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Brain-Based Learning 1

Running Head: BRAIN-BASED LEARNING

Brain-Based Learning
Kellie Schneider
Boise State University
Brain-Based Learning 2

Overview
Brain-based learning is based in constructivism, as reflected in the principles set forth by
Renate and Geoffrey Caine, early contributors to the theory of brain-based learning. Brain-based
learning leans more toward the workings of the mind and receives some criticism from
neuroscience researchers who do not completely agree that activities of the mind and brain
function are as interrelated and some would like to assume. John Geake, Oxford University,
refers to many of the most popular concepts of brain-based learning as “neuromyths.” These
include such ideas as left- and right-brained thinking, multiple intelligences, and VAK (visual,
audio, kinesthetic) learning styles (Geake, 2008).
The theory of brain-based learning is based in the constructivist school of thought.
“Brain-based learning involves acknowledging the brain’s rules for meaningful learning and
organizing teaching with those rules in mind” (Caine & Caine, 1991, p 4). Learners construct
meaning from new experiences based on prior experiences.

Contributors
Psychologist W.H. Gaddes was one of the first to suggest applying concepts of brain
function to an educational setting (Wietsken, Stoeckel, & D’Amato, 2008). Howard Gardner’s
theory of multiple intelligences also falls under the umbrella of brain-based learning (Geake,
2008) .Wife-and-husband team of Renate and Geoffrey Caine are two of the earlier and more
prominent contributors to brain-based learning theory and have published a multitude of books
and articles on the subject.

Major Principles
Caine and Caine (1991) identified 12 principles of brain-based learning. The first of these
principles is the concept that the human brain processes different types of information
simultaneously. Second, physical health and development have an effect on the ability to learn.
Third, people have a natural desire to learn and, fourth, create meaning by finding patterns. Fifth,
the emotional state of an individual effects learning and patterning of new information. Sixth, the
brain uses both sides to process parts and wholes at the same time. Seventh, learning involves
focused attention and peripheral attention. Eighth, learning is both a conscious and unconscious
process. Ninth, we learn from both a spatial memory system and a rote memory system. Tenth,
facts and skills are best learned when integrated in a natural learning experience. Eleventh, we
learned best when challenged in an unthreatening environment. Finally, each person’s brain is
unique and learning further enhances uniqueness (Cain & Caine, 1991).

Application
Integrative learning is one model of brain-based learning. Components of Integrative
Learning models include creating comfortable surroundings with music, games, pleasant
aesthetics, group interaction, and the removal of traditional learning barriers such as negative
reinforcement and the fear of failure. Learning focuses on student-centered learning and
extension of materials and incorporates Gardner’s theory of multiple intelligences to address all
learning styles (Bretz & Thompsett, 1992).
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References

Bretz, R. & Thompsett, R.E. (1992).Comparing traditional and integrative learning methods in
organizational training programs. Journal of applied psychology, 77(6), 941-951. doi:
10.1037/0021-9010.77.6.941

Caine, R., & Caine, G. (1991). Making Connections: Teaching and the human brain.
Virginia: Association for Supervision and Curriculum.

Geake, J. (2008). Neuromythologies in education, Educational research, 50:2, 123-133. doi:


10.1080/00131880802082518

Witsken, D., Stoeckel, A., & D’Amato, R.C. (2008). Leading educational change using a
neuropsychological response-to-intervention approach: Linking our past, present, and
future. Psychology in the schools, 45(9), 781-798. doi:10.1002/pits.20326

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