The Benefits of Brain-Compatible Instruction April Morse EDU 417 Cogniti e !tu"ies Capstone Instructor #oanna !

a arese-$e ine April %&' %(14

Why Are We Here Today? We are here today because you, as parents, have a legitimate concern about the traditional education system that your children participate in. Traditional education alone may not be working for your child. Today, I am going to introduce a different instructional techni ue to you! "rain#compatible instruction. The purpose of this presentation is to supply sufficient evidence to support the decision to enter your children into a brain#compatible classroom. $y intention is not to sway you into a decision you are not comfortable with, therefore, I am simply providing you with all of the information and research that I have personally found showing the effectiveness of incorporating "%& '"rain#compatible learning( into the curriculum. )ow, let*s begin+

,irst, I would like to introduce myself

Hello -veryone+++

$om of two %ome from the sunshine .tate $a/oring in %ognitive .tudies at Ashford 0niversity -nrolling at ,.0 in the %linical 1sychology 1rogram %areer goal is to be a licensed %linical 1sychologist

What is "rain#%ompatible &earning?

"rain#compatible learning is an instructional techni ue born from research gathered from the scientific fields of 1sychology, )euroscience, and -ducation Technological advances in the areas of brain#imaging machines has allowed us to 2see3 how the brain works, and thus how it learns. ,or instance, 2 "rain#imaging techni ues have already been used to delineate the neural differences that e4ist between dysle4ics and non impaired readers '.haywit5, 6777(3'Wolfe, 8969(. "rain#compatible studies have shown the effects things such as the learning environment, stress, and areas of individual handicaps 'such as vision( can have on the learner. "rain#compatible learning is built around the learner as an individual. In other words, instead of one lesson plan formatted for the generic student, brain#based learning allows for fle4ibility in order to reach every student.

What $akes "rain#%ompatible &earning :ifferent ,rom Traditional $ethods? ,irst, let*s e4amine traditional instruction

,ocuses on repetition, lecture, and test taking

&esson plans are created for the average learner, and not those who are below or above learning levels

&earning is most often received through visual and;or auditory means 'listening to lecture, reading from a book, etc.(.

)ow, What makes "rain#based &earning :ifferent?

Using )hat )e *no) about the brain an" ho) it functions' brain-compatible learning is create" to compliment the inner )or*ings of the brain+ Instea" of teaching onl, on a single "imension' as tra"itional instruction "oes' brain-compatible instruction ta*es into account ho) ,our chil"ren learn+ !ome chil"ren learn better b, -"oing.' hence the, are theoreticall, bo"il,-*inesthetic learners+ /ther chil"ren learn b, creating mo"els of )hat the, are learning+ The, are sai" to be isual0spatial learners+ Brain-compatible learning ma*es room for all of these chil"ren' an" pla,s to their strengths rather than forcing them to learn in a )a, that is not natural to them+ Brain-compatible learning has also ta*en into account the effects the presence' or lac* of' neurotransmitters in the brain+ Beha ior an" learning are often lin*e"+ /ften the ro)", or misbeha e" chil" is also the chil" that is not "oing )ell in school+ 1hile tra"itional instruction )oul" t,picall, lea e this chil" behin"' brain-compatible research has pro i"e" an ans)er an" possible solution+ 2or e3ample' the neurotransmitter' "opamine' or -pleasure chemical. ma, be the culprit+ -Earl, in a"olescent "e elopment' "opamine le els are relati el, lo)' )hich ma, account for teen4s reacti e beha ior. 51olfe' %(1(6+ A brain-compatible classroom also calls for proper nutrition an" e3ercise to be implemente" an" utili7e" to ensure a positi e learning e3perience for the chil"ren+ -A chil" )hose "iet is poor )ill not be able to respon" to e3cellent teaching in the same )a, as a chil" )hose brain is )ellnourishe". 52ischer 8 Immor"ino-9ang' %((&6+

%ompare and %ontrast

Brain-Compatible

Tra"itional

Uses the theor, of multiple intelligences :laces high importance in nutrition an" e3ercise Uses tools for chil"ren )ith special nee"s' such as AD;D

=elies on lecture' repetition' an" e3ams as primar, teaching tools

Is a -one si7e fits all. metho"

Does not place much importance on nutrition or e3ercise

Uses a ariet, of teaching metho"s encouraging creati it, Is fle3ible an" can be mol"e" to fit an, sub<ect

Both metho"s ha e a place in the classroom+ Tra"itional teaching can be effecti e' but supplementing it )ith brain-compatible learning )ill ensure ,our chil" gets the most out of his e"ucation+

<enetic ,actors Influencing The "rain*s Ability to &earn

>eurotransmitters can affect ho) ,our chil"4s brain functions an" learns?
Dopamine !timulant pro"uce" b, the bo", It is most )ell-*no)n for being the -pleasure. chemical in the bo", Dopamine le els "irectl, correspon" )ith our chil"ren4s focusing attention an" brain processing spee"+ $o) "opamine le els ma, cause inattenti eness' )hile higher le els ma, be e@uall, unpro"ucti e !erotonin A calming moo" enhancerA not a stimulant li*e "opamine In a""ition to its relation )ith "epression' it is -in ol e" in memor,' sleep' appetite control' an" regulation of bo", temperature. 51olfe' %(1(6+ $earning an" memor, are foun" to occur best )hen serotonin' as )ell as the other neurotransmitters' are at a -mi""le le el. 5not too little or too much6 Acet,lcholine Enhances both =EM sleep an" memor, -Use" b, both the motor corte3 an" the neurons of the s,mpathetic ner ous s,stem to operate all oluntar, an" man, in oluntar, muscles. 51olfe' %(1(6+

