health and cognitive function. It’s only fitting to explain these approaches using some of the pillars of a Nutritious Life. 

Sweat Often. Exercise has been proven to not only slow cognitive decline but improve cognitive functioning. Exercise stimulates blood to the brain and is proven as being beneficial in people with Alzheimer’s disease and dementia. The research is fascinating. In one study, elderly exercisers and non-exercisers played memory-based video games and their brain activity was tracked. The exercisers showed more brain activity and non-exercisers showed that they can increase their brain memory and functioning with even small amounts of physical fitness improvements. Another study showed exercise improved executive function in just over 6 months - a short time to invest in such a big payoff. 

Eat Empowered. The research is clear that what we eat can have a huge impact on brain health. There’s solid evidence that following the MIND diet, which combines aspects of both the DASH diet and the Mediterranean diet, can promote brain health, lower the risk of Alzheimer’s disease, and slow cognitive decline related to age. One study found that participants with the greatest adherence to the MIND diet saw improvements to their brains that were equivalent to being 7.5 years younger compared with people who didn’t follow the diet. The MIND diet promotes eating leafy greens and other vegetables, nuts, berries, beans, whole grains, fish, poultry, olive oil, and red wine while limiting the intake of red meat, butter, cheese, desserts, and fried foods - essentially, an overall healthy diet. A few specific foods have been found particularly beneficial for the brain. Several studies have looked at how blueberries and other berries can reverse age-related memory decline, likely thanks to their phytochemical content. Research suggests beets may increase blood flow to the brain, omega-3 fatty acids from fish have been linked to greater intelligence and brain function, and diets high in all fruits and vegetables are associated with a lower risk of dementia and slower rates of cognitive decline in older age. Work with clients to shift their habits to include more of these brain-friendly foods and less of the foods that may be contributing to the risk of brain disease.

 

Sleep Deep. This cannot be emphasized enough when it comes to brain health. When you are in shut-eye mode, your body is doing so much brain, memory, cognition, and mental functioning work. The studies here are strong. More and better sleep is directly linked to better memory performance. Some studies say that repairing poor sleep from sleep apnea or insomnia improves cognitive functioning and other studies conclude that slow-wave sleep (SWS) equates to less cognitive decline. SWS is thought, by some investigators, to play an important role in cerebral restoration and recovery in humans. More research needs to be done, but we know that there are many additional benefits to quality sleep including helping maintain weight. It’s important to stress the importance of sleep for all of your clients, especially when people report feeling “foggy.” Go back to all you have learned on good sleep hygiene.

 

Love More. Socializing is important. Human interactions strengthen neural ties and improve both memory and cognition. We know people who are socially isolated are more prone to depression and an accelerated cognitive decline. Also, being mentally stimulated - who use their brains reading, writing, doing crossword puzzles, playing board or card games, engaging in group discussions, and playing music - have richer cognitive functioning than couch potatoes, so engaging in these types of activities are essential to good brain health. Ten minutes of sudoku, peeps. Incorporate this into lifestyle plans you create for your clients where appropriate.

 

Stress Less. Reducing stress is important for a variety of reasons, including brain health. Stress messes with learning and memory so make sure to help your clients amp up on that pillar for brain strength. In one study, cortisol levels were measured in 2,000normal, healthy subjects who showed no signs of dementia. The subjects with the highest cortisol and the most stress had poorer cognitive functioning when tested; the association was found in both men and women.

 

Live Consciously. This pillar is all about being more aware of how your choices affect the world around you and the outside environment may be connected to brain health. Research suggests that exposure to pollution and toxins can negatively impact the health of your brain. One study found children who live in severely polluted areas performed more poorly across a variety of cognitive tests, had fewer white matter volumes and demonstrated cognitive deficits compared with children in less polluted areas. Other evidence suggests outdoor air pollution may have a significant impact on the central nervous system and inhaling air pollutants may be detrimental to our brains. Work with clients to reduce toxins and pollutants in their personal lives, which will ultimately contribute to the greater picture of global pollution.

 

Drink Up. Hydration is key for a healthy brain. A review that looked at the effects of hydration status on cognitive performance and mood found that these factors are linked. Several studies have found that dehydration can impair cognitive abilities such as short-term memory, psychomotor function, and sustained attention. Other studies have consistently found associations between dehydration and mood. On the flip side, we know alcohol can impair brain function. Research finds excessive alcohol use as a major cause of dementia. An estimated 10% of early-onset dementia cases are likely due to alcohol-related brain damage and potentially 10-24% of dementia cases in nursing homes can be tied to alcohol use. As for caffeine, lifelong coffee or tea caffeine consumption can have benefits and has been associated with reduced risk of stroke, Parkinson's disease, and Alzheimer's disease and prevention of cognitive decline. Work with clients to fit in more water, cut back on alcohol and find a caffeine habit that works for them.

 

Nurture Yourself. Self-care is essential for overall health and your brain sees these benefits. Research has found aromatherapy and massage support the autonomic nervous system.

Aromatherapy has even been used as a complementary therapy in people with dementia. Spending time in nature can have big benefits too. One study found taking an hour walk through the countryside can boost cognitive recall by nearly 20%. Don’t discount the power of a little self-care time for your brain.

Sources

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

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