BRAIN-BASED BRAIN-BASED LEARNINGLEARNING

THE ORGAN OF LEARNINGTHE ORGAN OF LEARNING

THE ORGAN OF BRAINTHE ORGAN OF BRAIN ADVOCATES OF BRAIN-ADVOCATES OF BRAIN-

BASED LEARNING BASED LEARNING TEACHING INSIST THAT TEACHING INSIST THAT THERE IS A DIFFERENCE THERE IS A DIFFERENCE BETWEEN BETWEEN “BRAIN“BRAIN COMPATIBLE”COMPATIBLE” EDUCATION, EDUCATION, AND AND “BRAIN“BRAIN ANTAGONISTIC”ANTAGONISTIC” TEACHING TEACHING PRACTICES AND METHOS PRACTICES AND METHOS WHICH CAN ACTUALLY WHICH CAN ACTUALLY PREVENT LEARNING.PREVENT LEARNING.

HUMAN BRAIN AND HUMAN HUMAN BRAIN AND HUMAN LEARNINGLEARNING

LESLIE HART ARGUES THAT TEACHING LESLIE HART ARGUES THAT TEACHING WITHOUT AN AWARENESS OF HOW THE WITHOUT AN AWARENESS OF HOW THE BRAIN LEARNS IS LIKE DESIGNING A BRAIN LEARNS IS LIKE DESIGNING A GLOVE WITH NO SENSE OF WHAT A HAND GLOVE WITH NO SENSE OF WHAT A HAND LOOKS LIKE-ITS SHAPE, HOW IT MOVES.LOOKS LIKE-ITS SHAPE, HOW IT MOVES.

HART PUSHES THIS ANALOGY EVEN HART PUSHES THIS ANALOGY EVEN FURTHER IN ORDER TO DRIVE HOME HIS FURTHER IN ORDER TO DRIVE HOME HIS PRIMARY POINT:PRIMARY POINT:

““IF CLASSROOMS ARE TO BE PLACES OF IF CLASSROOMS ARE TO BE PLACES OF LEARNING, THEN THE ORGAN OF LEARNING, THEN THE ORGAN OF LEARNING, LEARNING, THE BRAINTHE BRAIN, MUST BE , MUST BE UNDERSTOOD AND ACCOMODATED.UNDERSTOOD AND ACCOMODATED.

HUMAN BRAIN AND HUMAN HUMAN BRAIN AND HUMAN LEARNINGLEARNING

HART ARGUES, THAT SOME HART ARGUES, THAT SOME KNOWLEDGE, EVEN IF IT IS KNOWLEDGE, EVEN IF IT IS PARTIAL AND SIMPLIFIED, CAN PARTIAL AND SIMPLIFIED, CAN STILL BE APPLIED “TO DESIGN STILL BE APPLIED “TO DESIGN BRAIN-FITTING, BRAIN BRAIN-FITTING, BRAIN COMPATIBLE INSTRUCTIONAL COMPATIBLE INSTRUCTIONAL SETTINGS AND PROCEDURES”.SETTINGS AND PROCEDURES”.

SUCH SETTINGS AND SUCH SETTINGS AND PROCEDURES WOULD PROCEDURES WOULD EMPHASIZE “REAL WORLD” EMPHASIZE “REAL WORLD” EXPOSURE.EXPOSURE.

THE SCHOOL IN HART’S WORDS, THE SCHOOL IN HART’S WORDS, WOULD BECOME “AN EXCITING WOULD BECOME “AN EXCITING CENTER WHERE THERE IS CENTER WHERE THERE IS CONSTANT ENCOUNTER WITH CONSTANT ENCOUNTER WITH THE RICHNESS AND VARIETY OF THE RICHNESS AND VARIETY OF THE REAL WORLD” AS THE REAL WORLD” AS EXPOSSED TO A DREARY EGG EXPOSSED TO A DREARY EGG CREATE OF CLASSROOMS… CREATE OF CLASSROOMS… ALMOST EMPTY OF ANYTHING ALMOST EMPTY OF ANYTHING REAL ONE MIGHT LEARN FROM.REAL ONE MIGHT LEARN FROM.

BRAIN LEARNING BRAIN LEARNING PRINCIPLE 1PRINCIPLE 1

THE BRAIN IS THE BRAIN IS A COMPLEX A COMPLEX ADAPTAVIVE ADAPTAVIVE

SYSTEM.SYSTEM.

BRAIN PRINCIPLE LEARNING BRAIN PRINCIPLE LEARNING 22

THE BRAIN THE BRAIN IS A IS A SOCIAL SOCIAL BRAIN.BRAIN.

BRAIN LEARNING PRINCIPLE BRAIN LEARNING PRINCIPLE 33

THE THE SEARCH SEARCH FOR FOR MEANING IS MEANING IS INNATE.INNATE.

