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C.H.I.L.D Foundation www.childhealthlearn.org

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BRAIN – BASED BRAIN – BASED LEARNINGLEARNING

By Drina MaddenBy Drina Madden


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BRAIN – BASED LEARNINGBRAIN – BASED LEARNING

DevelopmentalDevelopmentalFoundationFoundation

LearningLearning EnvironmentEnvironment


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DEVELOPMENTAL FOUNDATION

4 EMOTIONAL 4 EMOTIONAL

INTELLIGENCEINTELLIGENCE 3 TERTIARY3 TERTIARY 2 SECONDARY2 SECONDARY 1 PRIMARY1 PRIMARY


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PRIMARY BRAIN

Attention/survivalAttention/survival Prenatal through preschoolPrenatal through preschool Brain PathwaysBrain Pathways

Brain StemBrain Stem Primary cortexPrimary cortex CerebellumCerebellum Limbic/mood Limbic/mood

• Amygdala Amygdala • HippocampusHippocampus


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PRIMARY BRAIN

ATTENTION ATTENTION Bottom upBottom up

• Brain chemicalsBrain chemicals• ElectricityElectricity• FormationFormation

Mood Mood Begin link to brain stemBegin link to brain stem


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PRIMARY BRAIN

Early childhood memoryEarly childhood memory A whole new worldA whole new world Initial sensory inputInitial sensory input

One sense at a timeOne sense at a time


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PRIMARY BRAIN

Reflexes - SurvivalReflexes - Survival Begin in uteroBegin in utero Primitive reflexes end by one year Primitive reflexes end by one year

after birthafter birth


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PRIMARY BRAIN

Reflexes – immature development - cause Reflexes – immature development - cause problemsproblems Attention problems Attention problems HyperactiveHyperactive HypoactiveHypoactive Sensitivity issuesSensitivity issues Motor problemsMotor problems Memory problemsMemory problems


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PRIMARY BRAIN Immature reflex development impedes learningImmature reflex development impedes learning

Input is difficultInput is difficult Output is impededOutput is impeded

AttentionAttentionMemoryMemoryEye movement – reading, writing, copyingEye movement – reading, writing, copyingHand control - writingHand control - writingPosture – writing, readingPosture – writing, readingSpatial awareness for math and writingSpatial awareness for math and writingOrganizationOrganization


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PRIMARY BRAIN

Primary brain can take over physical parts of Primary brain can take over physical parts of advanced, learned skill advanced, learned skill Frees upper brain to Frees upper brain to

Focus attentionFocus attentionObserve Observe Discover ways to improveDiscover ways to improve

• HandwritingHandwriting• DrivingDriving• SportsSports


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SECONDARY BRAIN

Emotional/cognitive – limbicEmotional/cognitive – limbic Preschool to Primary gradesPreschool to Primary grades New brain pathwaysNew brain pathways

Multi-sensory cortexMulti-sensory cortex Cross midline (corpus collosum)Cross midline (corpus collosum) Mood connectionsMood connections

• Linked to lower (amygdala & hippocampus)Linked to lower (amygdala & hippocampus)• Linked to higher brain (cortexLinked to higher brain (cortex))


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SECONDARY BRAIN

AttentionAttention Top downTop down Some bottom up emergingSome bottom up emerging

Mood is strongly connectedMood is strongly connected Affects all relationshipsAffects all relationships Increases awareness of worldIncreases awareness of world

& need to relate & need to relate emotionallyemotionally


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SECONDARY BRAIN

MemoryMemory Past & presentPast & present Multisensory connectionsMultisensory connections Concrete/realConcrete/real


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SECONDARY BRAIN

Relates directly to temporal (language) Relates directly to temporal (language) lobes and lobes and rightright hemisphere hemisphere Dreaming, Intuition and CreativityDreaming, Intuition and Creativity ReadingReading WritingWriting MathMath Beginning reasoningBeginning reasoning


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TERTIARY BRAIN Language and ThinkingLanguage and Thinking Upper Middle schoolUpper Middle school

Upper gradesUpper grades New brain pathwaysNew brain pathways

Cortex + limbic + brain stem Cortex + limbic + brain stem Higher cortex can control brain stem responsesHigher cortex can control brain stem responses Mood Mood

• Enhances connectionsEnhances connections• Short-circuits connectionsShort-circuits connections


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TERTIARY BRAIN

Attention/Executive FunctionAttention/Executive Function Top down AND bottom upTop down AND bottom up Organization and planning.Organization and planning.

