Brain Based Learning Brain Gym

7/28/2019 Brain Based Learning Brain Gym

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Accelerated (Brain-Based)Learning


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What is Accelerated

(Brainbased) Learning?

Brain-based learning is a comprehensiveapproach to instruction based on howcurrent research in neuroscience suggests

the brain learns naturally. The theory isbased on what we currently know aboutthe actual structure and function of thehuman brain at varying developmentalstages.(Wilson & Spears, TeachandLearn.net)


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What have you heard of / used?

Learning styles Multiple intelligences Emotional Intelligence

Water in the classroom Left brain / right brain Brain gym Mind mapping


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Facts about your brain:

A human brain is about the size of agrapefruit and weighs about 3 lbs.

It is 78% water, 10% fat and 8%protein.

It weighs about 2% of your bodyweight but uses about 20% of yourenergy and your oxygen.


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Brain Theory: the 3-part brain

Research in the 1970s proposed wehad three brains, not one.The first and smallest is the reptilian

or primitive brain (brain-stem).The mammalian brain (limbic

system): fits around reptilian brain,is shared with all mammals.

The learning brain or neo-cortex.


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The reptilian brain (brain stem)

Oldest part of our brain. Shared with birds and reptiles. Controls the basics: hunger, temperature control,

fight-or-flight fear responses, defending territory,keeping safe.

Always on the alert for life-threatening events We "downshift" when responding to life-

threatening conditions "Flight or Fight" action takes place without

thinking Anything that is a threat - real or perceived -

causes our brain to "downshift" When "downshifting" occurs, learning cannot

take place


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The Limbic System

Home of the emotions Has visual memory, but language is limited to

yells, screams, expletives If we are not in an emotionally stable state we

will not be able to learn efficiently as our brain"downshifts" from higher level activities.

Any threat to our wellbeing can causedownshifting, but not to the "blanking out" stageof the brain stem (reptilian brain)

A part of the limbic system, the hippocampus, isassociated with long-term memory.


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The Cerebral Cortex Used for higher level thinking. Processes thousands of bits of information

per minute Slowest of the three levels of the brain Students must be operating in this level if

learning is to take place Therefore the learning environment must

be absent of threats, so that the brain

doesn't "downshift" into its more primitiveparts. This is the home of academic learning.(from Evans, 2003)


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Neo-cortex Mammalian brain

Reptilian brain


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Left & Right Brain;

The brain has 2 halves or hemispheres. The left brain is more concerned with

logic.

The right brain is more concerned withcreativity.

But its far more complex than that. The

two halves work together, balancing theabstract, holistic picture with the concrete,logical messages.


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Left Brain Dominance

LOGICAL Prefers things in sequence Starts from the parts first Phonetic reading system Likes words, symbols, letter Rather read about it first Unrelated factual information Detailed orderly instructions

Prefers internal focusWants structure, predictability Controls feelings


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Right Brain Dominance

CREATIVE Comfortable with randomness Sees whole picture first Language comprehension Wants pictures, graphs, charts Rather see it or experience it Sees relationships in learning Spontaneous, intuitive, flow Likely to prefer external focus Likes open-endedness, surprises Free with feelings

(Cheshire County Council, 2006)


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The principles of brain-based

learning are:

Create the right environment for learning

Address children's physiological needs Build self-esteem in the child so that he or

she wants to learn Work to help children develop what Daniel

Goleman calls 'Emotional Intelligence'

Add movement to learning and plan for

regular brain breaks and Brain Gym


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Use and teach mapping techniques.

Use VAK to present learning in visual, auditoryand kinaesthetic form Be aware of the different forms of intelligence

as you plan for children's learning

Use rhythm, rhyme and music to enrichlearning

Use motivation systems such as RAP

(Recognition, Affirmation and Praise) or TheThree A's (Acknowledgement, Approval andAffirmation)


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Minimise stress and teach relaxationtechniques

Teach children to be metacognitive

to understand howthey learn Develop the New 3Rs -

Resourcefulness, Resilience andResponsibility

Set clear and ambitious targets for

groups and individuals


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Brain Breaks

Regular brain breaks are a major feature ofaccelerated learning.

As a crude rule, add one minute to the averageage of the children in your class. This is about thelength of time that those children can maintainsustained concentration on a task.

So if you teach five-year-olds, expect about sixminutes before sustained concentration starts todecline. That is not to say that you need to take a

break every six minutes, but it does mean thatyou need to make frequent opportunities formovement and refocusing activities.


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A B C D E F G

l t r r t t l

H I J K L M N

l r t t r l l

O P Q R S T U

t t l r t r r

V W X Y Z

t l l l r


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What is a brain break?

BRAIN GYM: these cross-lateralmovements can improve motor control,hand-eye co-ordination and excite the

neural pathways that connect the left andright hemispheres of the brain. If yousometimes also combine thesemovements with academic content, for

example drawing letters or numbers in theair, you are giving maximum input at alllevels.


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Pole-bridging, saying what you aredoing as you do it, can make yourbrain breaks even more productive.

Physical movement also increasesoxygen supply to the brain.

Regular brain breaks give a moment

for diffusion before returning to focuson the original task.


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Brain Gym

See: Smith, A., Call, N. (2001)TheALPS Approach Resource Book:Stafford, MPG books, for lots of

ideas, or look online.Examples:Lazy 8s

Cross-crawlWriting key words in the air etc.


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Bibliography / Essential

Reading:For a clear, user-friendly introduction, read: Smith, A., Call, N. (2003)The ALPS* Approach:Stafford, MPG books

Smith, A., Call, N. (2001)The ALPS ApproachResource Book: Stafford, MPG books

Smith, A., (1999)Accelerated Learning in the

Classroom: Stafford, MPG books * AcceleratedLearning in Primary Schools

http://website.lineone.net/~bryn_evans /index.htm www.acceleratedlearning.co.uk www.salt.cheshire.gov.uk www.teachandlearn.net HIAS INSET materials thanks to Diane Lawry.
http://www.acceleratedlearning.co.uk/http://www.salt.cheshire.gov.uk/http://www.teachandlearn.net/http://www.teachandlearn.net/http://www.salt.cheshire.gov.uk/http://www.acceleratedlearning.co.uk/


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For a critique of brain-based

learning:Guardian newspaper

www.guardian.co.uk/life/badscience

National Educational Research Forumwww.nerf-uk.org/bulletin/current

Teacher Training Resource Bank,

www.ttrb.ac.uk
http://www.guardian.co.uk/life/badsciencehttp://www.nerf-uk.org/bulletin/currenthttp://www.ttrb.ac.uk/http://www.ttrb.ac.uk/http://www.nerf-uk.org/bulletin/currenthttp://www.guardian.co.uk/life/badscience

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