Brain-Based Learning In today's 21st Century Classroom

Brain-based learning strategies have practical applications in today's digital classrooms. Thinking about how I could apply these strategies in my own instruction with 21st century learners, I must consider first, who those learners are, what they need, and how their brains operate (i.e. What Is Brain Based Learning?).

In order to develop necessary skills, we want learners to be constantly practicing the "4Cs" of communication, collaboration, creativity, and critical thinking. In order to be brain-based learners, they must produce content, not just consume it passively. And "although technology isn't synonymous with 21st century learning, it IS an integral part of it, and it’s often the set of tools that makes this new approach to teaching and learning possible. The purpose of technology used in a 21st century classroom should be to connect students with their world and enable them learn from others and to share their own ideas. It should also be used to differentiate the curriculum so that students are learning on their own developmental levels and are able to pursue their unique interests and passions." (Watson, Cornerstone, 2012) Where brain based learning takes the lead, is by way of examining the science and biology of our minds, and thus, tailoring education towards the natural processes of the brain, making this form of learning then, far more effective and meaningful overall - as well as unique to the individual learner.

The fact is, that our brains are always developing new connections and changing. Contemporary learners, even the youngest ones, are moving at a fast pace, have shorter attention spans, the same bursts of energy they have always had, and yet possess dynamically adaptive minds that have cleverly evolved to utilize a multitude of technological devices (often simultaneously) and to process larger amounts of data, in smaller portions of time, then ever before. They have almost unlimited access to virtual resources, with a need surpassing all of those before, to be engaged in meaningful, participative, experiential tasks and brain-based, unique learning opportunities and challenges.

According to Caine & Caine, 1994, "Certain basic tenants about the brain can be applied in the classroom."

1. The brain needs multifaceted experiences (such as):

• multi sensory input & challenges (use of multiple senses)
• rewards and motivation, active and passive spaces
• memory (repetition & experiences linked to emotion)
• prior knowledge (connect learning to things already known)
• information presented, that follows frontal lobe development by age (from concrete to abstract)
• practice (practice talking, writing & developing to make learning permanent)
• stories (engage many areas of the brain: experiences, memories, ideas, actions, feelings all help develop sequencing & organizing process of the brain and emotional triggers which make what is learned, permanent)

2. The brain seeks patterns (so use of):

• graphic organizers help learners create a visual version of their learning, appealing to multiple senses and making long-lasting connections in structured way
• "Chunking" creates a filing system for delivering and storing content, grouping like material for students to better absorb and organize specific topics/lessons
• safety & space (rituals/classroom constants paired with flexibility, challenges & options)

3. The brain searches for meaning. "Relational memory occurs when students can relate new learning to something that has happened previously in their lives. Adding to patterns or maps previously stored and mastered makes learning much easier." (Willis, 2006).

As asserted by Sprenger (2010), "The Net Generation, more than any other, will be co-teachers in the classroom. It has always been important for students to become teachers in order to increase their memory of content, but today we have students who are quite capable of changing the way we look at education. Their facility with research, their unique ability to scan Web pages in seconds, and their superb use of tools to get the job done puts them in a league of their own. They are unafraid of the discovery process if they can use the equipment that has become part of their daily lives. These students insist on finding meaning and having fun. They have the ability to show us the way. Even our young students will show us their needs and their ways of connecting to curriculum. Some of these children may not be as experienced with computers and iPods as others, but they may be skilled at photography and other forms of visuals. We must be careful observers of our classrooms and look for opportunities to make curriculum more meaningful."

Some effective tools to make meaningful connections using brain based learning in the classroom might involve:

• using graphic organizers that allow section for posing questions such as "how can I use this information in my life?"
• using storytelling as a learning device, having peers listen and connect to one another's topic-based stories in small groups)
• using real-world examples from the learner's world and pop culture in lessons, use guest speakers and outdoor field trips that are relevant and provide real world experiences up close, allowing immediate personal, physical connections and appeal to multiple senses and learning styles
• allowing for online research, passive and active periods, and lesson choices or options that provide self-selection of resources that are meaningful to that individual learner

4. Stress effects learning (so teachers must provide environments of least stress by):

• creating a feeling of belonging through group work and a sense of being valued among peers and contributing to peer learning
• informing learners about how their brains work so that they are able to realize and report on what they need to help them to be more effective in their goals
• using rituals to provide sense of safety and security through consistency
• giving learners specific daily tasks-develop routine for classroom, rotating jobs such as attendance, activity prep, etc. so all learners have an opportunity to be tasked & have options
• post classroom expectations, targets, procedures, and daily lessons/agendas in same place everyday, in easy to view area, for learners to read aloud, copy to personal devices or notebooks, and make sure all learners know what to do, how and when to do it, to avoid future confusion, and/or misunderstandings.
• making music, art, storytelling, and technology part of the classroom environment to reduce stress, make positive sensory and emotional connections.

