November/December Monthly Summary

I commented on groups 1 & 4

The month of November ended a lot more quietly than it started out.  I was much more able to keep up with the work even though I had a lot more personal distractions going on outside school and work.  In terms of the course, after completing my syllabus design I had it reviewed by two different education professionals who provided me feedback on the work I showed them. 

As I have stated, I found the feedback to be a bit weak because they focused on things like providing dates and information about support services and didn't really focus on the content the way I would have liked.  I believe that may have been my fault for not explaining better what I wanted or it also could have been that they were just unfamiliar with the subject matter and didn't know how best to provide feedback.  Either way I found other responses from my classmates and comments from my blog to be more useful.

I also completed my project demonstration for which I used the program Prezi.  This was my first time using that program and I will admit to a bit of frustration with the steepness of the learning curve.  I think if I had a little more time and patience I could have made it a better work but I am happy with what I put together. Reflecting on the work I have done in this class I feel pretty good overall.  I struggled turning theory into practice on some levels but I was also able to take a pretty abstract concept and turn it into something that could be used as the basis of real work which makes me happy.

I would really have liked to focus more on the differences between the ideas of the Brain and the Mind as separate concepts but this project and the time requirements didn't really allow for it.  I think if I continue this research into the next course I might choose to add that component to what I have already done.  Maybe working the two areas together will help me present a more compelling case. 

I also submitted my literary review for consideration at an upcoming conference but sadly it was not selected.  While it is disappointing it was my first time doing something like that and I am happy that I actually took the time to submit.  I will try to do it again with a better body of work in the months ahead.

Overall I have enjoyed this course.  I think it has been a little easier for me to manage than the other course that I am in but that may be because I am working independently here where I am not in my other course.

Project Demo

I commented on groups 3 & 5

Project Demo: The Brain - Final Presentation

Abstract

This is a project demonstration that seeks to combine the body of work conducted over the course of the semester in EDAC 635: Strategies for Teaching Adults.  The goal for this project was to take the central concepts of brain-based learning and apply theory to create a working syllabus.  The goal for the syllabus was designed to provide a basic structure for a program that uses the concepts of brain-based learning applied to a physical education program.  The program itself was designed to provide students with a basic understanding of physical fitness, health monitoring and nutrition.  Students were expected to participate in lectures, hands-on demonstrations and reflective activities that would ideally lead to learning through repetition and practice.  Since the target is an adult audience the program was also meant to be flexible and provide opportunities for students to come and go as the please picking up information that was of interest to them at any given time. 

The syllabus itself provided clear instructions and calendar that would guide the students through the course from day to day. It also provided guidance on dates of attendance, course material to be used and links to useful resources.  Students were expected to register for and learn to use myfitnesspal to help them through their learning.  Links were also provided to assist in the creation of food logs, exercise programs and other activities.  There is also a consideration of the general thought regarding grading criteria.  Finally Feedback from evaluators is summarized and used to provide insights regarding next steps should this exercise continue beyond this course.

Prezi is used as an attempt to incorporate technology and present the information in a way that is creative and entertaining to the audience.

Syllabus Design Feedback and Review

Evaluator One: Assistant Vice Chancellor Of Student Affairs/Adjunct Business Faculty, Ivy Tech Community College – Northeast, Fort Wayne, Indiana

Qualifications: Oversight of Academic Advising, Student Success Strategies and Retention initiatives for the regional campuses – Teaching, business, accounting and introduction to college success courses
Feedback:

I liked that under assignments the expectations were identified for students 
I also liked all the elements that were included within the syllabus
What I think should be improved:

·         I would list the purpose of the class first and move the meeting dates and locations closer to the schedule/calendar for clarity and to help with structure as you are going over the syllabus with the students on the first day.

·         Also, for the calendar I believe it is helpful to students to have specific dates listed--again for clarity and planning.

