Brain Compatible Education

1. Brain Compatible Education Bianca Whalen EDU 417 Joanna Savarese-Levine April 28, 2014

2. Index Page The Mission – page 3 About Me – page 4-5 Brain Compatible Learning – page 6 Brain Compatible Learning Principles Header - page -7 Principles of Brain Compatible Learning – page 8 Pattern and Making Meaning – page 9 The Brain: A Parallel Processor – page 10 Stress and Threat – page 11 Comparison: Traditional Vs. Brain Compatible Header – page 12 Traditional Teaching Vs. Brain Compatible Learning – page 13 Brain Compatible Teaching – Environmental & Genetic Factors Header – Page 14 Environmental Influences on Learning – page 15 Genetic Influences on Learning – page 16 Information Processing Model Header page – 17 The Information Processing Model – page 18 Emotion, Retention, and Meaningful Experiences –page 19 Brain Compatible Lesson Plan Header –page 20 Brain Compatible Lesson Plan – page 21--23 Brain Compatible Strategies in the Classroom – page 24 Benefits of Brain Compatible Learning – page 25 Reference pages – page 26-28

3. The Mission The mission of this presentation is to show help understand brain compatible learning and the benefits of utilizing brain compatible learning in the classroom. This presentation also addresses the differences between the traditional learning model and the brain compatible one. Also there are physiological processes that occur during learning and how the information-processing model helps understand how students process and retain information. A brain compatible lesson can also be found in this presentation.

4. About Me I am Bianca Whalen. I am from Kasson, MN. I have a husband and son. My husband's name is Mike, and my son's name is Rainn. My husband and I have been together for 11 years and married for almost 5 years.  He was 19, and I was 18 when we met and started dating.  We quit smoking a month after we got married in September, 2009. I also started attending college in 2009 and am set to graduate on June 2nd, 2014. I have chosen to obtain a double major in psychology and cognitive studies. I really hope to teach children through the brain-compatible learning approaches.

5. About Me (Continued) My son is my world. He has quite the story. He is preemie. He was born in July, 2011 at 27 weeks, 3 days at 1lb, 4oz and 12.5 inches long with severe intrauterine growth restriction and reversed end diastolic flow. He spent 103 days in the St. Marys NICU at Mayo Clinic, Rochester, MN. He is two years old and doing really well with only slight delays in his speech which can be expected in some preemies. He is an amazing and smart little boy. He starts preschool next fall.

6. Brain Compatible Learning There three distinction findings in relation to brain compatible learning: Neuroplasticity - The brain has physiological alterations due to experiences and much faster than initially thought . Environmental influences on the brain establishes a huge amount of the functioning capacity in the brain (Brandt & Wolfe, 1998). The brain is multifaceted and interrelated - the brain has a countless amount of achievable interconnections. There aren’t any secluded, specialized regions, but the brain concurrently processing a large array of data at the same time (Caine & Caine, 1994). Each brain is unique - the human brain is extremely individualized in elements such as physiology, neural wiring, biochemical balance, and development phase than once thought (Jensen, 2008). (Roberts, 2002)

7. Brain Compatible Learning Principles

8. Principles of Brain Compatible Learning Principle 1: The brain is a composite adaptive structure.Principle 2: The brain is socialPrinciple 3: The search for meaning is inborn.Principle 4: The search for meaning happens from "patterning".Principle 5: Emotions are essential to patterning.Principle 6: Every brain concurrently recognizes and generates parts and wholes.Principle 7: Learning requires focused attention and peripheral perception.Principle 8: Learning requires conscious and unconscious processes.Principle 9: There are two or more methods of categorizing memory.Principle 10: Learning is developmental.Principle 11: Intricate learning is improved by challenge and hindered by threat.Principle 12: Every brain is unique. (Hirumi & Chen, 2009; Caine & Caine, 1991, 1997)

9. Pattern and Making Meaning Research has supported the notion that need to find meaning is inborn and happens from patterning (Caine & Caine, 1994). Patterning is the significant organization and categorization of data ( Nummela & Rosegren, 1986). The brain is created to find and incorporate novel data into current structures and vigorously oppose meaningless data (Caine & Caine, 1994). The progression is ongoing and won’t end even if we have stopped teaching. The idea supports several of the practices that are attributed to experiential learning such as importance on context and framing, learner involvement, alternating among details and the whole, reflection elements, and relevancy (Roberts, 2002).

10. The Brain: A Parallel Processor The human brain is the crucial, multi-tasking mechanism, that is always doing many things at once. The brain is focused on survival and isn’t very well intended for linear, lock-step teaching (Jensen, 2000). We do not learn how to ride a bike through reading a book or a lecture, but through active and intricate sequences of experiences. Recent studies reinstate the idea that the brain learns optimally from a rich, intricate, and multisensory surroundings (Jensen, 2000; Roberts, 2002).