BRAIN LEARNING PRINCIPLE BRAIN LEARNING PRINCIPLE 44

THE SEARCH THE SEARCH FOR FOR

MEANING MEANING OCCURS OCCURS

THROUGH THROUGH PATTERNING.PATTERNING.

BRAIN LEARNING PRINCIPLE BRAIN LEARNING PRINCIPLE 55

EMOTIONS EMOTIONS ARE CRTICAL ARE CRTICAL

TO TO PATTERNING.PATTERNING.

BRAIN LEARNING PRINCIPLE BRAIN LEARNING PRINCIPLE 66

EVERY BRAIN EVERY BRAIN SIMULTANEOUSLY SIMULTANEOUSLY PERCEIVES AND PERCEIVES AND CREATES PARTS CREATES PARTS AND WHOLES.AND WHOLES.

BRAIN LEARNING PRINCIPLE BRAIN LEARNING PRINCIPLE 77

LEARNING LEARNING INVOLVES BOTH INVOLVES BOTH

FOCUSSED FOCUSSED ATTENTION AND ATTENTION AND

PERIPHERAL PERIPHERAL ATTENTION.ATTENTION.

BRAIN LEARNING PRINCIPLE BRAIN LEARNING PRINCIPLE 88

LEARNING LEARNING ALWAYS INVOLVES ALWAYS INVOLVES CONSCIOUS AND CONSCIOUS AND UNCONSCIOUS UNCONSCIOUS

PROCESSESPROCESSES

BRAIN LEARNING PRINCIPLE BRAIN LEARNING PRINCIPLE 99

WE HAVE AT WE HAVE AT LEAST TWO LEAST TWO WAYS OF WAYS OF

ORGANIZING ORGANIZING MEMORY.MEMORY.

BRAIN LEARNING PRINCIPLE BRAIN LEARNING PRINCIPLE 1010

LEARNING IS LEARNING IS DEVELOPMENTAL.DEVELOPMENTAL.

BRAIN LEARNINGPRINCIPLE BRAIN LEARNINGPRINCIPLE 1111

COMPLEX COMPLEX LEARNING IS LEARNING IS

ENHANCED BY ENHANCED BY CHALLENGE CHALLENGE

AND INHIBITED AND INHIBITED BY THREAT.BY THREAT.

BRAIN LEARNING PRINCIPLE BRAIN LEARNING PRINCIPLE 1212

EVERY BRAIN EVERY BRAIN IS UNIQUELY IS UNIQUELY ORGANIZED.ORGANIZED.

THREE CONDITIONS FOR THREE CONDITIONS FOR LEARNINGLEARNING

1. RELAXED ALERTNESS: 1. RELAXED ALERTNESS: CONSISTING OF LOW THREAT AND CONSISTING OF LOW THREAT AND HIGH-CHALLENGE.HIGH-CHALLENGE.

2. ORCHESTRATED IMMERSION: 2. ORCHESTRATED IMMERSION: MULTIPLE, COMPLEX AND AUTHENTIC MULTIPLE, COMPLEX AND AUTHENTIC EXPERIENCE.EXPERIENCE.

3. ACTIVE PROCESSING: OF 3. ACTIVE PROCESSING: OF EXPERIENCE AS THE BASIS FOR EXPERIENCE AS THE BASIS FOR MAKING MEANING.MAKING MEANING.

REAL-LIFE EXAMPLESREAL-LIFE EXAMPLES CREATING AN CREATING AN

ENVIRONMENT ENVIRONMENT TO SIMULATE TO SIMULATE REALITY.REALITY.

AND AND INTERESTING INTERESTING CONTEXT TO CONTEXT TO PRESENT NEW PRESENT NEW TOPICS.TOPICS.

WHAT DOES A BRAIN-BASED WHAT DOES A BRAIN-BASED TEACHER DO?TEACHER DO?

A BRAIN COMPATIBLE TEACHER IS ONE A BRAIN COMPATIBLE TEACHER IS ONE THAT UNDERSTANDS THE PRINCIPLES AND THAT UNDERSTANDS THE PRINCIPLES AND USES STRATEGIES IN A PURPOSEFUL WAY. USES STRATEGIES IN A PURPOSEFUL WAY.

IT IS AN EDUCATOR WHO UNDERSTANDS IT IS AN EDUCATOR WHO UNDERSTANDS THE REASONING BEHIND THEIR TEACHING.THE REASONING BEHIND THEIR TEACHING.

IT IS ALSO ONE WHO STAYS CONSTANTLY IT IS ALSO ONE WHO STAYS CONSTANTLY UPDATED THROUGH CONTINUOUS UPDATED THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT.PROFESSIONAL DEVELOPMENT.

THANK YOU THANK YOU VERY MUCH!VERY MUCH!