Mood Mood Limbic connections remain immatureLimbic connections remain immature Some top down controlSome top down control


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TERTIARY BRAIN

MemoryMemory Past, present and futurePast, present and future Connects to reasoningConnects to reasoning

Abstract reasoning growsAbstract reasoning grows


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TERTIARY BRAIN

““Brain Levels” affect one another Brain Levels” affect one another Idea from level Idea from level 22 or 3 or 3

can change can change perception from perception from level level 11


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TERTIARY BRAIN

Relies upon firm foundation of Primary

And

Secondary

Brain


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PREFRONTAL BRAIN

Emotional ReasoningEmotional Reasoning Older TeensOlder Teens Past, present, futurePast, present, future

PLUS EMOTIONPLUS EMOTION Abstract reasoning completeAbstract reasoning complete Full brain operationFull brain operation


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PREFRONTAL BRAIN

Most fragileMost fragile Earlier Earlier

foundations foundations mustmust be completed be completed oror tumblestumblesdd ownown


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PREFRONTAL BRAIN

Strong foundation =Strong foundation = StrongStrong

Full brain responsesFull brain responses


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PREFRONTAL BRAIN

Person can monitor and controlPerson can monitor and control

Level 4Level 4 Level 3Level 3 Level 2Level 2 Level 1Level 1


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PREFRONTAL BRAIN Weak foundation =Weak foundation =

Weak links to full brainWeak links to full brain


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LEARNING ENVIRONMENT


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LEARNING IS A MIND-BODY EXPERIENCE

ATTENTIONAL STATESATTENTIONAL STATES EMOTIONAL EASEEMOTIONAL EASE MEMORY AND RECALLMEMORY AND RECALL


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ATTENTIONin the classroom

Strong understructureStrong understructure Clear, new stimuliClear, new stimuli Emotional safetyEmotional safety


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Give learner MORE CONTROLGive learner MORE CONTROLEngage them in creating Engage them in creating

• Classroom ritualsClassroom rituals• ProjectsProjects• RulesRules• ProceduresProcedures• ConsequencesConsequences


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Ensure successEnsure success Teach through multiple learning stylesTeach through multiple learning styles RepeatRepeat Use concrete visuals – 85%Use concrete visuals – 85%

Provide curriculum choicesProvide curriculum choices Sense of freedomSense of freedom Individual expressionIndividual expression Individual choiceIndividual choice


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Encourage pursuit of life-like projectsEncourage pursuit of life-like projects Engage curiosityEngage curiosity Engage natural passionsEngage natural passions

Incorporate guest speakersIncorporate guest speakers and field tripsand field trips


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Provide noveltyProvide novelty Be:Be:

CourageousCourageousFunnyFunnyDifferentDifferent

Encourage group workEncourage group work


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Give plenty of “down time”Give plenty of “down time” Allows for personal meaningAllows for personal meaning Learning goes internal Learning goes internal

Walk, stretch, classroom clean-up, doodle or just Walk, stretch, classroom clean-up, doodle or just restrest

Seatwork or homework IS NOT “DOWN TIME”Seatwork or homework IS NOT “DOWN TIME” Eyes upon you doesn’t mean Eyes upon you doesn’t mean AttentionAttention is paid is paid

EITHER attention or meaning NOT BOTHEITHER attention or meaning NOT BOTH


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Encourage pleasure in their workEncourage pleasure in their work Celebrate new learningCelebrate new learning Post jokes or funny cartoonsPost jokes or funny cartoons

Allow for movementAllow for movement Play musicPlay music


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Adjust the environmentAdjust the environment Color Color

Orange and yellow are best for learningOrange and yellow are best for learningDark colors lower stress – blue most tranquilizingDark colors lower stress – blue most tranquilizing

LightLight Visual distractionsVisual distractions Auditory distractionsAuditory distractions TemperatureTemperature PlantsPlants


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EMOTIONAL STATE AttentionAttention and and moodmood go hand-in-hand go hand-in-hand

UpUp UpUp MoodMood // = = attention /attention /

Mood Mood = = attention attention \\ downdown \ down\ down


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EMOTIONAL STATE

Our emotional state is an integral part of Our emotional state is an integral part of our learningour learning


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EMOTIONAL STATE

Caregiver’s emotional stateCaregiver’s emotional state Influences child’s stateInfluences child’s state Influences child’s development in generalInfluences child’s development in general


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EMOTIONAL STATE Fear or anger shifts attention and energy to Fear or anger shifts attention and energy to

lower levelslower levels

Reacts on a primitive levelReacts on a primitive levelInsecureInsecureAnxiousAnxiousTenseTenseThink one thing - feel anotherThink one thing - feel another


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EMOTIONAL STATE Negative emotions cause lowered learningNegative emotions cause lowered learning