11. Stress and Threat Learning is improved by challenging experiences and hindered by threat (Jensen, 2000). The brain has the capacity to move up or down regarding the perception of the instantaneous environment. Experiences that are seen as threatening can cause the brain to downshift (Hart, 1983). Although, increase challenge stress called eustress, may cause an upshift reaction into higher order thinking skills. Current research implies that the chemical and physiological reactions to stress and threat are significantly different (Caine & Caine, 1994; Roberts, 2002).

12. Comparison Traditional Versus Brain Compatible

13. Traditional Vs. Brain Compatible Learning Traditional Brain Compatible Focuses on individualized and personalized learning approaches. Incorporates emotion into the lessons to make them more memorable. This can be done by tapping into students’ personal experiences Uses techniques like simulations, role playing, group learning, cognitive dissonance, and cooperative learning to engage all learning styles. Allows students to have more control in their learning experiences and offers them choices in their education. Encourages students to make meaning about what they are learning through the use of vicarious experience Craig, 2003; McDaniel, 2008; Roberts, 2002) • The teacher is the authority figure in charge of the answers and focuses more on whether the student is right or wrong. • Utilizes rote memorization, review, and testing. • Teaches through lecturing and note taking. • Has more of a one fits all approach to learning. • Focuses on psychological perspectives of classical and operant conditioning. (McDaniel, 2008; Fischer & Immordino-Yang, 2008)

14. Brain Compatible Learning Genetic & Environmental Factors

15. Environmental Influences on Learning • Exercise – There are positive correlations between exercise and learning. Exercise increases oxygen flow to the bloodstream and pumping more blood in the whole body and brain. This means that higher capillary health and development and plasticity of the frontal lobes (Wolfe, 2010). • Sleep – Sleep is the progression of balancing a memory trace over time, causing it to shift from the short-term to long-term memory. Sleep also is an occurrence where neural connections become stronger (Wolfe, 2010). Some studies imply that deficient sleep is correlated with poor academic performance (Wolfson & Carskadon,1998). • Nutrition – Nutrition is extremely influential on how the brain develops and functions. Babies that are born to mothers with insufficient diets were in more danger of mental retardation and behavioral problems. There’s extremely fast growth that occurs during the first two years of life making proper nutrition vitally important during this duration of time (Chudler, 2001). Good nutrition is not only essential to brain development, but also brain functioning (Wolfe, 2010). • Experience – There are certain elements essential to experiential learning. These are a balance of sensory stimuli, observing, doing or living through experiences, intrinsic motivation exceeds extrinsic motivation, the use of analysis and reflection, objectivity, subjectivity, and open-endedness, sustainability and consistency with learning (Hansen, 2000).

16. Genetic Influences on Learning • Heritability is a statistical gauge, articulated as a proportion, detailing the amount of which genetic factors add to distinctions on certain traits in individuals on the population. • There have been many studies that have shown associations between certain elements of intellect like spatial reasoning as well as cognitive function and disabilities, such as dyslexia. • Molecular genetics has assisted in identifying genes that affect certain areas of functioning and disabilities. • Twin studies that have assessed certain cognitive over thirty years in four countries have offered significantly reliable findings. Associations for identical twins very much surpassed fraternal twins on assessments in verbal and spatial reasoning. (Plomin & DeFries,1998)

17. The Role of Emotion, Retention, and Meaningful Experiences Information Processing Model

18. The Information Processing Model The information processing model is made up of three elements: sensory memory, working memory, and long term memory. Sensory and working memory allow individuals to handle restricted quantities of received data while initial processing. Yet, long term memory works as a permanent storehouse for information (Schraw & McCrudden, 2013). Sensory memory processes sensory data for very short durations of time. This function of sensory memory is to scan received and process the most pertinent data at that given time. Sensory memory information processing happens too fast for individuals to intentionally control what they focus on (Schraw & McCrudden, 2013). Once information goes through the sensory memory, it is then transferred over the working memory or removed from the system. The working memory is the place where information is given meaning, related to other information, and where mental operations occur like inferences. Even though every human is different in regard to accessible cognitive resources, all learners have restrictions no matter skill or ability level (Schraw & McCrudden, 2013). Long term memory doesn’t have any restrictions on how much information or by attention limitations. This storehouse in meant to all the facts and knowledge within our memory (Anderson, 2000). Working and long-term memory conjoined by encoding and retrieval processes. Encoding and retrieval greatly make learning possible when information in long term memory is easily accessible (Schraw & McCrudden, 2013).

