Brain Compatible

Learning and The Use of

Neuroscientific Principles
in the Classroom

Misty R. Jenkins, MIJENK5983

EDU417: Cognitive Studies Capstone (DFM449DS)
Instructor: Joanna Savarese-Levine
January 19, 2015

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BRAIN-COMPATIBLE CLASSROOMS:
Brain-compatible learning and the use of
neuroscientific principles in the classrooms

Why and how the implementation of braincompatible techniques is beneficial for

students and teachers and for the future of
education.

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Introduction
Hello, and welcome. My name is Misty Jenkins,
and I am here today to talk to all of you about
Brain-Compatible Classrooms, and what BrainCompatible Learning and Neuroscientific Principles
can do for your child in the classroom. We will
cover in this presentation why and how the
implementation of brain-compatible techniques is
beneficial for students and teachers and for the
future of education. First off, let me tell you a
little bit about myself.

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Cont. from slide 3 - Introduction

I have a Bachelors Degree in Cognitive Studies

from Ashford University.
I am married to my best friend of 24 years.
I have two children, 22 years old and 20 years
old. Both of which are in college at Montana
State University, in our home state of Montana.
We live on the family farm/ranch. We are the
fourth generation to live in the family farm
home.
My joy in life is working with children and with
animals.
I love watching children excel in life with
whatever they choose to do.

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What is Brain-Compatible Learning?

Teaching methods, lesson designs and school
programs based on the latest scientific research
on how the brain learns, including factors as
Cognitive Development.
How students learn differently as they age,
grow, mature socially, emotionally, and
cognitively.
Motivated by the general belief that learning can
be accelerated and improved if educators base
how and what they teach on the science of
learning, rather on past educational practices,
established conventions or assumptions about
the learning process.
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Brain-Based Learning/Activities:
http://www.Pinterest.com

CREATE: Build stuff; invent, design, compose,

construct.
EVALUATE: Justify stuff; Assess, judge, defend,
question, argue, critique.
ANALYZE: Question stuff; Compare, sort, contrast,
investigate.
APPLY: Solve stuff; Examine, modify, produce,
change, calculate
UNDERSTAND: Explain stuff; Match, summarize,
rewrite, visualize, interpret, restate
REMEMBER: Memorize stuff; Describe, list, name,
identify, label, recite.

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Traditional Learning/Activities

Read a story
Learn shapes; square, rectangle, circle, triangle.
Practice math skills; add, subtract.
Learn colors; red, green, blue, black, yellow.
Learn the days of the week; Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday, Sunday.

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Various Factors that Impact Learning

Intellectual Factor: Individual Mental Level. (Mondal, 2014) What is the

intellect level of the student. Students with low intelligence often have
problems understanding and processing instruction and mastering
schoolwork. Teachers need to become aware of the learning level of their
students and what can be done in the classroom to guarantee successful
learning no matter the students learning level. Everyone possess different
kinds of intelligence.
Learning Factor: Teach at the rate in which the students can learn. If
one proceeds to fast, the students will not be able to mater what is being
taught, and that can lead to deficiencies that interfere with successful
progress for the student(s).
Physical factors: This includes health, physical development, nutrition,
visual and physical defects, and glandular abnormality. All of these can
effect the way a student learns and their physical growth. Students that
suffer from poor eye sight, poor hearing, and other physical defects
seriously affect their developing skills such as reading and spelling and the
students ability to learn and concentrate.