·         Under materials needed, fitness attire was listed, but there wasn't any reference to the use of the fitness attire in requirements or assignments. 

·         I think the grading criteria should be more defined. How can a student receive a certificate but not be required to attend each day and or complete any type of assessment to ensure they have mastered the material?  I just think there could be more clarity around expectations to receive the certificate of completion. 

·         Lastly, I would suggest adding listings of relevant support services such as tutoring, library, disability support, trio etc. Statements regarding plagiarism and other pertinent statements specific to the institution should also be included such as environments free from harassment etc. 

I found the feedback that was provided by evaluator one to be a bit of a mixed bag.  Because so much of her role is focused on retention strategies and student outcomes I think she focused more on content and actual design in some areas that I really hadn’t expected her to.  This is good on some levels because the overall goal of any course should be to ensure that the information you are trying to present to the learner is going to come across in a clear and easy to understand way.

The first point that was made with regard to putting the purpose of the course is also helpful. I think I took for granted that a person would know why they were taking a basic introduction to exercise, fitness, and nutrition course without needing to state it explicitly however from the standpoint of providing structure and easy of information processing on the first day of class this comment is valuable.  I think the same can be said for adding specific dates for the calendar.  I left them out with the thought that it would be easy to use this same syllabus at different times of the year so it would be best from that position to not put specific dates.  Again putting the needs of the student first I could see how it might be a good retention step so that students could plan ahead for their work and other obligations if I gave them specific dates for what would be covered. 

The comment about the fitness attire was a bit confusing to me because again I am working on a course that is designed to focus on working out so I don’t know if I see the need to add a statement about when the student will need workout clothes but this is again another personal preference situation I think.  I don’t see that it adds much value to say in the schedule what clothes to wear when I the beginning of the document I state that indoor workout attire is required in the materials needed section.

Grading criteria was an area I wasn’t sure about.  I debated for awhile about the need to outline grading criteria.  My thought was to make this a very flexible course that students were taking for their own personal interests.  This would not be tied to grades or a particular course of study it was strictly meant to be a personal enrichment exercise.  Because of this I left out areas for specific evaluation and even made attendance to all sessions optional.  Students can ideally take whichever parts they feel will add the most value to them and discard what is not of interest.  I added the certification piece as a draw for people who might be interested in more advanced practice and needed some evidence of basic knowledge as is sometimes required for health and wellness programs.

I like the suggestion of additional support services however it comes across very generic to me on some levels.  I think the point there was to show that there are options for additional support services if need like tutoring and study skills management however is that something that would be necessary for a personal enrichment course?  I don’t think so but it could also be that It is there as standard verbiage for all courses.  Same goes for the statements about policy.  Overall there were some good points in this review but I think some of the finer points might have been lost in the evaluation.  This is still a valuable set of suggestions

Evaluator Two: Registrar, Adjunct Business Faculty, Ivy Tech Community College – Northeast, Fort Wayne, Indiana

Qualifications: Campus Records Retention – Teaching, business, accounting and introduction to college success courses

Feedback:

Under "Objectives" -- be sure that the points are grammatically parallel to the "At the conclusion of this course, students will..." heading.  For instance, "At the conclusion of this course, students will....'develop a safe and effective workout routine' " OR "BE ABLE TO develop a safe and effective workout routine."

*Is attendance optional?  Is this a for-credit course?  How will the students' final grades be calculated?

What I liked:  

Dividing the schedule into hour increments will keep the instructor accountable to a timeline, but will also help students know what is going on when.

            This review seemed more focused on the grammar and style elements of the syllabus than on the content.  As with the first evaluator I think the focus on attendance is not necessary because ultimately the student is coming at his or her own leisure and doesn’t need to attend all the sessions to get the most value out of the program.  There is also a consistent them of interest in having a grading scale or some way to identify progress within the program.  Maybe a daily check off or peer evaluation form can be provided to help address the need.