-nvironmental ,actors Influencing the "rain*s Ability to &earn

Mo ement0E3ercise :umps o3,gen through the brain -=eleases protein IB2-1' triggering release of BD>2' )hich stimulates neural gro)th an" learning 5Co7olino' %((&6. 51olfe' %(1(6+ !timulates neurogenesis )ithin the hippocampus' a structure in ol e" )ith memor, storage an" retrie al+ !leep Important for the mo ement of memor, from short-term to long-term' an" therefore essential for information retention =EM is important for consoli"ation of s*illsA non-=EM is more beneficial for consoli"ation of facts Depri ation of sleep lea"s to poorer brain function >utrition :roper nutrition is crucial for brain function -A chil" )hose "iet is poor )ill not be able to respon" to e3cellent teaching in the same )a, as a chil" )hose brain is )ell-nourishe". 52ischer 8 Immor"ino-9ang' %((&6+ /mega-C fatt, aci"s 5foun" in certain fish' eggs' an" some meats6 balance the hormone s,stem an" *eep the immune s,stem functioning properl, Most of the neurotransmitters )e "iscusse" earlier are comprise" of amino aci"s our bo", recei es from the foo"s )e eat+ Therefore' our chil"ren4s "iet "irectl, affects the efficienc, of their bo",4s neurotransmitters+

=ther -nvironmental ,actors that Affect the "rain*s Ability to &earn

Technolog,

Can be either positi e or negati e on a chil"4s beha ior an" learning abilit, "epen"ing on content' age of the chil"' amount of time spent using0 ie)ing' an" )hat technolog, is replacing for the chil" 5outsi"e e3ercise' pu77les' etc+'6 Team-buil"ing e"ucational games ha e positi e results for both the gro)th of social s*ills an" moti ation Computer games such as Brain1a e !afari ha e sho)n to increase a chil"4s cogniti e abilities Technolog, can sometimes be use" as a substitute for one-on-one tutoring time )ith a teacher' *eeping in min" that the resource use" is age an" content appropriate

>elationship "etween These Two ,actors

En ironmental factors "irectl, affect the efficienc, of neurochemicals in a chil"4s brain+
!ome e3amples? !erotonin affects cogniti e fle3ibilit, that is relate" to higher intelligence+ >utrition can alter the amount of serotonin pro"uce" in the bo",+ -!erotonin "epletion can be influence" b, "ietar, changes+ 2oo"s )ith a higher amount of the amino aci" tr,ptophan 5use" to ma*e serotonin in the brain6 inclu"e bananas' tur*e,' mil*' an" a oca"os. 52isher 8 Immor"ino-9ang' %((&6+ =esearch has sho)n that "eplete" le els of acet,lcholine can cause sleep apnea+ As )e ha e seen earlier' sleep is critical to brain function an" memor, formation+ -!tu",ing brain scans an" sleep patterns of patients suffering from a rare neurological "isease that causes insomnia' researchers "isco ere" that people )ho are "eficient in brain cells that pro"uce acet,lcholine suffere" the )orst sleep apnea episo"es. 5 1eintraub' %((C6+ E3ercise increases brain function an" attention b, increasing bloo" flo)' an" therefore o3,gen' to the bo", an" brain+ -Although the components of optimal e3ercise inter entions ha e not been "etermine"' e i"ence from animal an" human stu"ies suggests that aerobic e3ercise )ith sufficientl, high intensit, has neuroprotecti e properties an" promotes motor function.5:erre,' %(1C6+

$emory And "rain#%ompatible &earning

En ironmental stimuli are ta*en in through ision' hearing' smelling' touching' or tasting an" screene" base" on importance' rele ance' etc+ This is sensor, memor,' an" has a limite" capacit,+ It is er, important to ma*e the stimuli emotionall, engaging so that it is transferre" to short-term memor,+ Then' the information is either "iscar"e" or transferre" to short-term' or )or*ing' memor,+ In or"er for information to be retaine" in short-term memor,' t)o things must occur? repetition an" organi7ation 5this is )here tra"itional instruction e3cels6+ If the information can be lin*e" to e3periences' it is more li*el, to be *ept+ If successful' the memor, is transferre" to long-term memor,' )here it can be rea"il, recalle"+ Things to *eep in min"? Ma*ing learning meaningful an" e o*ing an emotional response in the chil" )ill more than li*el, result in the formation of memor,+ Because the, are emotionall, in este" in the topic' the, )ill maintain focus an" attention' allo)ing the memor, to be successfull, forme"+

A .ample "rain#%ompatible Activity

Acti it,? Earth Da,D Bra"e $e el? E-F Acti it, /b<ecti es? !tu"ents learn the origins of Earth Da, an" tips for rec,cling+ :lus' acti ities that help promote en ironmental a)areness+ The ma<orit, of this acti it, )ill ta*e place outsi"e+ !tu"ents )ill? $isten to the selecte" stor, to gather information to use in class "iscussion :articipate in an" contribute to class "iscussions Complete one or more of the suggeste" acti ities !uggeste" Time? 1 1ee* =esources? Where Does The Garbage Go? b, :aul !ho)ers Recycle b, Bail Bibbons Recycle Every Day! b, >anc, Eli7abeth 1allace Our Earth b, Anne =oc*)ell Materials? !tu"ent noteboo*s or loose leaf paper' pencils' glue' tape' cra,ons' mar*ers' colore" pencils' chart paper' construction paper Mil* <ug' aluminum cans' glass <ar Teacher pro i"e" saplings' sho el' potting soil' )ater

Activity %ontinued
Acti it,? !tep 1? !hare some of the follo)ing facts )ith ,our stu"ents? April %%n" is Earth Da,+ It began in 1G7( )ith the message HBi e earth a chance+H E er, ton of rec,cle" paper sa es about 17 trees+ =ec,cling one glass <ar sa es enough energ, to *eep a 1((-)att light bulb on for 4 hours+ 1ater co ers C04ths of the earth4s surface' an" almost all of it is salt )ater+ :eople in the U+!+ use an a erage of 7( gallons of )ater e er,"a,+ 1e thro) a)a, an a erage of four poun"s of garbage a "a,' per person' in the U+!+ Americans use about &( billion aluminum cans a ,ear+ !tep %? E3plain each fact in more "etail b, using isuals to sho) )hat a ton of paper or 7( gallons of )ater or four poun"s of garbage might loo* li*e+ ;a e a trash bag full of classroom garbage han", to sho) the ,ounger chil"ren )ho ma, not be able to process the large si7e of a lan"fill+ ;a e the stu"ents )al* )ith ,ou out to the pla,groun"+ ;a e them close their e,es an" imagine the pla,groun" an" all of the e@uipment co ere" b, garbage+ ;a e the stu"ents form a circle aroun" ,ou for "iscussion time+ !tep C? As* stu"ents to e3plain to ,ou )hat Hrec,clingH means+ !tep 4? As* stu"ents if the, rec,cle at school or at home+ B, a sho) of han"s' as* )ho rec,cles plastic' paper' glass' an"0or aluminum+

