Brain Based Learning

What is brain-based learning?

Brain-based learning is a comprehensive instructional approach that is based on the notion that if the brain is functioning properly and is able to carry out its normal processes, learning will occur. In fact, it is precisely these ‘normal processes’ that allow for learning to occur. As such, what we now know as a “traditional learning environment” (i.e. in a classroom, desks arranged in rows, teachers controlling all learning) can sometimes discourage or impede the brain’s natural processes.

According to Caine and Caine (1994), brain-based learning is structured around the following core principles:

The brain is a complex adaptive system.
The brain is a social brain.
The search for meaning is innate.
The search for meaning occurs through patterning.
Emotions are critical to patterning.
Every brain simultaneously perceives and creates parts and wholes.
Learning involves both focused attention and peripheral attention.
Learning always involves conscious and unconscious processes.
We have at least two ways of organizing memory.
Learning is developmental.
Complex learning is enhanced by challenge and inhibited by threat.
Every brain is uniquely organized.

Here are some instructional models that make use of the brain-based learning approach:

Orchestrated immersion: students are completely immersed in an educational experience
Relaxed alertness: an environment is created in which students are highly challenged without feeling fear or anxiety
Active processing: by actively processing information, students are able to internalize and store that information

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How can the classroom environment be adapted to better facilitate brain-based learning?

Consider the following when trying to design a learning environment conducive to brain-based learning:

A stimulating environment (lots of colour and different textures) that showcases student work
Many places for group work—students need to have ample space to be able to engage with one another which helps to stimulate the social brain
Linking indoor and outdoor places
The school’s motto should be highly visible throughout the school—this gives students a sense of purpose and motivation
Safe places
Displays (of student work, posters, information, etc.) should be changed and updated on a regular basis
All resources should be available to students at all times—this includes both text and technological (i.e. computer) resources that will promote idea development
Flexibility
Change of learning space—students need to have space for quiet reflection that is separate from the space in which they are more active and interpersonal
Personalized space—students need to be able to express their uniqueness and individuality in their learning space
Finding ways to take learning from the classroom into the larger community—this allows students to challenge themselves by taking learning out of the school environment and utilizing the resources and services around them

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How can brain-based learning be used in the second language classroom?

Research on brain-based learning has several meaningful and important implications for the language classroom. As the findings of Fred Genesee (2000) suggest, teachers need to ensure they focus on both the parts and the whole. This means, for example, that while it is important to teach students the mechanics of writing in the second language such as the grammar, punctuation, social register, and so on (i.e. the parts), students need to be able to use those parts in combination in order to fully understand them and be motivated to practice their use (i.e. the whole).

Secondly, learning and teaching can make use of a bottom-up approach (simple to complex) or top-down approach (complex to simple). Recent brain research suggests that the brain centres that accept, interpret and process complex information interact with those centres that accept, interpret and process simpler information; the opposite is also true. For example, the acquisition of simple concepts like vocabulary can be enhanced when they are taught and learned by way of using a context that is complex but also familiar to students.

Finally, students need ample time to experiment and practice new concepts and skills in order for these concepts to become a normal and natural part of the students’ language use. This concept is echoed in the B-SLIM model; both the Getting It and Using It stages of the model urge teachers to give students at least 3-5 different activities in order to practice new concepts.

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Funderstanding: Discussion of Brain-based learning
http://www.funderstanding.com/content/brain-based-learning

Teacher Tap: Brain-Based (Compatible) Learning
http://eduscapes.com/tap/topic70.htm

Design Share: 12 Design Principles Based on Brain-based Learning Research
http://www.designshare.com/Research/BrainBasedLearn98.htm