            I also liked the way the schedule was broken down and the interest in holding the instructor and the students accountable to what is being presented.  It is interesting that both reviewers were consistent about making sure the student was well informed about the class meeting times and dates.  This maybe a topic for more discussion.

            I have mixed feelings about these two reviews. I think that there are some valuable comments and themes in the feedback but ultimately they seem to have missed the point of the assignment and focused on things that really don’t seem that important to me.  I am cautious about this though because having never taught myself I can’t be sure if some of the concerns are valid or just nitpicky extras that have no real bearing on the success of the program.  Regardless I appreciate the assignment and the feedback that was given by my reviewers.  

October Monthly Summary

I commented on October Monthly Summaries for groups 3 and 4

October Monthly Summary:

            The month of October was incredibly packed in this class. We had the program investigations and then the syllabus designs that were due.  I continued to focus my efforts on the functional workings of the brain and how they relate to student learning.  The programs I reviewed gave me some good ideas with regard to ways of stimulating learning and how to take advantage of theories that relate to brain based learning.  What I love about my topic is that there are so many different directions that a person can take to approach a theory of learning.  I sometimes found it hard to remain focused on any one idea to create a well thought out process.

I was challenged with turning some of my theory based ideas into actual usable practices.  This came into focus when I went from the program investigation to the actual syllabus design.  I think for the lion share of this course I have been thinking in terms of theory and very focused on the brain and not asking myself how what I am doing would be put into practice in the field.  When designing my syllabus I had to take a step back and really question what my takeaways had been and how I wanted to push them to the next level.  I finally did pull it all together and came up with a program that I could relate to my everyday life and my passion for exercise and fitness. 

The next step in this process is to find an academic to review my syllabus and get their feedback with regard to my work.  I am worried that I won’t find the 2 required in the time I have to get it done.  Hopefully I will find a few willing participants in the next few days that can help me with some quick feedback.  Shortly after that we will have our final paper due so I am really going to be working hard to get that done.  I have really enjoyed this course I am really thinking this topic might make a great thesis if I can keep it going.

 

Syllabus Design

 

I commented on Syllabui from groups 3 & 5

 

 

 

 

Brain-Based Learning Syllabus Design

William (Chris) Cathcart

Ball State University

October 3, 2013

 

Introduction:

            This paper is designed to show an example of a simple syllabus design for a brain-based learning program.  Specifically, for this assignment an outline is created for a five day training session built around teaching adults basics of health, fitness and exercise practices.  The target audience here is the working adult who is interested in weight management, exercise and fitness, and nutrition basics.  This mock syllabus will provide key information about the course including:

·         Course Meeting Dates & Locations

·         Course Objectives

·         Purpose

·         Format

·         Materials Needed

·         Schedule 

Students are given a very clear understanding of the expectations of the course and what deliverables will be required at each step in the program.  Helpful links are also provided as examples of how to approach different assignments.  At the conclusion of the course students should have a self-created quick reference guide that they can use to develop their own fitness and nutrition plans or as a study guide to use in preparation for a nationally recognized personal training certification program.

The assignments draw heavily upon work presented by Cain and Cain (1991) to provide a set of general principles upon which active brain functions are engaged to optimize learning and retention.  Other key concepts that are explored include brain plasticity as it relates to learning, Tri-brain hierarchy, optimal brainwave activity, and left/right brain skill dominance. The basic structure of this design is based on work previously outlined in a literary review of brain-based learning and two program reviews with the same subject focus. 

Rationale

This program uses traditional theories of brain-based learning to introduce a few key components necessary for the development of a solid exercise and fitness routine when partnered with sound nutrition practices.  The subject matter is presented in a format that builds on itself with each successive day.  The syllabus is designed to provide a detailed account of what to expect at each stage in the program.  The schedule provided in the syllabus will define what topics are covered on each day and what exercises the student will be expected to complete.  A final deliverable is also described so that students can begin planning their work from day one.  The design follows the same formula for success as other popular programs of similar focus.  Documented principles of brain-based learning are used to maximize potential for learning and successful demonstration of subject matter presented. 

