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. www.designshare.com
Brain-based Learning Email Share Definition This learning theory is based on the structure and function of the brain. Please note: since this article was published, Geoffrey and Renate Caine, leaders in brain-based learning research, have modified their principles on the topic. Discussion People often say that everyone can learn. The core principles of brain-based learning state that: The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling. The three instructional techniques associated with brain-based learning are: Orchestrated immersion –Creating learning environments that fully immerse students in an educational experience Relaxed alertness –Trying to eliminate fear in learners, while maintaining a highly challenging environment Active processing –Allowing the learner to consolidate and internalize information by actively processing it How Brain-Based Learning Impacts Education What Brain-Based Learning Suggests Reading
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