Brain Compatible Learning

The brain/mind is designed to learn by imitation and from modeling. Recent research confirms that the social nature of human beings is grounded in biology. Intelligence is valued in the context of the society we live in. The brain develops better in concert with others.

The brain changes as a result of experience, a phenomenon known as neural placity. And the body changes as well. So new learning is literally structured in the physiology, the study of how living organisms function

We all have what has been called "an explanatory drive." In practice, this means that everyone tends to filter input, organize information and experience, and ask questions according to what they are interested in and care about. And at a deep level there is a hunger for meaningfulness and purpose

Meaning is grounded in how things are connected with each other.

Cognitive psychologists use many different terms to describe these patterns, terms such as categories, frames, and schemata. The brain makes sense out of random information through pattern-making, and therefore, to engage learning with a big picture perspective

The "feeling of what happens" means that the way a person feels about an idea or skill always influences how well it is understood or mastered. Cognition and emotion interact. Emotions involved in every thought, decision, and response. Powerful learning is enhanced by rich emotional experiences, guided and moderated by higher order functions

The brain is structured hierarchically.

Each lower level item is always integrated into a higher level whole item. Every skill and concept is better understood and mastered when there is an interplay between the specific elements and the concept or skill as a whole.

Everyone is continuously immersed in a filed of stimuli, and constantly selects a part of that field to attend to. In addition, human beings also learn from the background - the context that is not consciously attended to.

The brain/mind processes information and experiences below the level of awareness.

This is sometimes called the "cognitive unconscious." The brain also intentionally tries to make sense of things and master them.

Scientists have identified several different memory systems. All the different memory systems interact in everyday experience. A key practical distinction is between systems that are used to archive and store information and routines and systems that naturally register, make sense if, and store ongoing experience.

There are at least two different dimensions of development.

First, there are many stage theories about the development of identity and general capacities such as the shift from concrete to abstract thinking. Second, there is a rough progression in the mastery of a discipline, from novice to expert.

A great deal of research from many disciplines shows that effective mental functioning can be sabotaged by fears associated with helplessness. The brain/mind literally becomes less effective ad people lose access to their own capacities for high order functioning and creativity when the survival response kicks in.

It is triggered by such factors as being overwhelmed, losing control, experiencing excessive stress, and meaninglessness.

Although all people have many capacities and qualities in common, everyone is also a unique blend of genetics and experience

In Mrs. Sanchez's classroom, the learning environment has been designed so that all students are treated equally. She wants her students to capitalize on their own strengths and be able to overcome their own weaknesses

Posters props, and the seating arrangement in MR.

Riley's room are designed to indirectly and directly convey information and suggestions that support what is being learned

After a direct teach instructional period on five major causes of the Texas Revolution, Mrs. Mullen divides her class into five groups of four. Each group has a different assignment that involves creating a living scene that would illustrate one cause of the Revolution. Mrs. Mullen loves group work for her students as they love working together.

Mr.

Rhea is deeply committed to creating experiments in his science lab that are appropriate for the age and maturity of his middle school students. He regularly refreshes his memory by studying the book

Because Ms. Johnson wants her students to have opportunities to work with natural wholes in which standards are embedded, her classes are involved each semester in planting and maintaining a Texas wildflower garden

Sounds of Vivaldi's four Seasons greet MRs. Simon's students as they return from computer education class.

The kindergartners all gather on the carpet for the Morning Meeting at which time students and teacher talk about concerns, things that are worrisome to them and if they feel overwhelmed by some of their school work prior to continuing their daily schedule of activities

Involving all the class in preparing and eating of Rice Crispy cookie bars, is one way Mrs. Neace teachers the measuring concepts of ounces, tablespoons, and teaspoons

Mr. Fletcher incorporates the use of role playing and making presentations by his students as they study Macbeth

Using metaphor, identifying common phases, asking questions, making observations and discovering links to what is already known as ways that Ms. Hopkins organizes information and experience to make sense in her class that is studying World Literature. She uses terms such as categories, frames, and schemata to help her students make connections and describe patterns

Helping students employ both types of learning, Mr. Ratcliff uses many teaching strategies to attract individual interests of his students.

He tries to avoid having his fourth grade students just the memorize their multiplication facts, so he frequently uses many questioning techniques to elicit the why for any given answer.

A comprehensive approach to learning based on how the brain learns best

The designers of the 12 principles of natural learning or brain compatible learning

One of Caine and Caine's three conditions for learning

A second of Caine and Caine's three conditions of learning

A third of Caine and Caine's three conditions for learning

In the article, "Engaging Students with Brain Based Learning" it states that brain-based learning is concerned with creating powerful learning environments based upon what type of connections?