background preloader

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! 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.

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.

Brain Based Education Universal Design for Learning - Improved Access for All - Assistive Technology By Nancy Firchow, M.L.S. The goal for every student is to learn, but not every child learns in the same way. Kids with disabilities may have an especially difficult time with traditional classroom materials. Today, your child's teachers compensate for variation among their students by adapting how they present information, structure assignments, and test for understanding. Universal Design has its roots in architecture and urban planning. UDL embraces the concept of improved access for everyone and applies it to curriculum materials and teaching methods. Principles of UDL UDL stretches beyond accessibility for the disabled, however. Multiple methods of presentation Multiple options for participation Multiple means of expression This built-in flexibility provides into a wider range of options for students to choose from - meaning the curriculum adapts to the student, rather than the other way around. Multiple Methods of Presentation