Activity Continued
!tep F? ;a e stu"ents speculate )hat happens to trash once it lea es the classroom or home+ !tep I? =ea" Where Does The Garbage Go? b, :aul !ho)ers !tep 7? Discuss the follo)ing @uestions? If )e "on4t cut bac* on the amount of trash that )e sen" to lan"fills' )ill )e run out of places to "ispose of our trashJ 1hat )oul" )e "o thenJ ;o) )oul" ,ou li*e to isit a lan"fillJ 1hat )oul" it loo* an" smell li*eJ ;a e the stu"ents li*en the isions an" smells to something the, are familiar )ith+ 2or e3ample' -smells li*e an ol" soc*.' loo*s li*e -an o erflo)ing garbage can.+ Do ,ou thin* the earth' un"er all of that trash' is clean an" health,J As* -)h,. or -)h, not.J 1hat happens to trash in lan"fillsJ !tep &? As* stu"ents to complete some of the follo)ing acti ities in"i i"uall,' in groups as a class? 1rite a list of e3cuses to >/T ta*e out the trash+ Create something out of ol" mil* <ugs' glass <ars' or aluminum cans brought from home 1rite a stor, about a famil, )ho )oul"n4t ta*e out the garbage+ 5Di" it fill up the houseJ6 !tu"ents brainstorm rec,cling slogans to )rite an" illustrate on a poster+ E3amples? :rotect /ur :lanet' =ec,cle To"a,D' Clean an" Breen' Boing Breen' Earth :rotector' 1aste >ot' 1ant >ot' Bi e a ;oot Don4t :ollute' /ne Man4s Trash Is Another Man4s Treasure' etc+ ;ang the posters in the school hall)a, for all of the school to see+ ;a e the stu"ents help plant the saplings ,ou ha e brought aroun" the pla,groun"+ !tep G? ;a e the stu"ents )al* bac* to the classroom an" )atch one of the i"eos pro i"e" b, recommunity.com on rec,cling+ Then' ha e the stu"ents ma*e a list of goals for rec,cling at home' an" a space for their parents to sign off on+ 2or e er, 1( aluminum cans' C mil* <ugs' or C glass containers' the, )ill get a "ollar to contribute to the class -tree. fun"+ After K1F+(( is accumulate"' one after-school "a, )ill be committe" to ta*ing a fiel" trip to bu, a tree the *i"s select' an" planting it along si"e the others on the pla,groun"+

Conclusion
Brain-compatible learning, although new, can be a highly effective teaching method. If educational systems would implement brain-compatible learning in addition to the traditional instruction provided in schools, children would ultimately benefit. Every child's needs would be met as brain-compatible instruction calls for focus on different intelligences and different learning styles, genetic and environmental factors, and making use of models such as the information-processing model so that we better understand the way children retain information. ow that we understand how the brain works and can !see" the way in which it leans, it is imperative that teaching methods are changed in accordance with this influ# of new information. $hat we know about the brain has changed% now, it is necessary for the way we teach to change also.

=eference

2ischer' E+ 1+' Immor"ino-9an*g' M+ ;+ 5%((&6+ The Jossey-Bass rea er on the brain an learning. 51st e"+6+ !an 2rancisco' CA? #osse,-Bass+ ;uitt' 1+ 5%((C6+ The information processing approach to cognition+ E"ucational :s,cholog, Interacti e+ Lal"osta' BA? Lal"osta !tate Uni ersit,+ =etrie e" from http?00)))+e"ps,cinteracti e+org0topics0cognition0infoproc+html McDaniel' =+ 5%((&' #ul, %&6+ Brain base" learning s+ tra"itional learning+ 9ahoo Loices+ =etrie e" from http?00 oices+,ahoo+com0brain-base"-learnings-tra"itional-learning-1717GIG+html :erre,' !+ 5%(1C6+ Brain !ciences 5%(7I-C4%F6+ !romoting motor "unction by e#ercising the brain. Lol+ C Issue 1' p1(1-1%%+ %%p+ Doi? 1(+CCG(0brainsciC(1(1(1 =etrie e" from http?00e"s+b+ebscohost+com !trother' M+ 5%((76+ =eclaiming Chil"ren 8 9outh+ $ min "or a venture+ Lol51I6 Issue 1' p17- %1+ Fp+ Accession no+ %F%GIF4( =etrie e" from http?00e"s+a+ebscohost+com !)ain' =+' Berggren' E+' Eerr' A+' :atel' A+' :eplins*i' C+' 8 !i*ors*i' A+ 5%(1(6+ Brain !ciences5%(7I-C4%F6+ On aerobic e#ercise an behavioral an neural %lasticity. Lol5%6 Issue 4' p7(G-744+ CIp+ Accession no+ &444F(&F =etrie e" from http?00e"s+a+ebscohost+com 1eintraub' A+ 5%((C6+ Business1ee*+ The stu"" that ba =etrie e" from http?00e"s+b+ebscohost+com 1olfe' :+ 5%(1(6+ Brain matters& Translating research into classroom %ractice. 5%n" e"6+ Ale3an"ria' LA? Association for !uper ision 8 Curriculum De elopment reams are ma e o". Issue C&4C' pI(-I( 104p+ 1 color photograph+ Accession no+ 1(C1C1&7

The Benefits of Brain-Compatible Instruction April Morse EDU 417 Cogniti e !tu"ies Capstone Instructor #oanna !a arese-$e ine April %&' %(14

