Module 2

BRAIN-BASED LEARNING

DEFINITION

This learning theory is based on the structure and function of the brain. As long as the brain is not prohibited from fulfilling its normal processes, learning will occur.People often say that everyone can learn. Yet the reality is that everyone does learn.

Every person is born with a brain that functions as an immensely powerful processor. Traditional schooling, however, often inhibits learning by discouraging, ignoring, or punishing the brain's natural learning processes.The core principles of brain-based learning state that:

1. The brain is a parallel processor, meaning it can perform severalactivities at once, like tasting and smelling.
2. Learning engages the whole physiology.
3. The search for meaning is innate.
4. The search for meaning comes through patterning.
5. Emotions are critical to patterning.
6. The brain processes wholes and parts simultaneously.
7. Learning involves both focused attention and peripheral perception.
8. Learning involves both conscious and unconscious processes.
9. We have two types of memory: spatial and rote.
10. We understand best when facts are embedded in natural, spatialmemory.
11. Learning is enhanced by challenge and inhibited by threat.
12. Each brain is unique.

The three instructional techniques associated with brain-based learning are:

1. Orchestrated immersion--Creating learning environments that fully­ immerse students in an educational experience
2. Relaxed alertness-- Trying to eliminate fear in learners, while maintaining a highly challenging environment
3. Active processing--Allowing the learner to consolidate and internalize information by actively processing it

HOW BRAIN-BASED LEARNING IMPACTS EDUCATION

Curriculum-- Teachers must design learning around student interests and make learning contextual.Instroction--Educators let students learn in teams and use peripheral learning. Teachers structure learning around real problems, encouraging students to also learn in settings outside the classroom and the school building.Assessment--Since all students are learning, their assessment should allow them to understand their own learning styles and preferences. This. way, students monitor and enhance their own learning process.

WHAT BRAIN-BASED LEARNING SUGGESTS

How the brain works has a significant impact on what kinds of learning activities are most effective. Educators need to help students have appropriate experiences and capitalize on those experiences. As Renate Caine illustrates on p. 113 of her book Making Connections, three interactive elements are essential to this process:. Teachers must immerse learners in complex, interactive experiences that are both rich and real.

One excellent example is immersing students in a foreign culture to teach them a second language. Educators must take advantage of the brain's ability to parallel process..

Students must have a personally meaningful challenge. Such challenges stimulate a student's mind to the desired state of alertness./ . In order for a student fo gain insight about a problem, there must be intensive analysis of the different ways to approach it, and about learning in general. This is what's known as the "active processing of experience."

A few other tenets of brain-based learning include: . Feedback is best when it comes from reality, rather than from an authority figure. . People learn best when solving realistic problems. . The big picture can't be separated from the details.. Because every brain is different, educators should allow learners to customize their own environments.

. The best problem solvers are those that laugh!

Designers of educational tools must be artistic in their creation of brain-friendly environments. Instructors need to realize that the best way to learn is not through lecture, but by participation in realistic environments that let learners try new things safely.

RIGHT BRAIN-LEFT BRAIN THINKING

It is a theory of the structure and working of the brain that suggests that: a) different sides of the brain control different "modes" of thinking; and b) that we all have a preference for one or the other of these modes.Experimentation has demonstrated that the two different sides ("hemispheres") of the brain are responsible for different modes of thinking. In general, the division is:

LEFT BRAIN
RIGHT BRAIN

Logical
Random
Sequential
Intuitive
RationalHolistic
I Analyzes
Synthesizes
Objective
Subjective

Most individuals have a distinct preference for one of these styles of thinking; some are more "whole brained' and are equally adept at both modes. In general, schools tend to favor left-brain modes of thinking, while down playing right-brain modes. Left-brain subjects focus onlogical thinking, analysis and accuracy. Right-brained subjects focus on aesthetics, feeling, and creativity.

LEARNING STYLES
DEFINITION

This approach to learning emphasizes the fact that individuals perceive and process information in very different ways. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are "smart." In fact, educators should not ask, "Is this student smart?" but rather "How is this studentsmart?"

The concept of learning styles is rooted in the classification of psychological types. The learning styles theory is based on research demonstrating that, as the result of heredity, upbringing, and current environmental demands, different individuals have a tendency to both perceive and process information differently. The d!fferent ways of doing so are generally classified as:

1. Concrete and abstract perceivers--Concrete perceivers absorb information through direct experience, by doing,feeling. Abstract perceivers, however, take inanalysis, observation, and thinking.
2. Active and reflective processors--Active processors make sense of an experience by immediately using the new information. Reflective processors make sense of an experience by reflecting on and thinking about it.acting, sensing, and information throughTraditional schooling tends to favor abstract perceiving and reflective processing. Other kinds of learning aren't rewarded and reflected in curriculum, instruction, and assessment nearly as much.

HOW THE LEARNING STYLES THEORY IMPACTS EDUCATION.

Curriculum--Educators must place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills of analysis, reason and sequential problem solving.. Instroction-- Teachers should design their instruction methods to connect with all four learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Instructors can introduce a wide variety of experiential elements into the classroom, such as sound, music, visuals, movement, experience, and even talking.. Assessment-- Teachers should employ a variety of assessment techniques, focusing on the development of "whole brain" capacity and each of the different learning styles.

