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