Patricia Rollins

EDU 417 Cognitive Studies Capstone

Dr. Maureen Lienau
April 27, 2015

Our goal today is to learn the benefits of BrainCompatible learning. We will investigate the pros
and cons of this new innovating concept. The
various ways that children can be taught will be
viewed along with how the brain works when it is
stimulated and challenged. Each child is an
individual and has his/her own way of learning
therefore, we will explore what makes it
possible for one student to learn a particular
subject with ease, while another may experience
some difficulty. We will also explore the benefits
of modifications and how a brain-compatible
classroom and teacher are of the utmost
importance to your child.

I am from Liberty Texas and I have two wonderful grown

children. I am expecting my first grandchild in November
of 2015. I have an Associates Degree in Psychology and a
Mental Health Certificate, allowing me to work in the
Substance Abuse Counseling and Mental Health field. I also
have a Bachelors degree in Cognitive Studies, I will be
furthering my education by receiving my masters in
counseling (LPC). I am a CASA volunteer(Court Appointed
Special Advocate) for Liberty County which is where I live,
I have been a volunteer for 3yrs. I am currently working as
a substance abuse counseling for both juveniles and adults.
I would love to someday, operate a counseling center at
the church where I attend. I want to serve adults as well
as children, from family issues to drug issues. My goal is to
serve Gods peoples Emotional, Spiritual and Psychological
needs.

In 1989 President George Bush called it Decade

of the Brain. We now embark on a new
approach to learning, The Brain-Compatible
Approach. Though it is fairly new, its findings
have been intriguing including such things as:
Neuroplasticity: This is when the brain changes
due to experience. It is noted that the brains
environment in which it operates affects the
functioning of the brain (Brandt & Wolfe, 1998).
The brain is complex and interconnected:
Having an infinite number of interconnections
and able to process a wide variety of information
simultaneously (Caine & Caine, 1994).

Every brain is unique: Our brains are more

individualized than previously thought
(Jensen, 2000). Due to the mass volume of
information that has been discovered, it
leaves us to wonder how much we really
know about learning and educational
practices (Roberts, 2002).

Brain-compatible teaching is the application of

a meaningful group of principles that represents
our understanding of how our brain works in the
context of education(Radin,2005).
The teacher must keep in mind that they are
teaching the whole person, to think that they
are only teaching the brain would be a
misunderstanding. Classrooms should be kept
safe both physically and psychologically. It is
important to remember that the brain is the only
organ that sculpts itself through experience. The
teacher literally sculpts the kids brains (Radin,
2009).

TRADITIONAL LEARNING

BRAIN-COMPATIBLE LEARNIGN

Learning math using the chalk

board or worksheets

Learning math by playing a math

game found on the internet

Learning science by planting a

bean and placing it in the
window of the classroom

Learning science by going to a

science museum or looking up an
interactive activity online

Learning to spell words by

writing the word several times

Learning to spell by looking up

the word, its definition and
finding a picture to associate the
word with

Learning about health and

nutrition through reading the
chapter in the health book and
completing the assignment that
corresponds in the book.

Learning about health and

nutrition by having the students
to exercise through dance or
various physical activities, also
having the students to plant a
garden and eat from that garden

The brain-compatible learning style can be used

in different disciplines and trainees. It is still
considered to be in its infancy and a lot of
descriptions are foggy and confusing.
The principles may be applied in all classrooms.
It gives the teacher more insight on how to
better teach the students.
Both the traditional and brain-compatible
learning styles have produced ways to effectively
teach some portion of students. However, the
traditional style may leave out some children if
it does not stimulate the learners (Brain Based
Learning, 2012).

The term Neuroplasticity lets us know that the

brain is shaped by genetic code as well as by its
environment (Wolfe, 2008). Each person is
different and has a different set of experiences.
We know that the brain is wired to hear and
eventually produce the sound that it repeatedly
hears reinforcing the primary language (Wolfe,
2008). Those connections for languages not
heard will eventually fade away making it easier
for children to learn a second language as
apposed to and adult (Wolfe, 2008).

Memory is essential for us to be able to learn

from our experiences and to survival. Memory is
also important in the process of learning, storing
and the ability to recall how we should respond
in to dangerous situations (Wolfe, 2008).
Our brain has the ability to sift through
information and hold on to that which is deemed
important and get rid of the rest. It is able to
recall stored information the informationstorage mechanisms of the brain are described
as networks of associations. They are formed
over our lifetime by our experiences (Wolfe,
2008).

