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Brain-based Learning Design Principles

Brain-based Learning Design Principles
12 Design Principles Based on Brain-based Learning Research By Jeffery A. Lackney, Ph.D. Based on a workshop facilitated by Randall Fielding, AIA Rich-simulating environments – color, texture, "teaching architecture", displays created by students (not teacher) so students have connection and ownership of the product. This list is not intended to be comprehensive in any way. A second caveat to presenting these design principles for brain-compatible learning environments concerns the need to use as many of these principles in combination in the design of a school building as possible. Workshop Summary Narrative: The objectives of the brain-based workshop track of the CEFPI Midwest Regional Conference were to: (a) understand the latest developments and findings from brain research; (b) discuss how these findings may educational curriculum and instruction for learning; and (c) explore what the implications these findings may have on school design. Related:  Brain-Based LearningFacility Design and Maintenance - Education Connection - What is Brain Based Learning? The Organ of Learning To many, the term “brain-based learning” sounds redundant. Isn’t all learning and teaching brain-based? Advocates of brain-based teaching insist that there is a difference between “brain-compatible” education, and “brain-antagonistic” teaching practices and methods which can actually prevent learning. In his book, Human Brain and Human Learning (1983), Leslie Hart argues that teaching without an awareness of how the brain learns is like designing a glove with no sense of what a hand looks like–its shape, how it moves. All around us are hand-compatible tools and machines and keyboards, designed to fit the hand. Granted, the brain is infinitely more complex than the hand. Like Hart, Caine and Caine choose to interpret brain research holistically. These principles are not, the authors are the first to admit, definitive or closed to revision; as more is discovered about the brain, how we learn and remember, educators will need to update their knowledge:

Going Green @your library | Environmentally friendly practices for libraries and beyond! Theory of multiple intelligences The theory of multiple intelligences is a theory of intelligence that differentiates it into specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Gardner articulated seven criteria for a behavior to be considered an intelligence.[1] These were that the intelligences showed: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and psychometric findings. Gardner argues intelligence is categorized into three primary or overarching categories, those of which are formulated by the abilities. The different abilities[edit] Musical–rhythmic and harmonic[edit] Interpersonal[edit]

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. Please note: since this article was published, Geoffrey and Renate Caine, leaders in brain-based learning research, have modified their principles on the topic. Please visit this Funderstanding article to learn about their updated views on brain based learning, which they are referring to as Brain/Mind Principles of Natural Learning. Discussion People often say that everyone can learn. The core principles of brain-based learning state that: The three instructional techniques associated with brain-based learning are: How Brain-Based Learning Impacts Education Curriculum–Teachers must design learning around student interests and make learning contextual. Instruction–Educators let students learn in teams and use peripheral learning. What Brain-Based Learning Suggests A few other tenets of brain-based learning include:

The School Library Media Specialist: Program Administration "Libraries are important, so they should look important. Several educators and children explained it this way: 'The library space should be the crown jewel of the school' because 'a beautiful library will create the enthusiasm for kids to want to come to the library ... because it changes everyone's impression of the school ... it teases children's imaginations and whets their appetite ... it generates excitement about learning.' As one seasoned librarian elaborated: 'A very attractive library will draw the students and teachers into the library ... then it's up to me and my staff to deliver. ... My dream is that one day I will hear a ten-year-old in the lunch room tell his friend he wants to go the library after school instead of the video arcade.'" Excerpted from article by Henry Myerberg (Sep/Oct 2002). School Libraries: A Design Recipe for the Future (Access Requires Login). School library media centers should be a focal point of their school and community. Users. Size. Evidence.

Ten things learned on my leadership journey | John Dunford Consulting 1. Be creative Dream your dreams and go into school the next day and put them into action. Although many people complain about the pressures of accountability – with some justification – there is still plenty of space for creativity in school leadership. Being creative does not necessarily mean thinking of original ideas. Creativity and innovation can come through using ideas from elsewhere and adapting them to the context of your own school. 2. When I was appointed as a head, I told the appointment committee that it was my job to water the plants. But, as in the garden, not all the human plants need the same amount of water and nurturing. 3. School leaders are part of a great movement to increase the life chances of young people by raising their aspirations and achievement. Of course, all school leaders want their school to be the best and work long hours towards that admirable goal, but this should not be at the expense of other schools. 4. 5. 6. 7. 8. 9. 10. Like this: Like Loading...

Brain-Based Learning: Resource Roundup Edutopia's list of resources, articles, videos, and links for exploring the connection between education and neuroscience. (Updated: 12/2013) Building Brain Literacy in Elementary Students, By Judy Willis, M.D. (2013) Neurologist, teacher, author and Edutopia blogger Willis discusses the benefits of teaching elementary students how their brains work. Brains, Brains, Brains! How the Mind of a Middle Schooler Works, by Heather Wolpert-Gawron (2013) Blogger Wolpert-Gawron launches this three-part series by advising middle school teachers to read up on brain research with insight on how the 'tween brain works. In her second blog, The Mind of a Middle Schooler: How Brains Learn, read about important brain terminology and a typical classroom scenario where a middle schooler's brain is hard at work.

School Library | Whole Building Design Guide by WBDG Staff Last updated: 09-15-2011 Overview School libraries differ from most other types of libraries because they are contained within school buildings, which, in addition to library space, may include classrooms, auditoriums, circulation space, administrative offices, cafeterias, and the like. Building Attributes A. Robert J. There are many broad types of school library space: Collection space Electronic workstation space User seating space Staff work space Meeting space Special use space Non-assignable space (including mechanical space) In addition, library media centers need the following: Emerging Issues In addition to the emerging issues of sustainable design and wiring technology to accommodate modern communications (see Public Libraries: Emerging Issues), and digital media and the space required to accommodate it (see Academic Libraries: Emerging Issues), connecting classrooms to the library and to outlets for distance learning is an emerging issue in school media center design.