Why Are We Here Today? We are here today because you, as parents, have a legitimate concern about the traditional education system that your children participate in. Traditional education alone may not be working for your child. Today, I am going to introduce a different instructional techni ue to you! "rain#compatible instruction. The purpose of this presentation is to supply sufficient evidence to support the decision to enter your children into a brain#compatible classroom. $y intention is not to sway you into a decision you are not comfortable with, therefore, I am simply providing you with all of the information and research that I have personally found showing the effectiveness of incorporating "%& '"rain#compatible learning( into the curriculum. )ow, let*s begin+

,irst, I would like to introduce myself

Hello -veryone+++

$om of two %ome from the sunshine .tate $a/oring in %ognitive .tudies at Ashford 0niversity -nrolling at ,.0 in the %linical 1sychology 1rogram %areer goal is to be a licensed %linical 1sychologist

&y name is 'pril and I am a () year old mom of two. I was born in *lorida and raised not far from where I now reside. I love the beaches and the tropical environment of the +unshine +tate. I am at a very good place in my life right now. In a few months, I will be graduating from 'shford with my B' in Cognitive +tudies, which I am very e#cited about, 'lso, my husband and I -ust welcomed our second child into the world a few months ago. &y son, Bentley, now has his baby sister that he always wanted. I am currently a stay at home mom right now, as my husband works .( hour shifts at the nearby correctional facility. I en-oy each and every moment I have with my kids, because I know how fast they grow. &y son is starting /01 this year, and I am a little nervous about my baby boy going off to school, $ith so much going on, it is nice to be able to stay at home and spend as much time with my family as possible. 'fter graduating in the fall, I hope to be accepted into the Clinical 0sychology program at *lorida +tate 2niversity. 't the end of my educational -ourney, I hope to be a licensed clinical psychologist speciali3ing in abnormal psychology. 4he study of the human psyche is incredibly intriguing to me, and I really can't picture myself doing anything else but working with people in that way. $ith that being said, I don't have any personal e#perience in classrooms using brain based learning, but I have learned much on the sub-ect. 5ne of the most useful aspects of brain compatible learning is that the brain has an incredible plasticity to it. 4his allows us to not only change the way we think and learn, but influences our ability to gain new knowledge and, better yet, put it to use. 4his type of learning allows teachers to better connect with students, and students to better take advantage of learning possibilities, once they reali3e their own potential.

What is "rain#%ompatible &earning?

"rain#compatible learning is an instructional techni ue born from research gathered from the scientific fields of 1sychology, )euroscience, and -ducation Technological advances in the areas of brain#imaging machines has allowed us to 2see3 how the brain works, and thus how it learns. ,or instance, 2 "rain#imaging techni ues have already been used to delineate the neural differences that e4ist between dysle4ics and non impaired readers '.haywit5, 6777(3'Wolfe, 8969(. "rain#compatible studies have shown the effects things such as the learning environment, stress, and areas of individual handicaps 'such as vision( can have on the learner. "rain#compatible learning is built around the learner as an individual. In other words, instead of one lesson plan formatted for the generic student, brain#based learning allows for fle4ibility in order to reach every student.

=ecent technolog, has pa e" the )a, for scientists to better un"erstan" the brain enabling e"ucators to appl, this *no)le"ge in the classroom+ The 1GG(4s foun" neuroscientists er, bus,+ Beorge Bush "eclare" the G(4s as the -Deca"e of the Brain.' an" it became <ust that+ A mere %(( ,ears ago' the onl, *no)le"ge of the brain )as the ph,sical form gathere" upon an autops,+ Through time' an" the e olution of the M-ra,' )e no) ha e more sophisticate" metho"s' such as the fM=I' EEB' an" MEB' that allo) scientists to see the acti it, occurring )ithin the brain upon stimulation+ 2or e3ample' the EEB is able to capture the electrical patterns of neurons in the brain+ This technolog, has le" to e3citing "isco eries on the e"ucational front+ -:aula Tallal' language e3pert at =utgers Uni ersit,' has use" EEB along )ith M=I to "etermine that chil"ren )ith normal language s*ills ha e 4lopsi"e"4 brainsA that is' the left hemisphere is larger an" more acti e than the right.51olfe' %(1(6+ In recent time' brain imaging technolog, has allo)e" for e en greater insight into brain function+ -Brain-imaging techni@ues ha e alrea", been use" to "elineate the neural "ifferences that e3ist bet)een ",sle3ics an" non impaire" rea"ers 5!ha,)it7' 1GGG6.51olfe' %(1(6+B, using these brain imaging metho"s for "isco ering con"itions such as ",sle3ia an" e en AD;D' scientists' an" then e"ucators' can create the tools nee"e" to treat an" teach these t,pes of learners+ Because of the great influ3 of ne) information about the human brain an" its functions' it is onl, natural to combine this ne) *no)le"ge )ith e"ucation+ If )hat )e *no) no) about the brain has change" from )hat )e once thought' then the )a, in )hich )e learn must be calle" into @uestion+ The brain is the center of learning after all' an" if )e no) ha e ne) *no)le"ge that allo)s us to -see. ho) one learns' then )e shoul" alter the )a, in )hich the, are taught to benefit them the most+

What $akes "rain#%ompatible &earning :ifferent ,rom Traditional $ethods? ,irst, let*s e4amine traditional instruction

,ocuses on repetition, lecture, and test taking

&esson plans are created for the average learner, and not those who are below or above learning levels

&earning is most often received through visual and;or auditory means 'listening to lecture, reading from a book, etc.(.

Much of tra"itional classroom classroom instruction is base" upon ps,cholog,+ It is important to remember that learning is a comple3 i"ea an" has man, "ifferent' but also correlating' perspecti es+ -The fin"ings of B+2+ !*inner' :a lo ' :iaget an" L,gots*, ha e all contribute" to the belief in con"itioning through memori7ation' lecture' re ie) an" testing. 5McDaniel' %((&6+ Tra"itional instruction is a -one si7e fits all. mo"e of teaching+ Most of the time' the stu"ents are either e3pecte" to get on boar" )ith learning' or be left behin"+ Tra"itional instruction is a metho" formatte" to a single "imension+ In other )or"s' lesson plans are often almost blan" an" compose" of learning that is recei e" solel, b, isual an" au"itor, means+ 1hile these tools all ha e a place in the classroom' )e ha e to embrace )hat ne) technolog, has offere" regar"ing brain-base" learning+ As )e )ill see ne3t' brain-compatible learning can be a )on"erful supplement for tra"itional e"ucation+

)ow, What makes "rain#based &earning :ifferent?