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Cont. from slide 8 Factors that Impact Learning

Mental Factors: Attitude is in the category of mental factors. Not to be confused with
emotions. The way a student learns and the amount the student learns is all based on
attitude. Attitudes play a large part in the mental organization and general behavior of the
individual. (Mondal, 2014)
Emotional and Social Factors: Personal factors, such as instincts and emotions, and
social factors, such as cooperation and rivalry, are directly related to a complex psychology
of motivation. (Mondal, 2014) Examples are: dislike of a subject, unhappiness because of
fear of being disapproved of. All of these has a baring on the way a student learns in a
classroom setting.
Teachers Personality: The way the teacher conducts his/her self and the personality of
the teacher is important in the classroom and may determine the success or failure of the
student.
Environmental Factor: Physical conditions needed for learning is under environmental
factor. (Mondal, 2014) The environment of the classroom, textbook, equipment, and school
supplies all have a baring on how well the student learns.
Genetic Factor: Children with disabilities plays a big role in how the student learns in the
classroom. The classroom must be equipped with all the necessary tools that will guarantee
the student with disabilities a good, quality education. It is very important to teach at the
level and speed to which the student with the disability can understand and master what
they are being taught. Brain-based learning does just that. Its good quality education that
teaches at the level in which the student can learn and absorb what they are being taught.

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Steps to Understanding the Various

Factors the Impact Learning

Understand all individuals learn and master what is being taught to

them in different ways.
Understand that the environment in which the individual is learning
in has an influence on what and how much the student learns.
Understand that some pupils have special intellectual disabilities
that may slow them down with understanding and learning what is
being taught to them. Special accommodations may need to be
made for these pupils to guarantee a high quality education.
Understand that all students learn at a different rate of speed. Be
willing to accommodate those that learn slower than others.
Be willing to make adjustments to the classroom for those students
that need extra help being able to see the chalkboard, eat or snack
at different times than other students because of health reasons, or
help those that can not hear as well as others.

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Use of the Information Processing Model

The information Processing Model describes the main cognitive structures and processes
in the learning cycle. (Information Processing Theory, 2014) This is the process in which
students brains learn in the classroom.

Sensory memory processes incoming sensory information for short periods of time.
This is where information enters the brain and is held onto for a fraction of a second
until the brain decides what to do with it.
From the Sensory memory, comes the
Working memory multicomponent
temporary memory system.
(Information Processing Theory, 2014)
This is where the information is assigned
a meaning, linked other information.
From Sensory Signals to Perceptions, and
from Perception to Attention, which is how
the student is paying attention to the
important information in class.

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Cont. from slide 11 Information Processing Model

Emotion and Attention are the two of many important parts of the Information
Processing Theory. Emotion drives attention, and attention drives learning.
(Wolfe, 2010) When a student obtains information, the brain sorts through it to see
what to keep and what to ignore. In a way, it keeps the important information that is
pertinent to the individual and focuses on that. Our brains and our students brains
are designed to pay attention to not only physical dangers in the environment, but
facial expressions and other components of body language that contain emotional
information necessary for survival. (Wolfe, 2010) It is very important as a teacher,
to remain in a stable, healthy mood for the students. Students will pick up on
emotion within the classroom. High spirited moods help the students pay attention
in class and help them to retain information unlike if the teacher or students were in a
bad mood, the student would concentrate on that, and not obtain information to
which is being discussed. Cognizance of sifting and sorting both meaning and
emotion, play is critical to understanding why the brain pays attention to some
stimuli and not to others. (Wolfe, 2010) If the students are not paying attention to
what is being taught in the classroom, or if they are paying attention to something
else, they will not learn what is being taught. Attention drives learning.
(Wolfe, 2010)

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BUILDING A LESSON PLAN TO MEET BRAINCOMPATIBLE LEARNING.

Lesson plan built on being a Program Coordinator working for an

after school enrichment program for children K-5.
After school activity planned for a group of 10 children of varying
abilities.
The activity was fun and engaging.
The age group chosen was Kindergarten.
Science was the class chosen to teach.
Specific materials were chosen for the students to use to complete
the activity thoroughly.
45 minutes to one hour is the time allowed for the students to
complete their activity.
Concepts Taught: Diversity between habitats and the differences of
animals that live in different habitats.

