To 'teach with the brain in mind' means "we are born with most of the brain cells we will have" (Merriam, 2008, p. 50), and as teachers and learners we must be cognizant that the brain changes as it learns. It's important instructors activate learners' previous knowledge because when "storing new sensory input, the brain "looks for" connections to earlier information" (Merriam, 2008, p. 51). New information is more likely to be remembered if the brain can connect it to present patterns. Conversely, learners may find it difficult to remember new information if they can't connect it to existing patterns. Additionally, instructors must remember that if adult learners are stressed, for example about an upcoming test, and don't connect the present material to prior knowledge, what they memorize for the test won't last much past the test.
To 'teach with the brain in mind' means the instructor and learners need to move for the most part, from the "sage on the stage" model to the "guide on the side"; from a "what" to a "how" model . "The brain learns through intrinsic motivation and answering one's own question is more motivation than answering someone else's questions" (Joseph, 2003, p. 2). Instructors and learners must come to expect that learners will construct their own meaning for a majority of the time, versus the instructor standing at the front of the room giving learners the information. Learners' brains are stimulated differently with the "guide on the side" versus the "sage on the stage". For the "guide on the side" model, instructors should consider Jensen's seven stages that makes sense to the brain.
Instructors need to Pre Expose learners to material before jumping right in; "Pre exposure helps the brain develop better conceptual maps" (Karen Brooks' PowerPoint, 2008, slide 3). To aid the brain in learning, the instructor needs to encourage learners to eat healthy and drink adequate amounts of water. The brain needs more energy than any of the other organs and can become rapidly dehydrated. Next, the instructor needs to Prepare at least a week ahead of time, then pique the learners' interest in the topic through a hook or surprise in order to involve the learners' emotions. Instead of the instructor introducing one piece of the topic at a time, he/she should consider "throwing everything but the kitchen sink" at learners. This stage is Initiation and Acquisition, and the feeling of temporary overwhelment or disequilibrium will encourage learners to discover and research on their own. This is similar to what happens in the real world and over time the learner will sort things out. Instructors should offer a variety of activities that focus on multiple intelligences which also allows learners to construct meaning through their strongest mode of learning. The next stage is Elaboration or when the learner really thinks about the material and makes sense of it. To aid elaboration, the instructor can have learners develop an evaluation tool such as a rubric and/or have them do the teaching in pairs or small groups. The fifth stage is Incubation and Memory Encoding. As previously mentioned, the brain learns things better over time instead of all at once, and this stage emphasizes down time and review. Instructors might allow time for reflection, journaling, walk and talks with a partner, and encourage learners to share what they have been learning with friends and family. The next stage is Confidence and Verification Check. The instructor needs to ensure the learner indeed learned the material, but the learner also needs to confirm this for him/herself. "Learning is best remembered when the student possesses a model or metaphor regarding the new concepts or materials" (Karen Brooks' PowerPoint, 2008, slide 8). The instructor might consider learners showing what they have learned through a project or they might write about it in an article, essay, report, or journal. Additionally, learners can demonstrate their new knowledge via skits or role plays, or through a summative evaluation. The final stage is Celebration and Integration and as with the Prepare stage, this stage must involve learners' emotions and should be fun, so learners learn to love to discover, inquire, and learn.
To 'teach with the brain in mind' doesn't mean sitting all day and for children, going all day without recess or the opportunity to move around. To aid learners' memory, instructors need to engage learners' senses and for example, move class outside of the classroom, move to a different room, play music, etc; instructors need to mix it up. Instructors and learners need to laugh on a regular basis, too much stress reduces the brain's ability to learn. The instructor and learners need to be actively engaged in the topic being studied because a bored brain also has a negative impact; loss of focus. "The most successful learning environments from the perspective of developmental intentions are those that provide high support and high challenge" (Merriam, 2008, p. 57).
To 'teach with the brain in mind' means the instructor and learners need to move for the most part, from the "sage on the stage" model to the "guide on the side"; from a "what" to a "how" model . "The brain learns through intrinsic motivation and answering one's own question is more motivation than answering someone else's questions" (Joseph, 2003, p. 2). Instructors and learners must come to expect that learners will construct their own meaning for a majority of the time, versus the instructor standing at the front of the room giving learners the information. Learners' brains are stimulated differently with the "guide on the side" versus the "sage on the stage". For the "guide on the side" model, instructors should consider Jensen's seven stages that makes sense to the brain.
Instructors need to Pre Expose learners to material before jumping right in; "Pre exposure helps the brain develop better conceptual maps" (Karen Brooks' PowerPoint, 2008, slide 3). To aid the brain in learning, the instructor needs to encourage learners to eat healthy and drink adequate amounts of water. The brain needs more energy than any of the other organs and can become rapidly dehydrated. Next, the instructor needs to Prepare at least a week ahead of time, then pique the learners' interest in the topic through a hook or surprise in order to involve the learners' emotions. Instead of the instructor introducing one piece of the topic at a time, he/she should consider "throwing everything but the kitchen sink" at learners. This stage is Initiation and Acquisition, and the feeling of temporary overwhelment or disequilibrium will encourage learners to discover and research on their own. This is similar to what happens in the real world and over time the learner will sort things out. Instructors should offer a variety of activities that focus on multiple intelligences which also allows learners to construct meaning through their strongest mode of learning. The next stage is Elaboration or when the learner really thinks about the material and makes sense of it. To aid elaboration, the instructor can have learners develop an evaluation tool such as a rubric and/or have them do the teaching in pairs or small groups. The fifth stage is Incubation and Memory Encoding. As previously mentioned, the brain learns things better over time instead of all at once, and this stage emphasizes down time and review. Instructors might allow time for reflection, journaling, walk and talks with a partner, and encourage learners to share what they have been learning with friends and family. The next stage is Confidence and Verification Check. The instructor needs to ensure the learner indeed learned the material, but the learner also needs to confirm this for him/herself. "Learning is best remembered when the student possesses a model or metaphor regarding the new concepts or materials" (Karen Brooks' PowerPoint, 2008, slide 8). The instructor might consider learners showing what they have learned through a project or they might write about it in an article, essay, report, or journal. Additionally, learners can demonstrate their new knowledge via skits or role plays, or through a summative evaluation. The final stage is Celebration and Integration and as with the Prepare stage, this stage must involve learners' emotions and should be fun, so learners learn to love to discover, inquire, and learn.
To 'teach with the brain in mind' doesn't mean sitting all day and for children, going all day without recess or the opportunity to move around. To aid learners' memory, instructors need to engage learners' senses and for example, move class outside of the classroom, move to a different room, play music, etc; instructors need to mix it up. Instructors and learners need to laugh on a regular basis, too much stress reduces the brain's ability to learn. The instructor and learners need to be actively engaged in the topic being studied because a bored brain also has a negative impact; loss of focus. "The most successful learning environments from the perspective of developmental intentions are those that provide high support and high challenge" (Merriam, 2008, p. 57).
References
Brooks, K. The 7 stage brain based learning lesson planning outline. 2008. Retrieved from http://www.slideshare.net/kbrooks/the-7-stage-brain-based-learning-lesson-planning-290516.
Joseph, J. Learning with the brain in mind. Focus Education Australia, 2003.
Merriam, S. B. Third update on adult learning theory. San Francisco: Jossey-Bass, 2008.
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