Drawing from several theories of brain-based learning, this program seeks to activate learning centers by activities that stimulate cognitive interaction with physical interactions.  Several key assumptions are made about learning processes that are related to brain function that are key to this program’s execution:

·         Repetition of action increases opportunities for learning

·         Pattern recognition and relationship based learning can occur more quickly through brain plasticity concepts

·         Controlled brainwave activity through the use of external stimuli maximize learning potential and retention

·         Time limits and structured learning

·         Mixing knowledge transfer methods will stimulate brain hemispheres to achieve different types of learning (Caine & Caine, 1994)

Each of these assumptions is embedded at differing levels within the program and is made clear in through the layout and design of the syllabus.  For example, sequencing of information is very important to the learning process (Dendy, 2011).  Each session is delivered in three parts:

1.      Lecture – introduces new concept and relevant information near the beginning of the session when the brain is most engaged and likely to remember information

2.      Group practice – Students work in groups to practice newly learned concepts and develop deeper knowledge through shared experience and repletion of exercises

3.      Reflective demonstration – Students demonstrate their learning through reflective writing exercise to reinforce the day’s learning activities.

Ideally all activities are performed in an environment that is comfortable but not relaxing and presented in a way that students feel free to question, explore and reflect on their experience from day to day.  The continuous change in activity and mixing of lecture, group and hands on learning should act to stimulate both analytical/temporal centers and gestalt, more non-linear centers at the same time.  By doing this the student is not hindered by an individual learning style and is instead able to take in information as he or she deems appropriate. 

Because this is a course focused on exercise and fitness, some consideration is given to the potential physical needs of the body.  Students are encouraged to get up and stretch grab water and interact as necessary to ensure the optimal level of mental activity is maintained.  All these techniques are designed to maintain brainwave activity at or near the level consistent those of typical beta waves, 13-26 cycles per second (Mackeracher, 2004 p.95).

The ideas presented in this course are designed to be portable and easily adapted to the specific needs of the student.  Links and other helpful Information are provided within the syllabus.  Students are encouraged to seek share their own personal experiences of success or failure with their fitness commitment and to form their own support teams to help facilitate future success. 

 

Syllabus

 

Exercise, Fitness and Nutrition: An introduction for working adults

Course Meeting Dates & Location

This is a 5 day course that meets Monday-Friday From 12pm and ends at 3pm in the Student Life Center Computer Lab A across from the gym.  The course will be offered 4 times during the semester on the first week of every month. 

Objectives   

At the conclusion of this course students will:

·         Be introduced to basic concepts of healthy living

·         Be able to identify key muscle groups

·         Develop a safe and effective workout routine

·         Track and improve dietary habits

·         Prepare for personal training certification training

 

Purpose    

To provide students with a comprehensive understanding of the importance of good exercise and fitness through practical learning experiences leading to the development of a framework for a lifetime of healthy living

 

Format

This training course is meant for small to medium sized groups of no more than 15 students.  The course will progress in three stages from lecture with time for question and answer in the first hour; partner assignments with skill repetition components in hour two; and reflective activity in the final hour of the course.  The each day is focused on a specific topic and will provide a unique exercise that will come together at the end of the program to form a comprehensive outline for future use.  Students are welcome to participate in the entire course or drop in for individual sessions as needed.  The final day will be extended by one hour to accommodate awards and certificate of completion celebration.