"Lowering stress increases learning. Stressed brains don't learn in the same way as brains that aren't stressed. Students who feel they excel in an area at school will feel better about themselves, and their brains will release chemicals that make them feel good, like dopamine and serotonin, rather than the stress chemical cortisol."(Sprenger, 2010)

5. The brain is social

One of the components of social intelligence as described by Goleman (2006) is social cognition—simply understanding how the social world works. In a classroom, this ability might include the following components:

• recognizing different social groups or cliques
• knowing classmates' close friends
• knowing how to make friends
• knowing how to show empathy
• having the ability to listen
• knowing when and how to show emotions
• recognizing an emotion being expressed facially and with gestures

Because prevalent technology use may defer physical interaction, learners must be provided with social opportunities and interactive engagement in the classroom, in order to meets their brains' need for this form of stimuli, which provides important development and growth over time. Some ways that teachers can facilitate this brain based learning, is through: grouped activities,pairing learners for projects, role playing, presentations, and open discussions that cover current events and items of mutual interest, community, and emotion among peers.

Basically, from the research I've reviewed, the outline of these five brain based learning premises I've explored above, and the specific strategies I've identified under each, I feel far more confident in the direction I am headed as far as personal teaching approach in the applications I will use for my own classroom based on scientifically originated brain based learning and student-centered pedagogy. I also have come to fully endorse the idea that "It's time for educators to join this unbelievably fast-paced digital age. The principles of brain research still apply, and technology enhances our ability to help students' brains grow. Although some of us digital dinosaurs may not feel that technology is compatible with our brains, it is compatible with our students' brains. Their brains have adapted quite well to the high-tech world, and although some of the brain changes have negative consequences, if we stay on top of things we can help our students succeed in today's world." (Sprenger, 2010)



SOURCES
What Does 21st Century Learning Look Like in An Elementary School? (2012) Cornerstone Online: 21st Century Schools, Ed News and Trends. Article by Angela Watson. Retrieved June 20, 2014, from http://thecornerstoneforteachers.com/2012/05/what-does-21st-century-learning-look-like-in-an-elementary-school.html

Brain-based Teaching in the Digital Age. (2010) Association for Supervision and Curriculum Development. Marilee Sprenger. Retrieved June 20, 2014, from http://www.ascd.org/Publications/Books/Overview/Brain-Based-Teaching-in-the-Digital-Age.aspx

Goleman, D. (2006). Social Intelligence: The New Science of Human Relationships. New York, New York: Bantam Books (division of Random House)

Willis, J. (2006). Research-Based Strategies to Ignite Student Learning. (online draft/proposal) ASCD. Retrieved June 20, 2014, from http://www.caisca.org/event_info/115/Brain_Memory2.doc

Mind/Brain Learning Principles (excerpted from) Making Connections: Teaching and The Human Brain. (1994) Addison-Wesley. By Renate Nummela Caine and Geoffrey Caine. Retrieved on June 20, 2014, from http://www.mainesupportnetwork.org/handouts/pdf/Caine's.pdf

RESOURCES
21st Century Learning in Elementary Schools. (2013) Dreambox Learning Online. Article by Jessie Wooley-Wilson. Retrieved June 20, 2014, from http://www.dreambox.com/blog/21st-century-learning-in-elementary-schools

Daniel Goleman-Social Intelligence. (uploaded September 25, 2006) YouTube. Retrieved June 20, 2014, from http://youtu.be/nZskNGdP_zM

How Do You Measure People Skills: The Elusive Landscape of Social Intelligence. (2006) Slate Magazine Online. Paul Harris. Retrieved June 20, 2014, from http://www.slate.com/articles/arts/books/2006/11/how_do_you_measure_people_skills.html

The Nueroscience of Joyful Education: Engaging the Whole Child. (2007) Educational Leadership, Psychology Today Online. Judy Willis. Retrieved June 20, 2014, from http://www.psychologytoday.com/files/attachments/4141/the-neuroscience-joyful-education-judy-willis-md.pdf