19. Emotion, Retention, and Meaningful Experiences • Emotion plays a big role in learning and are essential to how to the brain processes data. The hippocampus, thalamus, and amygdala are involved in limbic system that are critical to creating memories. The thalamus and reticular activation system in the brain stem scans sensory information as it is received. A person’s previous experiences are essential to this process as the brain deciphers information’s relevance. The amygdala labels information with an emotional message when memories are stored in the long-term memory. Emotion is directly related to creation, storage, and retrieval of memories along with making meaning. When a intense emotion is related to an experience the brain labels the exerience as important and one that should be remembered (Tompkins Cortland Community College & Dialogue on Learning, 1997-2007). • Learning and retention are different and learning doesn’t always mean long-term retention. If information is retained, the student should be able to find it, indentify it, and retrieve it correctly later on. Rehearsal is where the individual processes, reprocesses and gives meaning to learning. There is rote rehearsal and elaborate rehearsal. Rote rehearsal is remembering things like a poem or phone number. But elaborate rehearsal involves relating new things with prior knowledge to discern relationships (Tompkins Cortland Community College & Dialogue on Learning, 1997-2007).

20. Music and Mood Brain Compatible Lesson plan

21. Brain Compatible Lesson Plan This following lesson plan incorporates a brain compatible approach by describing the way music makes the students feel. It also addresses how our auditory senses function with our brain, how our brain processes emotions, and how music influences our brains and emotions. This lesson also teaches the students how to properly cope with feelings. If students know how to cope with their feelings these feelings are less likely to interfere with the learning process, and also how to use feelings to improve the learning process. The next two pages present the lesson plan.

22. Brain Compatible Lesson Plan Music and Mood: A Brain Compatible Perspective Grades: 3rd -5th My modified lesson plan theme: Music and mood. Math and Science Objectives: • Understand how our moods affect our decisions and overall health (Discovery Education, 2012). • Know which areas of the brain and neurotransmitters are responsible for our moods and emotions. • Understand the processes in the brain related to decision making. • Do an experiment to find out the effects of music on emotions/mood (Discovery Education, 2012). • Understand the different effects that music has on the brain • Evaluate the outcomes of the experiment and utilize this data to develop tools to assist in managing emotions and improving mood (Discovery Education, 2012). Show everything they have learned through an individualized project. Suggested Time: This lesson requires four thirty minute periods or five twenty minute periods (I added an extra lesson session). Resources: What Puts You in a Bad Mood? (Video) Your Mood Horoscope (Interactive) (Discovery Education, 2012) Materials: The two resources above, paper, pencils, markers, mood chart worksheet and computer. Lesson: The teacher first makes cards with faces showing six emotions: happy, tired, angry, bored, sad and anxious, and find four music clips from different genres that help to show or activate a wide range of emotions in the students. Next, the teacher will tape the mood cards on the walls in the classroom. Start the class by giving each student a face card, and that the card stays face down. The students will hold the cards on their heads while their classmates act out their cards until they figure it out. When the students find other with the same emotion they should make up six groups. The students with then share when and how they have felt these emotions named on their cards (Discovery Education, 2012).

23. Brain Compatible Lesson Plan (Cont.) Next the teacher will make a three column chart named: trigger, emotion and response, and then students will write down their shared experiences. The response part will be where the students name healthy and unhealthy choices. Help them figure out how feelings can help make healthy choices. Talk about how our emotions affect choices. Then teach the vocabulary of mood and emotion (Discovery Education, 2012). The next thing the students should be taught are which areas of the brain and neurotransmitters are utilized and affected when emotions and mood change. Have them use a worksheet with the brain areas and neurotransmitters used those areas. Have the students watch the video and explain triggers involved with negative moods and ways to improve mood. Then use the example of the girl listening to music in the video and then explain how music can influence our moods. Then you want to explain the brain areas activated and altered by music and which neurotransmitters are involved. The teacher will address that everyone responds to certain music in their own. Now we do the experiment on how music can influence mood and emotion (Discovery Education, 2012). The next activity will be where the student does a project where they choose between a drawing, a paper, a mind map, a short presentation or a speech. In this project the student will address the moods that they felt during the music clips, what senses were triggered, and the functions of the brain and neurotransmitters involved with the music, emotions, and the auditory senses used to listen to the music. This is when the teacher hands out the worksheet that helps to log the feelings that occurred during each music piece. Next the students will complete their mood horoscope. The students listen to the clips and chart their emotions. Once the students have listened to the clips, the students should assess and explain their moods. The student will use data tables and graphs to represent each musical piece, and then share the information. The students will point out the most common emotion triggered for each group. The students will develop their own playlists meant to help them handle their emotions. They should work in small groups to share what the songs are meant to trigger and the ways the songs improve mood. The students will then come up with healthy ways to cope with moods and to make better decisions (Discovery Education, 2012). The students will then address the areas of the brain and neurotransmitters associated with decision making. Modifications/accommodations for children with special needs: • Headphones for students with special needs during the video • Closed captioning during the video for students that are hard of hearing. • Letting the student choose the project that best meets their personal needs.