 

Materials Needed

·         Textbook: Villepigue, J & Rivera, H (2011).Fitness Bible for Men/Women: The Way to

Physical Perfection. (3rd Ed.). New York, Heatherleigh Press

·         Internet access to my fitness pal http://www.myfitnesspal.com/

·         Appropriate exercise and fitness attire for indoor training

 

Assignment

Students will work each session on the creation of a comprehensive workout and meal plan that will be evaluated at the end of the week.  The plan will be self-directed however students are expected to work with a partner to collaborate and share ideas.  The plan will be based on the information provided during each part of the lecture progressing from cardiovascular training to specific muscle groups.  Once all lectures are complete, each student will compile the work into a binder for peer review on the final day of class.  Students may reference their text book for examples as well as the following links as additional resources:

http://www.nerdfitness.com/blog/2010/02/15/how-to-build-your-own-workout-routine/

http://www.sparkpeople.com/resource/fitness_plan_generator.asp

http://www.myfit.ca/fitnessprograms/designaworkout.asp

 

Schedule

Monday                               12pm-1pm: Intro to Health & Fitness

                                                1pm – 2pm: Partner Assignment and Tour

                                                2pm-3pm: Lab Assignment – Register for My Fitness Pal online

 

Tuesday                               12pm-1pm: Cardiovascular Health Systems and Fitness

                                                1pm-2pm: Partner Assignment Vital signs tracking and measurements

                                                2pm-3pm: Demonstration of selected Cardio equipment and create

                                                                   exercise plan for cardiovascular health

 

Wednesday                        12pm-1pm Muscle Groups & Targeted Exercise

                                                1pm-2pm Partner training exercise

                                                2pm-3pm Develop full body workout plan using selected exercises and

                            equipment

 

Thursday                             12pm-1pm Nutrition Basics

                                                1pm-2m Partner exercise my fitness pal tracking

                                                2pm-3pm create meal plan

 

Friday                                    12pm-1pm Summary of key concepts

                                                1pm-2pm Evaluate partner workout & meal plan

                                                2pm-3pm Revise individual plans and present for evaluation

                                                3pm-4pm Certificate & Award Celebration

 

Grading Criteria

This course is meant to be a personal enrichment exercise aimed at improving the students understanding of his or her own personal fitness goals and providing resources for future use.  While there is no formal grading criteria students will receive a certificate of completion and will be eligible to participate in the next level of course which aims to build on the information provided in this course with the goal of becoming a certified personal trainer. 

 

References

Caine, R. N., & Caine, G. (1994). Making Connections: Teaching and the Human Brain. Reading, MA: Addison-Wesley.

Dendy, C. A. (2011). Teaching Teens with ADD, ADHD and Executive Function Deficits: A Quick Reference Guide for Teachers and Parents (2nd Edition). Woodbine House

Mackeracher, D. (2004). Making Sense of Adult Learning (2nd Edition). Toronto, Canada:   University of Toronto Press.

 

 

Brain-Based Learning Program Review

I commented on Group 3: Embodied Learning Program Review and

Group 4: Relationships and Learning Program Review

 

 

 

 

Brain-Based Learning Program Review

William (Chris) Cathcart

Ball State University

October 3, 2013

 

Introduction

            Theories and practices of brain-based learning have immerged as alternatives to the traditional learning environments in classroom settings.  Capitalizing on an understanding of current research regarding the physical structures of the brain and their role in cognition, learning, and development; educators are looking for new pathways to success.  Applications of this type of facilitative approach to learning include techniques to maximize complex decision making and pattern recognition.  Reviews of prior work on the subject of brain-based learning focus on the brain as a parallel processor, constantly involved in multiple activities at the same time.  Also highlighted in the literature is the concept of brain plasticity, the ability to naturally strengthen or weaken neural pathways involved in learning and retention based on repetition or the lack there of.  There are also several theories with regard to the impact of emotions and self-perception as concepts related to the mind as a separate, though theoretical, structure from the brain.

            This is a program review that seeks examples of brain-based learning techniques as applied in actual learning environments with specific interest in strategies for adult learning.  Of particular interest are those programs that give attention to higher-order brain functions and how they may be targeted to maximize learning where possible.  While the main target for this study is the adult learner, consideration is also given for techniques that have proven successful for children as well.  

