Cynthia Tomei

EDU417: Cognitive Studies Capstone

Joanna Savarese-Levine, PhD.
May 9, 2015

Students must spend a great deal of time in the

classroom, ensuring that time is the most beneficial
and productive is owed to the students. The
following presentation addresses how students can
optimize their education when provided a brainbased, brain-compatible curriculum, which benefits

the students, teachers, and education as a whole.

Married, mother of two great kids.

Work for a major health care company planning meetings

and conferences.

Enjoy trying new things and expanding beyond my

comfort zone.

Lifelong learner.

Studying healthcare administration and cognitive studies.

Engagement. Strategies. Principles.

Stimulating content.

Meaningful content and context.

Hands-on participation.

Brain-compatible learning offers great opportunity as described here.

When things go wrong, brain-based helps to learn in spite of issues.

Click here for more.

Traditional Learning

Brain-Compatible Learning

Desks in rows.

Seating in pods, creative flow.

Lectures and reading.

Diverse methods for content.

Quiet, studious, orderly.

Stimulating, active, noisy at times.

Separate music, movement classes. Music and movement incorporated

into the classroom.

Memorization, review, testing.

Immersion, hands-on, novel, fun,

social.
I.Q. Howard Gardner, David Perkins.

Teacher Collaboration.
and text driven.

Genetic factors include the brains ability to communicate.

Neurotransmitters and how they work.
Dopamine, Serotonin, Acetylcholine.

External factors.
Movement.
Sleep.
Nutrition.
Technology.
Stress.

Poverty

Humans learn by creating neural connections.

Neurotransmitters facilitate neural communications.

Dopamine.
Serotonin.
Acetylcholine.

Stimulus novel, engaging content.

Dopamine
Controls conscious motor movement.
Enhances good feelings.

Serotonin
Makes people feel good in a calming manner.
Affects memory, sleep, body temperature.

Acetylcholine
Involved in REM sleep and memory.

Operates all muscles.

Movement.
Increases blood flow.
Improves oxygen to the brain.
Offers brain breaks.

Sleep.
Consolidation.
Contributes to memory.
Restores the physical body.

Nutrition
Brain development and function.
Quality in consumption.
Produces and protects within the brain.

Technology.
Content.
Context and structure.
The RIGHT technology.

Stress.
Harmful!
Can cause neurological damage.

Poverty.
Causes stress.
Causes poor nutrition.
Causes neurological distraction.

Inputs.
All senses contribute.
Sight and sound dominant.

Order of processing.
Sensory Memory.
Working Memory.
Long-Term Memory.

Very short duration -3 seconds.

Subconsciously determined.

Relevance to situation a driver.

Filters to prevent sensory overload.

Perception attaches meaning.

Retention driven by emotion, novelty, and meaning.

Consciously processing, manipulating.

Short duration.

Limited abilities.

Participate in what moves to long-term.

Solitary train of thought at a time.

7+/-2

Meaning, Emotion improve Retention.

Brains storage system.

Declarative.
Procedural.

Unlimited potential.

Sorts and files away bits of information.

Retrieves data when recall is necessary.

Allows learning to occur.

Game created on BrainRush for brain-compatible

learning, click here.

Game.

Timed and adapts to student.

Competitive.

Immediate feedback.

A lesson plan can be found on the authors blog here.

Engaging.

Hands-on.

Meaningful.

Collaborative.

Movement.

Brain-compatible learning benefits all.

Teaches to all types of students.

Addresses multiple intelligences.

Diverse and differentiated.

Engaging.

Provides for collaboration.

Success!

Fischer, K. W., Immordino-Yang, M. H., & , (2008). The jossey-bass reader on the brain and

learning. (1st ed.). San Francisco, CA: Jossey-Bass.

Jensen, E. (n.d.). Brain-based learning strategies. Florida Education Association. Retrieved from
http://feaweb.org/brain-based-learning-strategies

Jensen, E. (2005). Successful applications of brain based learning: A practical guide to brain-

based learning. Films On Demand. Films Media Group. Retrieved from

http://digital.films.com.proxylibrary.ashford.edu/PortalPlaylists.aspx?aid=18596&xtid=60340

Jensen, E. (2005). Successful applications of brain based learning: the fragile brain what

impairs learning and what we can do about it. Films On Demand. Films Media Group.
Retrieved from http://digital.films.com.proxy-

library.ashford.edu/PortalPlaylists.aspx?aid=18596&xtid=60341

McDaniel, R. (2008, July 28). Brain based learning vs. traditional learning. Yahoo Voices.

Retrieved from
https://web.archive.org/web/20121117004700/http://voices.yahoo.com/brain-basedlearning-vs-traditional-learning-1717969.html?cat=4

MI Oasis. (n.d.). A beginner's guide to the theory of multiple intelligences. Retrieved from
http://multipleintelligencesoasis.org/about/

Schraw, G., & McCrudden, M. (2013, July 12). Information processing theory. Education.com.
Retrieved from http://www.education.com/reference/article/information-processingtheory

Theories of Intelligence. (n.d.). Retrieved from http://otec.uoregon.edu/intelligence.htm

Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.).
Alexandria,VA: Association for Supervision & Curriculum Development.

yuecl. (2013, July 18). Information processing model: Sensory, working, and long term

memory [Video File]. Retrieved from http://www.youtube.com/watch?v=uxr29NWQxEA