LEARNING STYLES ASSESSMENT(j~ cCIRead the word( s) in the left column and pick the description that best expresses how ,~ ayou usually handle each situation.

When you [Visual IAuitOry IKi,,stti andtil I H Ispell 100 you try to see the word? Sound out the word, or use a Write the word down to I . phonetic approach? find if it feels right? Talk ITaik sparingly, but dislike Enjoy listening, but are IGesture and use listening for too long? Do impatient to talk? Use words expressive movements? Iyou favor words such as such as hear, tune, and think? Use words such as feel, I, pict.e,airnCii? .. ,touch, and hold? isualize 100 you see vivid, detailed hink in sounds? Have few images, all Ipictures? involving movement? Concentrate Do you become distracted, Become distracted by sounds Become distracted by by untidiness or or noises? activity around YOU? , Jmovement? Meet someone Do you forget names, but Forget faces, but remember Remember best what you again remem ber faces? ; names? Remember what you did together? Remember where you talked about? met? M people Do you prefer direct, face- Prefer the telephone? Talk with them on business to-face, personal walking or participating

LEARNING MODALITIES

There are different learning modalities that can be easily recognized in your students. Knowing their learning modalities will help you plan your class in a more efficient way, and therefore grab the attention of all of your students at all times.

The most commonly found are:.

VISUAL: They are fast talkers, like visual aids, don't like to stay on the same subject for too long, like lots of content, are concerned about the professional look of materials, want to see everYthing written down, find it hard to remember verbal instructions, like to get an overall picture first, have an eye for detail and error, don't like to live with uncertainty, and have well developed skim-scan skills, among other things..

AUDITORY: rhese students are rhYthmic speakers, like class discussion, tend to be easily distracted from the subject of the lesson, will go off at a tangent never to return, respond to what you say to them by paraphrasing, don't see theneed for visual aid, are active listeners, talk to themselves, repeat instructions, have excellent recall of what was said, and suffer the inherent dangers of liking the sound of their own voice..

KINESTHETIC: Some of your students are: slow, methodical speakers, think before they speak, appear to lack spontaneity, like to make contact with people, prefer handouts to transparencies, like manipulative activities - cards, cuisenaire rods, etc.; favor hands-on demonstration of principles to be learnt, can't sit still,are movers and touchers, prefer to learn by doing, point to the page when reading, remember experience more than what was heard or seen, etc.u: C'O: c: 4:In the following pages, you will find some ways to find out an individual's learning .

NEURO-LINGUISTIC PROGRAMMING
LEARNING MODALITIES - BEHAVIOURAL INDICATORS


VISUAL+A fast talker.+Likes visual aids.+Doesn't like to stay on the same subject for too long.+Likes lots of content. +Concerned about professional look of material. +Wants to see everYthing written down.+Finds it hard to remember verbal instructions.+Likes to get an overall picture first.+Has an eye for detail and error. +Accuracy-oriented.+Doesn't like to live with uncertainty.+Voice quality - higher in the tonal range.+Finds visual input (diagrams, timelines) memorable.+May want to use the board/OHP I , to explain things.+Well developed skim/scan skills. " +A good speller.+Switches off during visual' support.+Vivid imagery colors their L 1.

AUDITORY+A rhythmic speaker. +Likes class discussion.+ Tends to be easily distracted from the subject of the lesson.+Will go off at a tangent never to return.+Responds to what you say to them by paraphrasing.+ Doesn't see the need for visual aids.+Oohs, ahs, OKs & Uh-huhs a lot.+An active listener.+ Talks to himself.+Repeats instructions. +Finds drills slow.+Highly talkative & may dominate fluency sessions. +Inherent dangers of liking the sounds of their own voice.+A phonetic speller.+Finds background music during a lesson distracting. +Never forgets a tune.

KINESTHETIC+-A slow methodical speaker. +- Thinks before they speak. +-Appears to lack spontaneity. +-Likes to make contact with Jeople.+-Prefers handouts transparencies.+-Likes to get hold of the llaterial.+-Likes manipulative activities ­:;ards, cuisenaire rods, etc. +-Favors hands-on fun.+-A good mime."More of a procedural & :;equentiallearner."Excellent recall of what was :;aid."Talks during writing activities. "Sub-vocalizes while reading, lence demonstration of)rinciples to be learnt."Tends to like milling & eamwork."Can't sit still."A mover & toucher."Prefers to learn by doing. "Gestures a lot."Points to the page when 'eading."Voice quality - low & strong. -Remembers experiences, nore than what was heard or ieen.-Intuitive but weak on details. -Tendency to fantasize.to
Perceptual Learning Style Preference Questionnaire 1. When teacher tells me the instructions, I understand better. 2. I prefer to learn by doing something in class. 3. I get more work done when I work with others. 4. I learn more when I study with a group. 5. In class, I learn best when I work with others. 6. I learn better by reading what is written on the board. 7. When someone tells me how to do something in class I learn it better. 8. When I do things in class, I learn better. 9. I remember things I've heard in class better than things I've read. 10. When I read instructions, I remember them better. 11. I learn more when I can make a model of something. 12. I understand better when I read instructions. 13. When I study alone, I remember things better. 14. I learn more when I make something for a class project. 15. I enjoy learning in class by doing experiments. 16. I learn better when I make drawings as I study. 17. I learn better when the teacher gives a lecture. 18. When I work alone, I learn better. 19. I understand things better when I participate in role-playing. 20. I learn better in class when I listen to someone. 21. I enjoy working on assignments with other classmates. 22. When I build something, I remember what I learned better. 23. I prefer to study with others. 24. I learn better by reading than by listening to someone. 25. I enjoy making something for a class project. 26. I learn best in class when I participate in related activities. 27. In class, I work better when I work alone. 28. I prefer working on projects by myself. 29. I learn more by reading textbooks than listening to lectures. 30. I prefer to work by myself.