Using )hat )e *no) about the brain an" ho) it functions' brain-compatible learning is create" to compliment the inner )or*ings of the brain+ Instea" of teaching onl, on a single "imension' as tra"itional instruction "oes' brain-compatible instruction ta*es into account ho) ,our chil"ren learn+ !ome chil"ren learn better b, -"oing.' hence the, are theoreticall, bo"il,-*inesthetic learners+ /ther chil"ren learn b, creating mo"els of )hat the, are learning+ The, are sai" to be isual0spatial learners+ Brain-compatible learning ma*es room for all of these chil"ren' an" pla,s to their strengths rather than forcing them to learn in a )a, that is not natural to them+ Brain-compatible learning has also ta*en into account the effects the presence' or lac* of' neurotransmitters in the brain+ Beha ior an" learning are often lin*e"+ /ften the ro)", or misbeha e" chil" is also the chil" that is not "oing )ell in school+ 1hile tra"itional instruction )oul" t,picall, lea e this chil" behin"' brain-compatible research has pro i"e" an ans)er an" possible solution+ 2or e3ample' the neurotransmitter' "opamine' or -pleasure chemical. ma, be the culprit+ -Earl, in a"olescent "e elopment' "opamine le els are relati el, lo)' )hich ma, account for teen4s reacti e beha ior. 51olfe' %(1(6+ A brain-compatible classroom also calls for proper nutrition an" e3ercise to be implemente" an" utili7e" to ensure a positi e learning e3perience for the chil"ren+ -A chil" )hose "iet is poor )ill not be able to respon" to e3cellent teaching in the same )a, as a chil" )hose brain is )ellnourishe". 52ischer 8 Immor"ino-9ang' %((&6+

Brain-compatible e"ucation calls for using )hat )e *no) about the biological frame)or* of the brain in the classroom+ 1e no) *no) that not e er,one can benefit from simple memori7ation or scaffol"ing techni@uesA the brains of engage" learners re@uire that ne) *no)le"ge is built onto e3isting *no)le"ge in or"er to accuratel, retain' recall' an" appl, ne) information+ >euroscience has gi en insight into the reason )h, some chil"ren seem to not be learning at the le el the, shoul" be+ The "isco er, of neurotransmitters an" the relationship the, ha e )ith ho) the brain functions an" learns has influence" brain-compatible learning @uite a bit+ >eurotransmitters are the messengers of the brain+ Eeeping these messengers -in goo" health. is essential for brain function+ Dopamine' serotonin' an" acet,lcholine are all in ol e" in memor, formation' attention' an" moo"+ >utrition an" e3ercise are an important area of focus in the braincompatible classroom+ Most of the neurotransmitters )e "iscusse" earlier are comprise" of amino aci"s our bo", recei es from the foo"s )e eat+ Therefore' our chil"ren4s "iet "irectl, affects the efficienc, of their bo",4s neurotransmitters+

%ompare and %ontrast

Brain-Compatible

Tra"itional

Uses the theor, of multiple intelligences :laces high importance in nutrition an" e3ercise Uses tools for chil"ren )ith special nee"s' such as AD;D

=elies on lecture' repetition' an" e3ams as primar, teaching tools

Is a -one si7e fits all. metho"

Does not place much importance on nutrition or e3ercise

Uses a ariet, of teaching metho"s encouraging creati it, Is fle3ible an" can be mol"e" to fit an, sub<ect

Both metho"s ha e a place in the classroom+ Tra"itional teaching can be effecti e' but supplementing it )ith brain-compatible learning )ill ensure ,our chil" gets the most out of his e"ucation+

1ith all of the information )e ha e on brain-compatible learning' )h, aren4t more e"ucational institutions utili7ing this informationJ ;onestl,' it is simpl, because it has not been aroun" long enough+ Brain-compatible learning is a no el i"ea' still in its infanc,+ There is ample research that states brain-compatible learning is the more effecti e teaching mo"el' but no one has put it to the test ,et+ -It has onl, been fifteen ,ears since neuroscientists began e3ploring this approach+ The metho" has ne er been use" b, itself in an e"ucational setting. 5McDaniel' %((&6

<enetic ,actors Influencing The "rain*s Ability to &earn

>eurotransmitters can affect ho) ,our chil"4s brain functions an" learns?
Dopamine !timulant pro"uce" b, the bo", It is most )ell-*no)n for being the -pleasure. chemical in the bo", Dopamine le els "irectl, correspon" )ith our chil"ren4s focusing attention an" brain processing spee"+ $o) "opamine le els ma, cause inattenti eness' )hile higher le els ma, be e@uall, unpro"ucti e !erotonin A calming moo" enhancerA not a stimulant li*e "opamine In a""ition to its relation )ith "epression' it is -in ol e" in memor,' sleep' appetite control' an" regulation of bo", temperature. 51olfe' %(1(6+ $earning an" memor, are foun" to occur best )hen serotonin' as )ell as the other neurotransmitters' are at a -mi""le le el. 5not too little or too much6 Acet,lcholine Enhances both =EM sleep an" memor, -Use" b, both the motor corte3 an" the neurons of the s,mpathetic ner ous s,stem to operate all oluntar, an" man, in oluntar, muscles. 51olfe' %(1(6+

I briefl, )ent o er some genetic an" en ironmental factors in the last section' but I )oul" li*e for ,ou to ta*e a closer loo* at these' as the, ha e such an effect on ho) ,our chil"ren learn+ 2irst' there are the neurotransmitters+ The most commonl, "iscusse" regar"ing brain-compatible learning are "opamine' serotonin' an" accet,lcholine+ >eurotransmitters affect ho) ,our chil"4s brain functions' an" therefore' ho) effecti e the brain is able to learn+ 1hen there is a surplus or "eficienc, of one or more neurotransmitters in ,our chil"4s brain' beha ior an" learning are inhibite" greatl,+ >e3t )e )ill "iscuss en ironmental factors+ Eeep in min" that these t)o factors go han"-in-han"+ The, influence each other greatl,+