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Cont. from slide 13 Lesson plan

The objective was for each student to learn and understand the
definition of Habitat. Each student was able to label a habitat for their
favorite animal of choice. Each student was able to identify habitats
that certain animals live in that are named off to them in the lesson
and that they will see in the magazines, and other materials they are
offered. The students were given the opportunity to go outside and
identify different animals that live in the school environment. Special
accommodations were made for those physically handicapped in the
classroom so they too could go outside and participate with the rest of
the class in the activity.
The students watched two videos, Habitats of Animals and I Got A
Habitat then discussed within groups what their favorite animal is and
their habitat in which they live it. They were to explain the habitat,
what it looks like, the size of it, and what plant life lives in the habitat,
if any, as well as other creatures, to the other students in the group.
After the activity was complete, the students were able to understand
and identify a habitat.

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Cont. from slide 14 Lesson Plan

The students were able to tell why all habitats are different from
one another.
Why some animals live in warm weather and some in cold weather.
The students were able to speak amongst their groups and discuss
other animals and their habitats.
The students were allowed more time at the end of the activity to
finish up their drawings and shared them with the rest of the class.
The whole class had a discussion about habitats, the habitat they
would want to visit, why, and to demonstrate how their favorite
animal moved. Example: slithering, swimming, crawling, climbing,
etc.

This lesson plan demonstrated Brain-compatible learning, matching instruction

to how the brain learns best. It encompasses a theory of learning, brings
science into the classroom and teaches students how their brain learns most
optimally. Brain-compatible learning is a series of strategies, ideas, concepts,
and application of material that helps build neural networks, sensory activation,
attention, memory, and excitement in the classroom.

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Brain Rush Activity

Interactive game that uses a technology called Adaptive

Practice the theory behind the activity applies to the
science of learning to the gameplay.
It engages a brain in rapid-fire practice.
It allows for repetition and active engagement.
The game consists of cards with pictures of clues on them.
One is to match the main picture or clue to the several
others offered to choose from. If the answer is wrong,
the buzzer goes off and you get another chance to choose
the correct answer.
This game allows the brain to react in second intervals.

http://www.brainrush.com/lesson/name-the-part-and-function
-of-the-brain
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Cont from slide 16 Brain Rush Activity

Technology is being used in classrooms all over the world.

Examples: iPads, iPods, tablets, and laptops. They are becoming a
necessity for the students to use and learn on.
New software tools and video games are consistent with the way
the brain naturally learns.
Video games or interactive games in the classroom can be
multisensory, increase student engagement, and motivate students
to learn.

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Why use brain-compatible techniques in

the classroom?

It starts from the learners standpoint (Alexander, 20092014) It addresses all the students and their learning
abilities.
Brain-compatible techniques focus on how learning can be
presented and experienced in ways that are compatible
with the brains natural capacities. (Alexander, 2009-2014)
More effective learning.
Promotes a wider view of learning for a wider range of
student ability, interest and aspiration. (Alexander, 20092014)
Brain-compatible techniques helps the students learn more
in-depth than the traditional learning techniques.
Students get more our of learning with brain-compatible
techniques.

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References:

Slide 8 & 9: Mondal, P. (2104). 7 important factors that may affect the learning process.
Retrieved from http://www.yourarticlelibrary.com/learning/7-important-factors-thatmay-affect-the-learning-process/6064/
Slide 11 & 12: Wolfe, P. (2010). Brain matters: Translating research into classroom
practice. (2nd ed.). Danvers: ASCD Publications. DOI: member@ascd.org
Slide 18: Alexander, B. (2009-2014). Brain-based teaching: Why it works in the
classroom. Retrieved from http://www.classroom-management-success.org/brain-basedteaching.html
(2013). Brain-based learning. The Glossary of Education Reform, Retrieved from
http://edglossary.org/hidden-curriculum
Slide 6: Brain-based learning/activities. (n.d.). Retrieved from http://www.Pinterest.com
Slide 6 & 7; Brain based learning vs traditional learning. (2015). Retrieved from
http://superblinky.com/brain-based-learning-vs-traditional-learning/
Fischer, K., & Immordino-Yang, M. H. (2008). The brain and learning. San Francisco:
Jossey-Bass. Retrieved from http://www.josseybass.com

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