THE BRAIN Why are we here today? This presentation is going to show teachers why they should consider brain-based learning in their classroom This presentation will discuss what brain-based learning is. Discuss differences between brain-based learning and traditional learning. Discuss engaging learning techniques such as game based learning (GBL). Preview example lesson plans that are brain-based versus a traditional lesson plan. A Little About Me My name is LaToya ONeal. I am a 34 year old mother of three wonderful children, two boys one girl ages 6, 7 and 9. I currently work as a Human Resource Assistant for a government-contracting firm that is stationed inn Washington, DC. I have been employed with this company for 3 and a half years and I love it. I decided to go back to school in 2011 when I moved to Florida. I wanted to provide a better life for my family, but I have always wanted to obtain a degree. I love to work with people and resolve work related issues as well as train. This is why I will be pursuing a Masters degree in Industrial Organizational Psychology. As a trainer it is important to be open to different methods and practices of training employees in different areas of their employment. I have served as a trainer for leaderships as well as being contracted to come into different companies and train their employees on new systems. It can be challenging to keep the material engaging and make sure that the employees are getting the knowledge they need by the end of the training. What is Brain-Compatible Learning? Brain-based education is the enhancement of teaching and learning by applying science to education. This simply means that lessons are developed according to the time in which it is being given and to target specific areas of the brain that will help the learner to retain the information best. This is best described as the engagement, strategies and principles of learning. Eric Jensen believes that we must engage our learner with science-based strategies. He defines brain-based education as, Its the engagement of strategies based on how our brain works. (Jensen 2005 pg22-25) Traditional Learning VS. Brain- based Learning Traditional Learning In the traditional classroom we have always been taught in small chunks at a time. Traditional strategies suggest that students in the same grade should move at the same pace of learning instruction. Like brain-based learning, traditional learning explores a less stressful learning environment in order to provide the students with the most productive learning environment as well as better performance in the classroom overall. Brain-Based Learning Brain-based education suggests that we teach in even smaller chunks to help the learner to retain the information. Brain-based learning recommends that breaks, recess and downtime become implemented throughout the learning day to help the learning to not become overwhelmed with the content. Brain-based education suggests that we encourage the difference in each learner and expect each learner to retain the same information through different strategies and practices Factors to Consider Genetic FactorsEnvironmental Factors The Relati0nship Between Factors Genetics Neurotransmitters serotonin obsession/compulsion, dopamine attention, pleasure motivation, and norepinephrine alertness and energy. Dopamine both excitatory and inhibitory, often associated with the pleasure system of the brain. The area system that motivates us to do. Serotonin inhibitory transmitter that stabilizes moods Acetylcholine The first neurotransmitter to be identified acts in the system of arousal and attention. Environment The Jones and Harris experiment provides evidence that observers are willing to take behavior more or less at face value, as reflecting a stable disposition, even when it is made clear that the actors behavior is under severe external constraints. (Jones 1971 pg3) The environment affects sleep, nutrition, movement and the use of technology in the home. The environment also affects behavior and delays in development due to a lack of exposure and/or security. Dopamine Located in the frontal lobe, dopamine plays a vital role in our movement. A natural reward system that dopamine is released when pleasure is felt. (Psychologist World 2015) This is why it is important to implicate a reward system with behavior not only in children, but in adults as well. When pleasure and reward are associated with a certain behavior teachers, parents and employers are more likely to see those to type of behaviors being displayed Serotonin Often found in the central nervous system, serotonin is associated with depression, anxiety, sexuality and bipolar disorder. (University of Bristol 2015) It is important to have a clear understanding of this system due to the control it has over moods. Any disruption to mood will directly affect a students behavior. A healthy balance of serotonin is linked to a good mood which in turn will allow the child to perform well and produce positive behavior. Acetylcholine Located in the central nervous system, acetylcholine is associate with attention and arousal. ( Cherry 2015) It is a major part of the autonomic nervous system and works to activate muscles. ( Cherry 2015) Allowing students to get up and move throughout the course of the learning day is extremely important to the learning. Although many people believe that recess or free time is unnecessary it is not true. In fact it is very necessary in order to get the most production out of a student. How The Brain Learns Example how the brain learns to read -The back of brain to the front of the brain goes on alert when reading. It is a visual stimulation in the brain. From that point the word moves to the brains letter-box. So from