Brain Based Learning Case #1 - Teaching Teens with ADD, ADHD

The first program suggestion comes from the book “Teaching Teens with ADD, ADHD, and Executive Function Deficits.”  The book has as its target audience educators who work with children and teens that have different levels of learning challenge.  The central idea of interest is using techniques based on neuro-scientific theory as well as those that outline how the brain learns as the basis for teaching strategy.  The text states that these strategies are “effective for all students regardless of their learning challenges” (Dendy, 2011, p. 51). The program applies several of principles of brain-based learning as defined by Renate and Geoffrey Cain:

·         All learning is physiological

·         The brain/mind is social

·         The Search for meaning is innate

·         The search for meaning occurs through patterning

·         Emotions are critical to patterning

·         The brain/mind processes parts and wholes simultaneously

·         Learning involves both focused attention and peripheral perception

·         Learning always involves conscious and unconscious processes

·         We have at least two ways of organizing memory: spatial Memory system and a set of systems for rote learning

·         Learning is developmental

·         Complex learning is enhanced by challenge and inhibited by threat

·         Each brain is uniquely organized (Caine & Caine, 1994)

Caine and Caine also recommend three teaching strategies:

·         Orchestrated immersion

·         Relaxed alertness

·         Active processing 

For application with the ADD/ADHD population this program uses this information to suggest ways to increase success in learning environment.  They focus on maximizing the available learning time by ordering information in to sequences i.e. students remember best the first thing they hear (prime time 1) and second best the last thing they hear (prime time 2).  This implies that facilitators should share important information near the beginning and the end of a lesson.  In an example this would likely be introducing key concepts in a summary at the start of a lesson and closing it with takeaways.  There is also consideration of time limits as necessary to forestall mental fatigue.  Suggestions are made for inclusion of humor as a way to stimulate the frontal lobe of the brain, using laughter as a tool is a unique perspective and one that might prove useful.  There is also a suggestion that making sure that the brain is receiving enough oxygen and the body enough water are keys to longer lasting attention and general mental alertness. 

Overall, I think these are good basic outline of strategies that can be used to create brain-based learning programs.  The summary includes good general explanations for how the brain learns and what techniques to use with the goal of maximizing learning.  While the focus here is on students with a specific learning need, the biological basis for the information being shared can be applied in almost any learning situation from childhood to adult.  For my own use I would incorporate the suggestions for limiting time and sequencing information for optimum retention.  I would not spend much time focusing on things like oxygen and water levels as I wouldn’t have much influence over them overall as a facilitator for adult learning.

 

Brain-Based Learning Case#2 - Nova Southeastern University

            Nova Southeastern University is located in Fort Lauderdale, Florida and has 29,000 students.  It has identified itself as the eighth largest independent university in the United States.  Their Abraham S. Fischler School of education offers degree and certificate level programs in several disciplines.  I looked at their work in BrainSMART.org which is a brain-based learning approach with which the school uses to offer graduate degree programs.  Specifically of interest were:

1.      M.S. with a major in Brain-Based Teaching

2.      Ed.S with a major in Brain-Based Teaching

These programs are designed for adults that have had or are interested in working in academic environments either as instructors or as administrators in education.  The target student participating in this type of program is one who is working or has outside commitments that do not allow them to commit to fulltime study and thus would be looking for alternative modes of study.  Delivery methods include DVDs, CD-ROMs, Online discussion threads and chats.  The use of multiple formats is geared toward providing a more flexible offering for adult students who can’t commit to traditional educational models.

Both programs create frameworks and strategies for enhancing student learning based on research around the brain and the mind.  The programs are offered in a distance education format that gives the adult learner more control over their experience and learning.  Course work includes topics that deal with physical structures of the brain and their functions; applications for cognitive processes and strategies to influence student achievement; Differences between learners from the perspective of brain development and learning and brain connections in high order thinking and learning. 