Play Defense for Your Body Lesson Plan

Goal:
In this lesson, students will examine how the bodys organs and
systems work together and the ways underage drinking could impair
these functions. Students will explore the intersection between
science and personal behavior. Students will learn myths and facts
about underage drinking.
Time required:
2 days (2 Class periods)
Materials required:
What Does It Take to Be a
Champion?
student magazine;
Poster Board
Markers
pen or pencil

Getting Started
1. explain to students that their bodies are complex organisms that consist of many
moving parts and countless physical and chemical processes. Describe the many ways that
body parts are interconnected. Ask students to name a few organs and processes and how
they are connected. Answers might include: heart, lungs, liver, brain, or skin. The brain,
stomach, and intestines work together on digestion, the brain and lungs work together on
respiration, an involuntary function; and so on.
2. Point out to students that understanding cause-and-effect relationships is crucial for
studying the body. Scientists must understand causes and effects in the body in order to
conduct research. Likewise, doctors must understand the same thing in order to treat
patients. Tell students that understanding cause and effect can help them take care of
their bodies.
3. Discuss how alcohol can interrupt or impair those processes. Sometimes alcohol just
slows
down a process, other times it might lead to more critical physical problems. Underage
drinking, in particular, can have detrimental effects on the young brain. Alcohol affects
brain cells shortly after consumption. Those effects can create damage, and teen brains
are even more sensitive than adult brains. The long-term effects of alcohol also include
possible damage to the frontal lobes of the brain, the region of the brain responsible for
making decisions. Alcohol is also known to damage memory. Students will discuss the parts
of the brain and their functions and also what happens when alcohol is introduced to the
body.

Using the Student Magazine/Worksheet

http://www.scholastic.com/asklistenlearn/pdfs/AskListenLearn_56_Student_Magazine.
pdf

4. Direct students to the Be a Champion for Your Body page of

the student magazine. This
page illustrates how bodily systems operate and how different
parts of the body work together. Some of this information will be
new to students and some of it will be familiar. There is also a
chart that illustrates the many effects of alcohol on the body.
5.Divide students into small groups. Tell them that they will be
reviewing the information
in the student magazine about the effects of alcohol on the
human body.
6.Instruct students to discuss how each organ or bodily system is
affected by alcohol. Tell
students to recall information they already know about biology to
assist their discussion. Allow several minutes for discussion. For
those students that do not have previous knowledge about the
effects of alcohol on the body there will be photos and pictures
explaining on a basic level, the dangers of alcohol to the young
mind and body.

7.Distribute Student Under Aged Drinking brochures. The class will read the myths
first, and discus weather they believe them or not, then have the students to read
the facts and discuss.

8. Students will pair up and choose a body part to do a brief report about. They will
tell the body parts function when it is healthy and how it functions when it is not
healthy. Students will be asked to draw and color a picture of the body part on a
poster board. Students will choose the body parts from the last page of the Student
Magazine

Wrap-up

9.Referring to what they have learned, have students set three personal goals on
how to say YES to a healthy lifestyle, and NO to underage drinking.

10. set a classroom goal to learn one new thing about the body every day for two
weeks.

Ask for volunteers to pair up and choose a day. Draw a 10-grid table on the board
and, each day, fill in each box with a summary of that days facts. At the end of the
two weeks,

discuss the importance of each bodily system and how it might be affected by bad
choices such as overeating, underage drinking, and lack of exercise.

http://www.scholastic.com/asklistenlearn/pdfs/AskListenLearn_56_Play_Defense_for_Your_Body.pdf

The lesson plan activity supports braincompatible learning by keeping the students
engaged in the learning process and
providing necessary modifications. It allows
the students to participate in non-traditional
activities that may not otherwise be explored
in the traditional classroom and it gives the
students an opportunity to learn and grow
while interacting with his/her peers. By
working in groups, students are also learning
social skills that may be used throughout the
school year and their lives.

Neuroscience research has played a part in helping

special educators to better understand brain
mechanisms that may prove similarities and
differences in their students. This may provide
methods for the diagnosis of learning difficulties
(Gabrieli, 2009). There are also some limitations
of neuroscience applications to special
education. In the classroom today neuroscience
may be used to support both traditional and
newer instructional practices (Alferink, 2010).

Brain-compatible teaching is beneficial to

the student and the teacher in the since that
both have an opportunity to learn. The
teacher learns the functions of the students
brain and how they learn best and the
student is afforded the opportunity to learn
in an environment that is save and
stimulating to his/her brain without being
too distracting.

Alferink, L. A.-D. (2010). Brain-(not) Based Education: Dangers of Misunderstanding and Misapplication of
Neuroscience Research. 42-52.
Anderson, K. (2015, April 27). Neurons [Video file]. Retrieved from
http://www.youtube.com/watch?v=TSWOOF4V3FE
SugarKaneKreations. (2015, April 27). White baby speaking Spanish [Video file]. Retrieved from
https://www.youtube.com/watch?v=akWDmG3gUpc
Brain Based Learning Vs Traditional Learning Retrieved from:
https://web.archive.org/web/20121117004700/http://voices.yahoo.com/brain-based-learning-vs-traditionallearning-1717969.html?cat=4
Roberts, J. W. (2002). Beyond Learning By Doing: The Brain Compatible Approach. The Journal of
Experiential Education , 25 (2), 281-285.

Willingham, Daniel (2014). Brain Based Education: Pros and Cons Retrieved from:
https://humandevelopment2300.wordpress.com/18-2/

Willingham, Daniel (2014). Brain Based Education: Pros and Cons Retrieved from:
https://humandevelopment2300.wordpress.com/18-2/
Jean L. Radin, Educational Horizons
Vol. 88, No. 1, Research-based Education: The Global Case (Fall 2009), pp. 40-50