Examining How the Brain Works in Service-Learning

1. Examining How the Brain Works in Service-Learning

2. The 3 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

3. Service-Learning uses all 3 • Orchestrated immersion–Creating learning environments that fully immerse students in an educational experience • Students are actively engaged in the process of creating an event that will actually take place. It applies theory in a meaningful way that will help others.

4. Fear of Failure • Relaxed alertness–Trying to eliminate fear in learners, while maintaining a highly challenging environment • Students are challenged to apply theory in a new way and that is overwhelming to them. Having them focus on the event can help reduce the fear of failure that many students experience in service-learning.

5. Reflection • Active processing–Allowing the learner to consolidate and internalize information by actively processing it • Upon completion of a service-learning project, it is good to have the students write their reflections. This gives them the value time needed to think about what they have learned. Cornell Notes will help them gather the thoughts together.

6. Cornell Notes • Active processing–Allowing the learner to consolidate and internalize information by actively processing it • Cornell noteshttp://coe.jmu.edu/LearningToolbox/cornellnotes.html • A simple way to get students to take notes interactively. A simple way to get students to review notes systematically. A simple way for students to practice higher level thinking skills. A simple way for students to think actively as they learn.

7. Student Sample of Cornell Note taking