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EMOTIONAL STATE Distress and threat interfere with learningDistress and threat interfere with learning 25-40% of students have outside stress issues25-40% of students have outside stress issues


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EMOTIONAL STATE

Positive Learning EnvironmentPositive Learning Environment


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EMOTIONAL STATE

Role of positive emotions in learningRole of positive emotions in learning Binds learningBinds learning Intensely activates long term memory Intensely activates long term memory Facilitates faster and better decisionsFacilitates faster and better decisions Helps determine what’s real, what believeHelps determine what’s real, what believe

and feeland feel


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EMOTIONAL STATEin the classroom

Deal with students gently and personallyDeal with students gently and personally Acknowledge and include in the learning processAcknowledge and include in the learning process

Emotions Emotions Feeling Feeling Beliefs Beliefs Cravings Cravings Problems Problems Attitudes Attitudes Skills Skills


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Create an optimal learning environmentCreate an optimal learning environment Establish positive and productive Establish positive and productive

ritualsrituals Set a tone of teamworkSet a tone of teamwork Encourage participationEncourage participation Maintain an Maintain an absenceabsence of threat and of threat and

high stresshigh stress


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Ensure successEnsure success Teach to all learning stylesTeach to all learning styles

Visual = 85 %Visual = 85 %Auditory = 10 %Auditory = 10 %Tactile = 5 %Tactile = 5 %


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Ensure successEnsure success Be aware of gender differencesBe aware of gender differences

FemalesFemales• Fine motor skillsFine motor skills• Computation testsComputation tests• MultitaskingMultitasking• SpellingSpelling• Use of verbal memoryUse of verbal memory• Appreciation of depth and perceptual speedAppreciation of depth and perceptual speed• Reading body language/facial expressionsReading body language/facial expressions• Habit formation and maintenanceHabit formation and maintenance• Most spatial tasksMost spatial tasks• Tie right and left brain ideas togetherTie right and left brain ideas together


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Ensure successEnsure success Be aware of gender differencesBe aware of gender differences

MalesMales• Targeting skillTargeting skill• Working vocabularyWorking vocabulary• Extended focus and concentrationExtended focus and concentration• Mathematical reasoning and problems solvingMathematical reasoning and problems solving• Navigation with geometric properties of spaceNavigation with geometric properties of space• Verbal intelligenceVerbal intelligence


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Ensure successEnsure success RepetitionRepetition Duration of themes/unitsDuration of themes/units

Newer concepts need more timeNewer concepts need more time Complexity needs more timeComplexity needs more time Plan for elaborationPlan for elaboration Use textbooks as supplementsUse textbooks as supplements

Use self-assessment toolsUse self-assessment tools


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MEMORY AND LEARNING

Memory pathwaysMemory pathways Short-term to long-termShort-term to long-term

• Hippocampus = new memoryHippocampus = new memory• Medial temporal lobe = forms and Medial temporal lobe = forms and

organizesorganizes


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MEMORY AND LEARNING Declarative knowledge – Declarative knowledge – language-basedlanguage-based

• Working memory = prefrontal cortexWorking memory = prefrontal cortex– Helps us use informationHelps us use information– Utilizes a neuronal networkUtilizes a neuronal network

• Episodic memory = hippocampusEpisodic memory = hippocampus– Store and replay eventsStore and replay events

• Semantic memory = Stored throughout Semantic memory = Stored throughout cortexcortex

– Raw facts and dataRaw facts and data


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MEMORY AND LEARNING

Nondeclarative knowledge – Nondeclarative knowledge – how to dohow to do somethingsomething

• Basal ganglia Basal ganglia – Skilled behaviorSkilled behavior– Learned habitsLearned habits

Emotional aspects Emotional aspects • AmygdalaAmygdala

Motor learning with precise timingMotor learning with precise timing• CerebellumCerebellum


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MEMORY AND LEARNING Speech/Language functioningSpeech/Language functioning

Receptive = Receptive = temporal lobetemporal lobe Expressive = Expressive = frontal lobefrontal lobe

Visual word readingVisual word readingVisual cortexVisual cortex – words seen – words seenAngular gyrusAngular gyrus – matched with words – matched with words

spokespoke Dyslexics – trouble with sounds/words Dyslexics – trouble with sounds/words

and and visual word matchvisual word match


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MEMORY/LEARNING in the classroom

Pre-expose learners to new material in advancePre-expose learners to new material in advance The more background they have, The more background they have,

the more connections they’ll makethe more connections they’ll make Discover student’s backgroundDiscover student’s background

Learn of their experiencesLearn of their experiences Present through all senses/stylesPresent through all senses/styles


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Help encode in memoryHelp encode in memory Down timeDown time EmotionsEmotions Real life associationsReal life associations Memory techniquesMemory techniques