-nvironmental ,actors Influencing the "rain*s Ability to &earn

Mo ement0E3ercise :umps o3,gen through the brain -=eleases protein IB2-1' triggering release of BD>2' )hich stimulates neural gro)th an" learning 5Co7olino' %((&6. 51olfe' %(1(6+ !timulates neurogenesis )ithin the hippocampus' a structure in ol e" )ith memor, storage an" retrie al+ !leep Important for the mo ement of memor, from short-term to long-term' an" therefore essential for information retention =EM is important for consoli"ation of s*illsA non-=EM is more beneficial for consoli"ation of facts Depri ation of sleep lea"s to poorer brain function >utrition :roper nutrition is crucial for brain function -A chil" )hose "iet is poor )ill not be able to respon" to e3cellent teaching in the same )a, as a chil" )hose brain is )ell-nourishe". 52ischer 8 Immor"ino-9ang' %((&6+ /mega-C fatt, aci"s 5foun" in certain fish' eggs' an" some meats6 balance the hormone s,stem an" *eep the immune s,stem functioning properl, Most of the neurotransmitters )e "iscusse" earlier are comprise" of amino aci"s our bo", recei es from the foo"s )e eat+ Therefore' our chil"ren4s "iet "irectl, affects the efficienc, of their bo",4s neurotransmitters+

As )e can see' en ironmental factors can greatl, inhibit ,our chil"4s abilit, to learn+ Tra"itional instruction "oes not ta*e these things into account+ /nl, brain-compatible instruction utili7es this t,pe of information+

=ther -nvironmental ,actors that Affect the "rain*s Ability to &earn

Technolog,

Can be either positi e or negati e on a chil"4s beha ior an" learning abilit, "epen"ing on content' age of the chil"' amount of time spent using0 ie)ing' an" )hat technolog, is replacing for the chil" 5outsi"e e3ercise' pu77les' etc+'6 Team-buil"ing e"ucational games ha e positi e results for both the gro)th of social s*ills an" moti ation Computer games such as Brain1a e !afari ha e sho)n to increase a chil"4s cogniti e abilities Technolog, can sometimes be use" as a substitute for one-on-one tutoring time )ith a teacher' *eeping in min" that the resource use" is age an" content appropriate

>elationship "etween These Two ,actors

En ironmental factors "irectl, affect the efficienc, of neurochemicals in a chil"4s brain+
!ome e3amples? !erotonin affects cogniti e fle3ibilit, that is relate" to higher intelligence+ >utrition can alter the amount of serotonin pro"uce" in the bo",+ -!erotonin "epletion can be influence" b, "ietar, changes+ 2oo"s )ith a higher amount of the amino aci" tr,ptophan 5use" to ma*e serotonin in the brain6 inclu"e bananas' tur*e,' mil*' an" a oca"os. 52isher 8 Immor"ino-9ang' %((&6+ =esearch has sho)n that "eplete" le els of acet,lcholine can cause sleep apnea+ As )e ha e seen earlier' sleep is critical to brain function an" memor, formation+ -!tu",ing brain scans an" sleep patterns of patients suffering from a rare neurological "isease that causes insomnia' researchers "isco ere" that people )ho are "eficient in brain cells that pro"uce acet,lcholine suffere" the )orst sleep apnea episo"es. 5 1eintraub' %((C6+ E3ercise increases brain function an" attention b, increasing bloo" flo)' an" therefore o3,gen' to the bo", an" brain+ -Although the components of optimal e3ercise inter entions ha e not been "etermine"' e i"ence from animal an" human stu"ies suggests that aerobic e3ercise )ith sufficientl, high intensit, has neuroprotecti e properties an" promotes motor function.5:erre,' %(1C6+

;o) "oes en ironmental an" genetical factors influence one another regar"ing brain functionJ

$emory And "rain#%ompatible &earning

En ironmental stimuli are ta*en in through ision' hearing' smelling' touching' or tasting an" screene" base" on importance' rele ance' etc+ This is sensor, memor,' an" has a limite" capacit,+ It is er, important to ma*e the stimuli emotionall, engaging so that it is transferre" to short-term memor,+ Then' the information is either "iscar"e" or transferre" to short-term' or )or*ing' memor,+ In or"er for information to be retaine" in short-term memor,' t)o things must occur? repetition an" organi7ation 5this is )here tra"itional instruction e3cels6+ If the information can be lin*e" to e3periences' it is more li*el, to be *ept+ If successful' the memor, is transferre" to long-term memor,' )here it can be rea"il, recalle"+ Things to *eep in min"? Ma*ing learning meaningful an" e o*ing an emotional response in the chil" )ill more than li*el, result in the formation of memor,+ Because the, are emotionall, in este" in the topic' the, )ill maintain focus an" attention' allo)ing the memor, to be successfull, forme"+

The stu", of brain-compatible learning has she" light on the importance of memor, in regar"s to the learning process+ Ma*ing lesson plans an" acti ities memorable so that the, e o*e an emotional response is important as it can help encourage the formation of memor,+ /ne mo"el' the information processing mo"el' sho)s us ho)+ As )e can see from the information processing mo"el' memories are forme" from gathere" sensor, information+ 2or a chil" to ma*e that initial memor,' ,ou ha e to ha e their attention+ In or"er to maintain their attention so that other stimuli "o not o erri"e ,our instruction' meaningful lessons an" acti ities must be utili7e" that grab the chil"4s attention an" *eep them engage"+ /nce the stimuli is ta*en in' it is either "iscar"e" or transferre" to short-term or )or*ing memor,+ T)o important facts to consi"er here are? -2irst' in"i i"uals are more li*el, to pa, attention to a stimulus if it has an interesting feature+ 1e are more li*el, to get an orienting response if this is present+ !econ"' in"i i"uals are more li*el, to pa, attention if the stimulus acti ates a *no)n pattern. 5;uitt' %((C6+ 1hen information is in short-term memor,' it is usuall, *ept for aroun" %( minutes before being transferre" or "iscar"e"+ If the information is meaningful an" )ell-organi7e"' it is li*el, to be transferre" to long-term memor,+ $ong-term memor, is li*e a ault of information+ It is important because much of the information )e ha e in long-term memor, is use" to lin* ne)