24. Brain Compatible Strategies in the Classroom • Make the classroom conducive to learning. • Offer chances to interact. • Employ students in projects and problem solving. • Provide the students with hands-on practical experiences. • Utilize music, rhyme, and mnemonics. • Educate students in creating graphics. • Present prospects to generate events and concepts.(Wolfe, 2006)

25. Benefits of Brain Compatible Learning in the Classroom and the Future of Education • Generates a more successful learning setting that works for several types of diverse learners. • Gives children a relaxing and threat-free setting to be taught in. • Provides students with the apparatuses that they will require in order to handle the typical stressors of life. • Any teacher can integrate brain compatible strategies into their curriculum. • Improves the capacity for learning through focusing on the entire brain and its functions and an environment that allows the students to grow. • Places a firm emphasis on emotions and their impact on learning. • Makes learning fun and keeps students engaged. (Miller, 2013)

26. References Anderson, J.R. (2000). Cognitive psychology and its implication. (5th ed.). New York: Worth Brandt, R., & Wolfe, R (1998). What do we know from brain research? Educational Leadership, 56(3), 8-13. Caine, R. N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, Virginia: Association for Supervision and Curriculum Development. Caine, G., & Caine, R. (1994). Making connections: Teaching and the human brain. New York: Addison Wesley. Caine, R. N., & Caine, G. (1997). Education on the edge of possibility. Alexandria, Virginia: Association for Supervision and Curriculum Development. Chudler, E. (2001). Neuroscience for kids [Online resource]. Available: http://faculty.washington.edu/chudler/neurok.html Craig, D.I. (2003). Brain Compatible Learning: Principles and Applications in Athletic Training. Journal of Athletic Training,38(4): 342-349 Retrieved April 28, 2014 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC314395/ Discovery Education. (2012). Mood Music! Fit 4 the Classroom. Retrieved April 25, 2014 from http://www.fit4theclassroom.com/sites/fit4theclassroom.com/files/downloads/MoodMusi c_021513.pdf

27. References (Cont.) Fischer , K. W., & Immordino-Yang, M. H. , (2008). The jossey-bass reader on the brain and learning. (1st ed.). San Francisco, CA: Jossey-Bass. Hansen, R.E. (2000). The Role of Experience in Learning: Giving Meaning and Authenticity to the Learning Process in Schools. Journal of Technology Education, 11(2), 23-32 retrieved April 28, 2014 from http://scholar.lib.vt.edu/ejournals/JTE/v11n2/pdf/hansen Hirumi, A. & Chen, B. (2009). Unit 2: How and Why People Learn Brain-Based Learning Retrieved April 28, 2014 http://pegasus.cc.ucf.edu/~baiyun/course/eme6053.html Jensen, E. (2000). Brain-based learning. San Diego, CA: The Brain Store. McDaniel, R. (2008). Brain Based Learning Vs Traditional Learning. Retrieved April 26, 2014 from http://voices.yahoo.com/brain-based-learning-vs-traditional-learning-1717969.html?cat=4 Miller, K. (2013). The Advantages of Brain-Compatible Learning Environments. Teaching and Mentoring. Retrieved April 28, 2014 from http://blog.enroll.com/view-post/The-Advantages-of-Brain-Compatible-Learning-Environments Nummela, R., &Rosengren, T (1986). What's happening in students' brains may redefine teaching. Educational Leadership 43(8), 49-53.

28. References (Cont.) Plomin, R. & DeFries, J.C. (1998) The Genetics of Cognitive Abilities and Disabilities. Scientific American. 62-69. Retrieved April 28, 2014 from http://faculty.bennington.edu/~sherman/Evolution%20in%20America/genetics%20of%20cognitive%20abilities.pdf Roberts, J. W. (2002). Beyond learning by doing: The brain compatible approach. The Journal of Experiential Education, 25(2), 281-285. Retrieved from http://search.proquest.com/docview/274965338?accountid=32521 Schraw, G. & McCrudden, M. (2013). Information Processing Theory. Retrieved April 28, 2014 from http://www.education.com/reference/article/information-processing-theory/ Tompkins Cortland Community College and Dialogue on Learning. (1997-2007). A Model for the Creation of Meaningful Community College Learning Experiences. Retrieved April 28, 2014 from http://www.dialogueonlearning.tc3.edu/model/constructingmeaning/cm-connectionsgraphics.htm Wolfe, P. (2006). Brain-compatible learning: Fad or foundation? School Administrator, 63(11), 10-15. Retrieved from http://search.proquest.com/docview/219303541?accountid=32521 Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.). Alexandria,VA: Association for Supervision & Curriculum Development. Wolfson, A.R. & Carskadon, M.A. (1998). Sleep schedules and daytime functioning in adolescents. Child Development, 69(4), 875-887.