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Teach thinkingTeach thinking Questions promote better learningQuestions promote better learning Give immediate, positive, dramatic Give immediate, positive, dramatic

feedback feedback


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Seven stage brain – based planning Seven stage brain – based planning 1. Pre-exposure1. Pre-exposure

Create a positive learning environmentCreate a positive learning environmentPlan for movement, choice and brain wake-upsPlan for movement, choice and brain wake-ups

2. Preparation2. PreparationContext with real-life groundingContext with real-life groundingBegin with concrete experiencesBegin with concrete experiencesProvide noveltyProvide novelty


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Seven stage brain – based planningSeven stage brain – based planning

3. Initiation and Acquisition 3. Initiation and Acquisition NO to lock-step, sequential presentationNO to lock-step, sequential presentationYES to initial virtual overload of ideas, YES to initial virtual overload of ideas,

detailsdetailscomplexity and meaningscomplexity and meanings

Follow with multiple intelligence activitiesFollow with multiple intelligence activitiesProvide choicesProvide choices



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Seven stage brain – based planningSeven stage brain – based planning 4. Elaboration 4. Elaboration

Presenting is not learningPresenting is not learning Learning must be processed to own itLearning must be processed to own it

• Provide discussion of previous materialProvide discussion of previous material• Tie things together holisticallyTie things together holistically• Have learners design an evaluation procedureHave learners design an evaluation procedure• Online exploration, group mind-maps, Online exploration, group mind-maps,

question answer period, and/or students doing question answer period, and/or students doing the teachingthe teaching


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Seven stage brain – based planningSeven stage brain – based planning 4. Elaboration 4. Elaboration

Facilitate reviews that use all five sensesFacilitate reviews that use all five senses• Encourage discussionsEncourage discussions• Use storyboards to present ideasUse storyboards to present ideas• Make a video or audio tapeMake a video or audio tape• Create or redo a song, etc.Create or redo a song, etc.


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Seven stage brain – based planningSeven stage brain – based planning 5. Incubation and memory encoding5. Incubation and memory encoding

• Provide time for unguided reflection/down timeProvide time for unguided reflection/down time• Have learners keep a learning journalHave learners keep a learning journal• Provide stretching and relaxation exercisesProvide stretching and relaxation exercises• Provide musicProvide music• Ask students to discuss new learning with family and Ask students to discuss new learning with family and

friendsfriends


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Seven stage brain – based planning Seven stage brain – based planning 6. Verification and confidence check 6. Verification and confidence check

Functional integration only happens over Functional integration only happens over time with repeated review.time with repeated review.

• Have learners present learning to othersHave learners present learning to others• Students interview and evaluate each otherStudents interview and evaluate each other• Students write about what they’ve learnedStudents write about what they’ve learned


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Seven stage brain – based planningSeven stage brain – based planning 7. Celebration and Integration7. Celebration and Integration

Provide sharing timeProvide sharing time Play music, hang streamers and blow hornsPlay music, hang streamers and blow horns Let class design a celebrationLet class design a celebration Invite another class, parents, principal or Invite another class, parents, principal or

community guests to view projectscommunity guests to view projects Incorporate the new learning in future lessonsIncorporate the new learning in future lessons


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Boost test scoresBoost test scores Improve the original learningImprove the original learning Teach study skillsTeach study skills Review learning frequentlyReview learning frequently Rehearse the testRehearse the test Teach student how to take various tests typesTeach student how to take various tests types Prepare learners to manage themselves Prepare learners to manage themselves

RelaxationRelaxation Positive self-talkPositive self-talk PosturePosture Resting the eyesResting the eyes High energy food and water before testHigh energy food and water before test


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Boost test scoresBoost test scores Tell them what they can and cannot doTell them what they can and cannot do

during the testduring the test• Walk aroundWalk around• Take a stretchTake a stretch• Chew on hard candyChew on hard candy• Use learning aidsUse learning aids

Discuss the test experience afterwardsDiscuss the test experience afterwards• Change study modeChange study mode• Less stressLess stress


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Brain-based disciplineBrain-based discipline Emotions can be expressedEmotions can be expressed

Most discipline problems are inappropriately Most discipline problems are inappropriately expressed emotionsexpressed emotions

Learners feel goodLearners feel good Boundaries and structure are respectedBoundaries and structure are respected Learners learn moreLearners learn more Discipline problems diminishDiscipline problems diminish More choice is offeredMore choice is offered More learning is fosteredMore learning is fostered Less direct discipline is neededLess direct discipline is needed Everyone winsEveryone wins


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LEARNING IS A MIND-BODY EXPERIENCE

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Environment

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