INSTRUCTIONS

There are five questions for each learning style category in this questionnaire. The questions are grouped below according to each learning style. Each question you answer has a numerical value:Strongly Agree Agree Undecided Disagree Strongly Disagree=5=4 =3 =2=1
Fill in the blanks below with the numerical value of each answer. For example, if you answered Strongly Disagree for question 6 (a visual question) write a number 5 on the blank next to question 6 below:
VISUAL 6 = 5
When you have completed all the numerical values for Visual, add the numbers.Multiply the answer by two and write the total in the appropriate blank.Follow this procedure for each of the categories. When you have finished, look at the scale at the bottom of the page. It will help you determine your major learning preference( s), your minor preference( s) and those learning style( s) that are negligible.
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How to calculate the score: ­ Score:3 points for each Usually.2 points for each Sometimes.1 point for each Almost never or never. 0 points for each Don't know.
Total Score: D
Key: 0-8 points: 9-13 points: 14-22 points: 23-37 points:
Not sure.Relaxed, focused on fluency and not accuracy. Balanced.AnalYtic, focused on accuracy.
Taken from: Learning to Learn English by Gail Ellis & Barbara Sinclair.

MULTIPLE INTElliGENCES

The traditional view of intelligence as a single ability is being replaced by the theory that intelligence is a complex and multiple concept. It is not a matter of being more or less intelligent along a single scale. It is a question of being intelligent in different ways.In each of us there are different areas of intelligence which are developed to differentdegrees. For example, a brilliant mathematician may be clumsy when it comes to physical activity like sport or dancing. An excellent writer may be hopeless at math. Great sport-people may have done badly in the traditionally academic subjects at school, but who can doubt theirtremendous physical intelligence? Some people excel in natural understanding of others. Thefilm 'Rain Man' showed an extreme case of a man who was considered mentally deficient and yet had the most amazing talent for mathematical calculations and could perform fantastic feats of memory.This has important implications for teachers. We can draw on the different strengths of . our students and encourage them to use all aspects of their intelligence in learning English.

THE SEVEN INTElliGENCES

Howard Gardener, Professor of Education at Harvard University, described seven intelligences. Like the individual learning styles, these match different kinds of classroom activity. The success of an activity in class depends on how much it appeals to the students. If it fits in with their learning style, or it matches their strongest intelligence, then students are more likely to respond to it positively.1. Physical intelligence: These learners like to deal with problems physically and are skilful when working with things. They enjoy sports, games and exercise and like to move around and touch things when learning. They remember best what they have done.2. Linguistic intelligence: These learners enjoy literature and learn from books and tapes. They like lectures and like to write things down. They are fluent, expressive speakers with a large vocabulary.3. Mathematical I Logical intelligence: These learners enjoy solving puzzles and problems and like logical explanations. They arrange tasks in an orderly sequence and approach their work in a logical way.4. Visual I Spatial intelligence: These learners are observant and have a good sense of direction. They enjoy looking at pictures, films and slides and understand charts and diagrams easily. They may have a good visual imagination.5. Musical intelligence: These learners have a keen ear for sounds and like music. They have a good sense of rhYthm and find it easy to learn tunes and songs.6. Inter-personal intelligence: These learners are sensitive to other people's feelings and interested in how others think. They are good mediators and enjoy working in groups. They are often on teams or join clubs and may have many friends.
7. Intra-personal intelligence: These learners are independent and like to work quietly on their own. They may be dreamy and imaginative, and come up with original ideas. They think deeply and generally understand themselves well.

These different facets of intelligence are often linked to different professions ­someone with strong visual/spatial skills would make a good architect; a high level ofmathematical/logical skills would be required of a tax accountant or statistician. Often we can see a future career in our students - what we are seeing is their particular natural ability.Research has shown those analyzing learners' needs and preferences, and adapting the teaching to suit students' learning styles, is worth the effort, because learners become increasingly engaged in their learning. They spend more time during the lesson on their work,they behave better and they remember more.While individuals may have a preference to learn using their strongest intelligence, the most effective, most balanced way to learn is to try to involve all the intelligences. It is also important for learners' general intellectual development. There are some ideas bellow for applying the whole range of intelligences to learningEnglish:
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