recognition to connection the brain is able to read. The connection between vision and speech is described as the interface. The brain changes when the learner learns how to read. The brain is activated in different regions due to ones ability to now read. Learning how the brain works can be complicated. Each learner experiences different ways of learning. However there is a commonality in the brain ability to learn from person to person. When discussing how the brain learns to read, there is a formula that must be considered that describes the process of reading as neurological pathways that are traveled as the learner is reading. From the front of the brain to the back of the brain the pathway is a very intricate process that every reader may or may not go through. David Sousas research found that the brain learns to read through phonological decoding. (Geake 2006) Information Processing Model The information processing model is a theory of how the brain processes information. This model can add to our knowledge base by helping us understand the roles that specific brain structures play in the complex acts of receiving, processing, storing and retrieving information (Wolfe, 2010, p. 106). David Laberges review states the following description for information processing, described in which visual information is transformed through a series of processing stages involving visual, phonological and episodic memory systems until it is finally comprehended in the semantic system. (LaBerge 2004) Information Process Model Examples of How Brain-Based Learning is Applied Lesson Plan Original Modified Lesson Plan This lesson plan was modified to be more engaging for the learner. I added discussions and modified the hands on approaches that the original lesson plan had incorporated. One of the many principles of brain-based education is making the content relatable to the learner and their personal experiences. In the modified lesson plan you will see the were these principles have been applied. BrainRush vs Brain-Based Learning BrainRush Game - https://shar.es/1raD7v This game would be considered brain-compatible. In our text the author discusses declarative knowledge and procedural knowledge in math and the minds ability to comprehend it. It requires the brain to use both procedural and declarative knowledge as it challenges the students to answer recall states and capitals. According to Doctor Willis the brain responds well to emotional and intellectual engagement in learning. Her theory is that incorporating GBL or game based learning will decrease stressors in learning. This game does motivate children because it is fun and challenging and the information that is necessary to be taught is being taught. It helps the students to restore the information better due to decrease in the stress of learning the geographical content. Dr. Willis discusses the reactive response and how the state of stress can cause acting out and zoning out, this game would cause the brain to react differently due to the lack of stress while trying to retain the information on the game during play. (Fischer 2008) Why Brain-Based Learning? Why Choose Brain-Based Learning? The biggest positive to brain-based learning is the exposure that learners receive from it. It allows every student an opportunity to achieve greatness in and out of the classroom. The idea that we have untapped areas of the brain that are just waiting to have information stored in them is amazing, so why not choose brain-based learning? According to Jensen there has been great improvement with educating learners with special needs under the brain-based learning strategies. Studies suggest that with consistency special needs learners will soon be able to re-enter the classroom without inclusion instruction. The world is moving to a life of technology. With brain-based learning incorporating technology with the principles of brain-based learning the world is bound to see future generations more enhanced in their wealth of knowledge. Simply put, smart will be the new norm! References Black, S. (2000). Nutrition and Learning. American School Board Journal, 187(2), Christmann, C. A., Lachmann, T., & Steinbrink, C. (2015). Evidence for a General Auditory Processing Deficit in Developmental Dyslexia From a Discrimination Paradigm Using Speech Versus Nonspeech Sounds Matched in Complexity. Journal Of Speech, Language & Hearing Research, 58(1), doi: /2014 David Laberge, (2004) Toward a theory of automatic information processing in reading, Cognitive Psychology (1974) Volume 6, Issue 2, pg 323 Draganski, B., Gaser, C., Busch, V., Schuierer, G., Bogdahn, U., & May, A. (2004). Neuroplasticity: changes in grey matter induced by training. Nature, 427(6972), Drummond, S. P., Brown, G. G., Gillin, J. C., Stricker, J. L., Wong, E. C., & Buxton, R. B. (2000). Altered brain response to verbal learning following sleep deprivation. Nature, 403(6770), References Teaching With The Brain In Mind 2 nd Edition by Eric Jensen (2005) Fischer, K. W., Immordino-Yang, M. H., &, (2008). The Jossey- Bass reader on the brain and learning. (1st ed.). San Francisco, CA: Jossey-Bass. Geake, J. (2006). Review of How the brain learns to read. Journal Of Research In Reading, 29(1), doi: /j _2.x Goodyear, P., & Retalis, S. (2010). Technology-enhanced learning. Sense Publishers. Jones, E. E., & Nisbett, R. E. (1971). The actor and the observer: Divergent perceptions of the causes of behavior. References Park, A. (2015). Your Brain Learns New Words By Seeing Them Not Hearing Them. Time.Com, 1.0a%20neurotransmitter.htm0a%20neurotransmitter.htms/dopamine.phps/dopamine.phpWolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.). Alexandria,VA: Association for Supervision & Curriculum Development.