A .ample "rain#%ompatible Activity

Acti it,? Earth Da,D Bra"e $e el? E-F Acti it, /b<ecti es? !tu"ents learn the origins of Earth Da, an" tips for rec,cling+ :lus' acti ities that help promote en ironmental a)areness+ The ma<orit, of this acti it, )ill ta*e place outsi"e+ !tu"ents )ill? $isten to the selecte" stor, to gather information to use in class "iscussion :articipate in an" contribute to class "iscussions Complete one or more of the suggeste" acti ities !uggeste" Time? 1 1ee* =esources? Where Does The Garbage Go? b, :aul !ho)ers Recycle b, Bail Bibbons Recycle Every Day! b, >anc, Eli7abeth 1allace Our Earth b, Anne =oc*)ell Materials? !tu"ent noteboo*s or loose leaf paper' pencils' glue' tape' cra,ons' mar*ers' colore" pencils' chart paper' construction paper Mil* <ug' aluminum cans' glass <ar Teacher pro i"e" saplings' sho el' potting soil' )ater

5Bi e a cop, to each parent of the sample acti it,6 >ote to the parents that the items in re" )ere a""e" to ma*e the acti it, more brain-compatible+ This acti it, is brain-compatible for man, reasons? Being outsi"e' the acti it, pro i"es a stimulating an" engaging en ironment+ The chil"ren are in ol e" in their o)n learning' therefore the, are moti ate" to learn+ The acti it, pro i"es implications for han"s on acti ities' stimulating learners )ho are more tactile as )ell as isual0spatial learners+ Centering aroun" Earth Da, e o*es emotion out of the chil"ren' as the, can be a part of ma*ing the Earth a better place+ It ma*es the chil"ren feel important an" nee"e" in the communit,+

Activity %ontinued
Acti it,? !tep 1? !hare some of the follo)ing facts )ith ,our stu"ents? April %%n" is Earth Da,+ It began in 1G7( )ith the message HBi e earth a chance+H E er, ton of rec,cle" paper sa es about 17 trees+ =ec,cling one glass <ar sa es enough energ, to *eep a 1((-)att light bulb on for 4 hours+ 1ater co ers C04ths of the earth4s surface' an" almost all of it is salt )ater+ :eople in the U+!+ use an a erage of 7( gallons of )ater e er,"a,+ 1e thro) a)a, an a erage of four poun"s of garbage a "a,' per person' in the U+!+ Americans use about &( billion aluminum cans a ,ear+ !tep %? E3plain each fact in more "etail b, using isuals to sho) )hat a ton of paper or 7( gallons of )ater or four poun"s of garbage might loo* li*e+ ;a e a trash bag full of classroom garbage han", to sho) the ,ounger chil"ren )ho ma, not be able to process the large si7e of a lan"fill+ ;a e the stu"ents )al* )ith ,ou out to the pla,groun"+ ;a e them close their e,es an" imagine the pla,groun" an" all of the e@uipment co ere" b, garbage+ ;a e the stu"ents form a circle aroun" ,ou for "iscussion time+ !tep C? As* stu"ents to e3plain to ,ou )hat Hrec,clingH means+ !tep 4? As* stu"ents if the, rec,cle at school or at home+ B, a sho) of han"s' as* )ho rec,cles plastic' paper' glass' an"0or aluminum+

The Earth "a, acti it, is a )on"erful )a, to teach chil"ren' of all ages' on the importance of ta*ing care of our planet+ B, in ol ing them in processes such as rec,cling an" planting ne) trees' this acti it, teaches chil"ren real life s*ills that can be use" as the, progress out of school an" into a"ulthoo"+ This is possible b, ma*ing use of neural path)a,s create" from concrete e3perience )ith tas*s+ -Man, of our strongest neural path)a,s are forme" b, actual e3perience+ It is often possible to ta*e a" antage of this natural procli it, b, in ol ing stu"ents in sol ing authentic problems in their school or communit,. 51olfe' %(1(6+ /ne of the ma<or mo"ifications I ma"e to this lesson is ta*ing it from a structure" insi"e acti it,' to the out"oors+ This change of scener, can e3cite the chil"ren as the, enter the learning process+ Another reason I chose to mo e the acti it, outsi"e is because of the e3ercise the chil"ren )ill recei e as the, )al* to an" from the pla,groun"+ This increase" flo) of o3,gen to the brain stimulates the release of neurotransmitters that promote memor, an" cogniti e function+ -E3ercise-in"uce" alterations ma, inclu"e changes in bloo" flo)' hormone an" gro)th factor release' receptor e3pression' angiogenesis' apoptosis' neurogenesis' an" s,naptogenesis+. 5!)ain et al+' %(1%6+

