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Brain-Based Learning

Brain-Based Learning
What is brain-based or brain-compatible learning? How can brain research be integrated into the classroom? How does brain research relate to technology integration? Brain-based learning has been called a combination of brain science and common sense. Hart (1983) called the brain "the organ of learning." The brain is a complex adaptive system. For complex learning to occur, Caine and Caine have identified three conditions: Relaxed alertness - a low threat, high challenge state of mind Orchestrated immersion - an multiple, complex, authentic experience Active processing - making meaning through experience processing The nine brain-compatible elements identified in the ITI (Integrated Thematic Instruction) model designed by Susan Kovalik include: Absence of Threat, Meaningful Content, Choices, Movement to Enhance Learning, Enriched Environment, Adequate Time, Collaboration, Immediate Feedback, and Mastery (application level). Library - links to interesting articles Build A Project

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Helping Shy Students All teachers have had shy students in their classroom. These children are the ones who keep to themselves and quietly complete their work, often hiding from the attention of the teacher or their classmates. However, some of these children are not just shy or quiet but may have social anxiety disorder.

Technology and Multiple Intelligences What are the multiple intelligences? What do they have to do with technology? How can I incorporate these ideas into teaching and learning? Learning theory Photo by Antenna on Unsplash Contents: introduction · what do people think learning is? · learning as a product · learning as a process · experience · reflective thinking · making connections · committing and acting · task-conscious or acquisition learning, and learning-conscious or formalized learning · the behaviourist orientation to learning · the cognitive orientation to learning · the humanistic orientation to learning · the social/situational orientation to learning · the constructivist/social constructivist orientation to learning · further reading · references · how to cite this article

Learning Techniques One of the things that we expect you to pick up by osmosis, but almost never mention explicitly, is techniques for learning itself. After you leave university, you will be expected to be able to learn by yourself for the rest of your life. And an hour spent addressing the meta-issue of learning skills pays off in reduced time to actually learn.

Johns Hopkins University: New Horizons for Learning Welcome to New Horizons for Learning - a leading web resource for identifying and communicating successful strategies for educational practice. The Johns Hopkins School of Education does not vet or endorse any information contained on the New Horizons website. Information posted on New Horizons prior to January 1, 2014 can be repurposed as long as the repurposing party provides attribution to the original author of the material being used. Information posted on New Horizons after January 1, 2014 is considered open access information and can be repurposed without attribution to the original author.

MI Intro ONE OF THE MOST COMPELLING, yet controversial new approaches to education reform is Multiple Intelligences Theory, or MI. Conceived of by Howard Gardner of the Harvard Graduate School of Education and Harvard Project Zero, MI first swept the worlds of education, cognitive science and developmental psychology in 1983 with the publication of Gardner's treatise, Frames of Mind. In the decade since Frames, the work of Dr. Gardner and MI theory has shaken educators with a most fundamental question: What is intelligence? Brain-Friendly Teaching (1): Putting Brain-Friendly Strategies To Work How can the findings of current brain research be applied in the classroom to help students perform best on standardized tests? Marilee Sprenger details seven steps to move information from sensory memory to long-term memory. "In the United States, most schools prepare for standardized tests by spending a large amount of time a few months prior to testing on review," observes brain expert Marilee Sprenger. "Although that has been known to raise test scores in comparison to schools that do not follow that process, it does not put information into long-term memory. Because working memory can hold information for just days or weeks, most of the time, the information is forgotten after the test."

Beyond the Comfort Zone: 6 Ways to Build Independent Thinking Image credit: iStockphoto The shift toward applying more executive function (EF) within learning and assessment will cause some discomfort in teachers and students. The transition will not eliminate the need for memorization, as automatic use of foundational knowledge is the toolkit for the executive functions. Memorization, however, will not be adequate as meaningful learning becomes more about applying, communicating and supporting what one knows. Differentiating Instruction Within the four ways for differentiating instruction there are embedded several other learning strategies which are used in conjunction with each other. The Strategies: Readiness / Ability

The Model>Principles of Learning: Summary The latest gains in the field of brain research cast a new light upon the learning process, which impacts curriculum design, teacher preparation, and classroom practices (Bransford, Brown, & Cocking, 1999). The model we have developed to illustrate the Principles of Learning, which we consider to have a significant influence upon knowledge acquisition, skill enhancement and competence development when applied to both classroom settings and communities, has evolved from developments in the study of learning. Knowing how humans learn has helped us design the model we propose, which demonstrates the practical applications of research into educational settings. A variety of research approaches and techniques have been developed that seek to alter the old conceptions about learning and focus on learning with understanding.

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