            Specific information regarding how the courses are led with examples from syllabi are not available. Information was largely taken from course summaries and outlines for degree offerings provided through the website.  It is difficult to really tell how much is actually useful from this program however there does seem to be a significant focus on physical structures of the brain and how they relate to cognition.  One area of interest is the focus on critical thinking and development of the mind as an organized process driven concept that is important in learning.  The program does address the impact of memory and has some aspect of self-perception from the perspective of the student that makes it seem that there is valuable information provided.  These ideas all fit with the findings in my literary review and are also aligned with the concepts introduced by Caine and Caine.

            I am interested in the added flexibility that is achieved by offering course work through a distance platform.  This might provide some students with an opportunity to exercise more control over the direction of their learning and In turn could lead to better performance where possible.  I think though I would like a hybrid model in which students still come to class and have the benefit of shared experience that is augmented by online components.  Repetition and pattern recognition are two key components of brain-based learning both of which can be achieved online.  I do think though where possible it is also a good idea to have lectures from time to time.  I don’t know yet how much of this I would incorporate but there are definitely some good opportunities here.

Conclusion

There appears to be a great deal of work currently being done in the practice of brain-based learning.  Most of this work seems to be taking place in the school age child arena.  This finding should not suggest that the implications and potential applications of these approaches are not still valid with regard to the study of the adult as a learner.  The two programs that have been reviewed in this work represent both ends of the spectrum and each has its own level of value for the creation of my own program. 

For my own study I would take from each of these programs by having a clear relationship with the theories of brain-based learning as presented by Caine and Caine.  Attention should be paid to the amount of time spent on specific tasks, the sequencing of information shared and impact of the environment as a distraction from learning.  Exercises that involve pattern recognition and repetition of concepts are important in this type of teaching and should be included in the development of the program as well.  Overall, while there was not a great deal of detail provided by either program, I believe that the research that the work has been based on is plentiful enough to guide my project in the appropriate direction.

 

References

Caine, R. N., & Caine, G. (1994). Making Connections: Teaching and the Human Brain. Reading, MA: Addison-Wesley.

Zeigler Dendy, C. A. (2011). Teaching Teens with ADD, ADHD and executive function deficits: A quick reference guide for teachers and parents (2nd ed.). Bethesda, MD: Woodbine House.

 

Main Features	ADD/ADHD Study	Nova Southeastern	Features I would adopt
Feature 1	Neuro-science basis that highlights brain structures and functions	Focus on the Adult learner’s need for flexibility	Focus brain processes for learning memory and cognition. This can be achieved by incorporating more physical tasks that can use repetition as a way to strengthen neural pathways leading to long lasting retention.  Also picking tasks that are a mix of structured analytical and unstructured creative works to simulate the different brain centers to become active in the learning process picking up key information from both as needed.
Feature 2	Applies Caine & Caine brain assumptions – to define the ways learning is created and maintained from a brain/physiological perspective.  The assumptions are applied throughout the program using different methods to approach brain activity and learning.  Social interaction, repetition and demonstration of work to show that learning has occurred	Mixed delivery methods are used to incorporate different learning opportunities.  Using  active learning techniques such as hands on skills development and more thought process based discussion to draw on the different aspects of learning in development.  This also draws on the assumptions of Caine & Caine to build a program that speaks to multiple aspects of brain learning.	Multiple delivery of lesson strategy that applies different teaching styles to appeal to different types of learning.
Feature 3	Sequencing of learning	Pattern recognition	Sequencing - providing important information near the beginning and end of a lesson
Feature 4	Time limits used to maximize learning		While limiting the total amount of time spent on one particular topic as much as possible to reduce fatigue.
Feature 5	Biological needs consideration considers health aspects and their effect on the brains abilities.  Access to water, food and oxygen slow or have the potential to increase processing.  Also consideration of rest and recuperation time plays a role.	Repetition of process	Pattern and repetition process