Accelerated (Brain-Based) Learning

What is Accelerated (Brainbased) Learning?

Brain-based learning is a comprehensive approach to instruction based on how current research in neuroscience suggests the brain learns naturally. The theory is based on what we currently know about the actual structure and function of the human brain at varying developmental stages.
(Wilson & Spears, TeachandLearn.net)

What have you heard of / used?

Learning styles Multiple intelligences Emotional Intelligence Water in the classroom Left brain / right brain Brain gym Mind mapping

Facts about your brain:

A

human brain is about the size of a grapefruit and weighs about 3 lbs. It is 78% water, 10% fat and 8% protein. It weighs about 2% of your body weight but uses about 20% of your energy and your oxygen.

Brain Theory: the 3-part brain

Research in the 1970s proposed we had three brains, not one. The first and smallest is the reptilian or primitive brain (brain-stem). The mammalian brain (limbic system): fits around reptilian brain, is shared with all mammals. The learning brain or neo-cortex.

The reptilian brain (brain stem)

Oldest part of our brain. Shared with birds and reptiles. Controls the basics: hunger, temperature control, fight-or-flight fear responses, defending territory, keeping safe. Always on the alert for life-threatening events We "downshift" when responding to lifethreatening conditions "Flight or Fight" action takes place without thinking Anything that is a threat - real or perceived causes our brain to "downshift" When "downshifting" occurs, learning cannot take place

The Limbic System

Home of the emotions Has visual memory, but language is limited to yells, screams, expletives If we are not in an emotionally stable state we will not be able to learn efficiently as our brain "downshifts" from higher level activities. Any threat to our wellbeing can cause downshifting, but not to the "blanking out" stage of the brain stem (reptilian brain) A part of the limbic system, the hippocampus, is associated with long-term memory.

The Cerebral Cortex

Used for higher level thinking. Processes thousands of bits of information per minute Slowest of the three levels of the brain Students must be operating in this level if learning is to take place Therefore the learning environment must be absent of threats, so that the brain doesn't "downshift" into its more primitive parts. This is the home of academic learning. (from Evans, 2003)

Neo-cortex

Mammalian brain

Reptilian brain

Left & Right Brain;

The brain has 2 halves or hemispheres. The left brain is more concerned with logic. The right brain is more concerned with creativity. But its far more complex than that. The two halves work together, balancing the abstract, holistic picture with the concrete, logical messages.

Left Brain Dominance LOGICAL

Prefers things in sequence Starts from the parts first Phonetic reading system Likes words, symbols, letter Rather read about it first Unrelated factual information Detailed orderly instructions Prefers internal focus Wants structure, predictability Controls feelings

Right Brain Dominance Comfortable with randomness CREATIVE Sees whole picture first
Language comprehension Wants pictures, graphs, charts Rather see it or experience it Sees relationships in learning Spontaneous, intuitive, flow Likely to prefer external focus Likes open-endedness, surprises Free with feelings (Cheshire County Council, 2006)

The principles of brain-based learning are:

Create the right environment for learning Address children's physiological needs Build self-esteem in the child so that he or she wants to learn Work to help children develop what Daniel Goleman calls 'Emotional Intelligence' Add movement to learning and plan for regular brain breaks and Brain Gym

Use and teach mapping techniques. Use VAK to present learning in visual, auditory and kinaesthetic form Be aware of the different forms of intelligence as you plan for children's learning Use rhythm, rhyme and music to enrich learning Use motivation systems such as RAP (Recognition, Affirmation and Praise) or The Three A's (Acknowledgement, Approval and Affirmation)

Minimise stress and teach relaxation techniques Teach children to be metacognitive to understand how they learn Develop the New 3Rs Resourcefulness, Resilience and Responsibility Set clear and ambitious targets for groups and individuals

Brain Breaks

Regular brain breaks are a major feature of accelerated learning. As a crude rule, add one minute to the average age of the children in your class. This is about the length of time that those children can maintain sustained concentration on a task. So if you teach five-year-olds, expect about six minutes before sustained concentration starts to decline. That is not to say that you need to take a break every six minutes, but it does mean that you need to make frequent opportunities for movement and refocusing activities.

A l H l O t V t

B t I r P t W l

C r J t Q l X l

D r K t R r Y l

E t L r S t Z r

F t M l T r

G l N l U r

What is a brain break?

BRAIN GYM: these cross-lateral movements can improve motor control, hand-eye co-ordination and excite the neural pathways that connect the left and right hemispheres of the brain. If you sometimes also combine these movements with academic content, for example drawing letters or numbers in the air, you are giving maximum input at all levels.

 Pole-bridging,

saying what you are doing as you do it, can make your brain breaks even more productive. Physical movement also increases oxygen supply to the brain. Regular brain breaks give a moment for diffusion before returning to focus on the original task.

Brain Gym
See:

Smith, A., Call, N. (2001)The ALPS Approach Resource Book: Stafford, MPG books, for lots of ideas, or look online. Examples: Lazy 8s Cross-crawl Writing key words in the air etc.

Bibliography / Essential Reading: For a clear, user-friendly introduction, read:

Smith, A., Call, N. (2003)The ALPS* Approach: Stafford, MPG books Smith, A., Call, N. (2001)The ALPS Approach Resource Book: Stafford, MPG books Smith, A., (1999) Accelerated Learning in the Classroom: Stafford, MPG books * Accelerated Learning in Primary Schools

http://website.lineone.net/~bryn_evans /index.htm www.acceleratedlearning.co.uk www.salt.cheshire.gov.uk www.teachandlearn.net HIAS INSET materials thanks to Diane Lawry.

For a critique of brain-based learning:

Guardian

newspaper www.guardian.co.uk/life/badscience National Educational Research Forum www.nerf-uk.org/bulletin/current Teacher Training Resource Bank, www.ttrb.ac.uk