Activity Continued
!tep F? ;a e stu"ents speculate )hat happens to trash once it lea es the classroom or home+ !tep I? =ea" Where Does The Garbage Go? b, :aul !ho)ers !tep 7? Discuss the follo)ing @uestions? If )e "on4t cut bac* on the amount of trash that )e sen" to lan"fills' )ill )e run out of places to "ispose of our trashJ 1hat )oul" )e "o thenJ ;o) )oul" ,ou li*e to isit a lan"fillJ 1hat )oul" it loo* an" smell li*eJ ;a e the stu"ents li*en the isions an" smells to something the, are familiar )ith+ 2or e3ample' -smells li*e an ol" soc*.' loo*s li*e -an o erflo)ing garbage can.+ Do ,ou thin* the earth' un"er all of that trash' is clean an" health,J As* -)h,. or -)h, not.J 1hat happens to trash in lan"fillsJ !tep &? As* stu"ents to complete some of the follo)ing acti ities in"i i"uall,' in groups as a class? 1rite a list of e3cuses to >/T ta*e out the trash+ Create something out of ol" mil* <ugs' glass <ars' or aluminum cans brought from home 1rite a stor, about a famil, )ho )oul"n4t ta*e out the garbage+ 5Di" it fill up the houseJ6 !tu"ents brainstorm rec,cling slogans to )rite an" illustrate on a poster+ E3amples? :rotect /ur :lanet' =ec,cle To"a,D' Clean an" Breen' Boing Breen' Earth :rotector' 1aste >ot' 1ant >ot' Bi e a ;oot Don4t :ollute' /ne Man4s Trash Is Another Man4s Treasure' etc+ ;ang the posters in the school hall)a, for all of the school to see+ ;a e the stu"ents help plant the saplings ,ou ha e brought aroun" the pla,groun"+ !tep G? ;a e the stu"ents )al* bac* to the classroom an" )atch one of the i"eos pro i"e" b, recommunity.com on rec,cling+ Then' ha e the stu"ents ma*e a list of goals for rec,cling at home' an" a space for their parents to sign off on+ 2or e er, 1( aluminum cans' C mil* <ugs' or C glass containers' the, )ill get a "ollar to contribute to the class -tree. fun"+ After K1F+(( is accumulate"' one after-school "a, )ill be committe" to ta*ing a fiel" trip to bu, a tree the *i"s select' an" planting it along si"e the others on the pla,groun"+

Another mo"ification )as allo)ing the chil"ren to become creati e in their o)n learning process+ B, bringing rec,cle" goo"s from home an" "e"icating one "a, after school to create something' an,thing the, )ish' out of these materials' it teaches them ho) useful things can be that )ere simpl, "iscar"e" as -trash.+ B, gi ing them the choice in creating their art)or* or purposeful item' the teacher is allo)ing the stu"ent to become an acti e participant in his0her o)n learning+ -In his research on self-moti ation' E")ar" $+ Duci con"ucte" e3tensi e stu"ies "emonstrating that )hen sub<ects are encourage" to pursue a tas* for their o)n sa*e' the, "o it better an" en<o, it more than those tol" to "o it for a re)ar" or to a oi" punishment 5Deci 8 2laste' 1GGF6.5!trother' %((76+ In a""ition to encouraging selfmoti ation for the stu"ents' this artistic pro<ect also connects to those learners )ho are theoreticall, isuo-spatial learners' or bo"il,-*inesthetic learners+ In theor,' this particular pro<ect coul" help the stu"ents connect in a much more engaging )a, )ith the lesson itself+ Another mo"ification I ma"e )as to ha e a trash bag han", for ,ounger *i"s to use )hen relating househol" garbage to the si7e of a lan"fill+ Chil"ren are able to learn more efficientl, )hen the, can relate ne) material to pre ious *no)n e3periences )ith i"eas or items+ If I )as <ust to sho) the ,ounger chil"ren a large picture of a lan"fill' the, ma, not process )hat that means entirel, for the purpose of the acti it,+ -The brain ma, atten" to the meaningless information for a short time because it is no el' but if it can ma*e no sense out of the incoming stimuli' the brain )ill probabl, not process this information further. 51olfe' %(1(6+ Being able to suppl, props in or"er for chil"ren to ma*e the transition from the si7e of their househol" garbage to the incre"ible si7e of a lan"fill is important to maintain meaning an" attention for them+

Conclusion
Brain-compatible learning, although new, can be a highly effective teaching method. If educational systems would implement brain-compatible learning in addition to the traditional instruction provided in schools, children would ultimately benefit. Every child's needs would be met as brain-compatible instruction calls for focus on different intelligences and different learning styles, genetic and environmental factors, and making use of models such as the information-processing model so that we better understand the way children retain information. ow that we understand how the brain works and can !see" the way in which it leans, it is imperative that teaching methods are changed in accordance with this influ# of new information. $hat we know about the brain has changed% now, it is necessary for the way we teach to change also.

=eference

2ischer' E+ 1+' Immor"ino-9an*g' M+ ;+ 5%((&6+ The Jossey-Bass rea er on the brain an learning. 51st e"+6+ !an 2rancisco' CA? #osse,-Bass+ ;uitt' 1+ 5%((C6+ The information processing approach to cognition+ E"ucational :s,cholog, Interacti e+ Lal"osta' BA? Lal"osta !tate Uni ersit,+ =etrie e" from http?00)))+e"ps,cinteracti e+org0topics0cognition0infoproc+html McDaniel' =+ 5%((&' #ul, %&6+ Brain base" learning s+ tra"itional learning+ 9ahoo Loices+ =etrie e" from http?00 oices+,ahoo+com0brain-base"-learnings-tra"itional-learning-1717GIG+html :erre,' !+ 5%(1C6+ Brain !ciences 5%(7I-C4%F6+ !romoting motor "unction by e#ercising the brain. Lol+ C Issue 1' p1(1-1%%+ %%p+ Doi? 1(+CCG(0brainsciC(1(1(1 =etrie e" from http?00e"s+b+ebscohost+com !trother' M+ 5%((76+ =eclaiming Chil"ren 8 9outh+ $ min "or a venture+ Lol51I6 Issue 1' p17- %1+ Fp+ Accession no+ %F%GIF4( =etrie e" from http?00e"s+a+ebscohost+com !)ain' =+' Berggren' E+' Eerr' A+' :atel' A+' :eplins*i' C+' 8 !i*ors*i' A+ 5%(1(6+ Brain !ciences5%(7I-C4%F6+ On aerobic e#ercise an behavioral an neural %lasticity. Lol5%6 Issue 4' p7(G-744+ CIp+ Accession no+ &444F(&F =etrie e" from http?00e"s+a+ebscohost+com 1eintraub' A+ 5%((C6+ Business1ee*+ The stu"" that ba =etrie e" from http?00e"s+b+ebscohost+com 1olfe' :+ 5%(1(6+ Brain matters& Translating research into classroom %ractice. 5%n" e"6+ Ale3an"ria' LA? Association for !uper ision 8 Curriculum De elopment reams are ma e o". Issue C&4C' pI(-I( 104p+ 1 color photograph+ Accession no+ 1(C1C1&7