Connecting Brain-Based Teaching & Learning to Differentiated Instruction and Problem-Based Learning

While we know that learning takes place in the brain and there is always more that we can discover about how that happens, the current research about how students learn and develop can and should inform how we teach.  Brain-based learning occurs when teaching is informed by that research and learning environments are intentionally designed or structured to support brain-based teaching.  The Great Schools Partnership defines brain-based learning in their Edglossary as “teaching methods, lesson design, and school programs based on the latest scientific research about how the brain learns, including such factors as cognitive development – how students learn differently as they age, grow, and mature socially, emotionally, and cognitively.”  Differentiated instruction is one such teaching method that is used by teachers to support brain-based learning.  Differentiation allows each student to learn based on their interests, readiness for learning, and the ways in which they learn.  Understanding developmental changes is important but a deeper understanding of how the brain and learning are impacted by a student’s life experiences gives us a bigger picture of what is needed to foster a meaningful learning experience.

Jensen (2009) helps us understand the complex world of neuroplasticity and the research that demonstrates that “brains are designed to change” (p. 47).  He helps us to see that each student’s brain is constantly changing; the learning environment plays a major role in how those changes occur and that not only will brains respond to that environment, but they can actually exhibit or suppress genes based on that environment.  That places an enormous responsibility on schools and teachers to be informed and intentional in how they support brain-based learning.  Differentiation can be a valuable teaching method that is grounded in brain-based learning research.

Caine and Caine (2000) examined research across multiple disciplines to develop their “12 Brain/Mind Natural Learning Principles” and highlight how “different aspects of the body, brain and mind participate in the learning process” (p. 3):

These principles can help us to understand how brain-based teaching can be applied across content areas and through different teaching methods such as differentiation.  The principles serve as a “theoretical framework for brain-based learning, and offer guidelines and a framework for teaching and learning”  (Chipongian, 2004).

We have also been discussing problem-based learning over the last couple of weeks and making the connection with differentiation through PBL.  Brain-based learning informs how teachers implement PBL experiences for their students; Jensen (2005) challenges us to “ensure that knowledge in the student’s brain is well organized” (p. 48).  PBL is ideal for building metacognition with students and giving them skills to organize and plan their own learning experiences.  Jensen’s suggested strategies align well with how we implement PBL – building on prior knowledge, organizing strategies and information, peer learning, active learning by doing, products of learning that reflect process and new knowledge, and meaningful content and opportunities to practice and reflect on their process.

Here are five “ways of being” that I would incorporate into my programs based on the 12 Brain/Mind Natural Learning Principles:

1. Build a learning culture that values group and reflection activities and processes to share what students think, feel, see, and like.
2. Support students to organize their thinking based on their interests and multiple intelligences.
3. Encourage social collaboration around common interests and goals.
4. Provide individual support and feedback and celebrate effort and willingness to try new things.
5. Model and embrace learning through making mistakes and demonstrate a willingness to listen and learn from students.

References:

Brain-Based Learning.  2013.  In Edglossary.com.  Great Schools Partnership.  Retrieved from:  http://edglossary.org/brain-based-learning/

Caine, R.N., and Caine, G.  (2000).  12 Brain/Mind Natural Learning Principles.  CaineLearning.com.  Retrieved from:

http://www.cainelearning.com/wp-content/uploads/2014/04/12-Brainmind-principles-expanded.pdf

Chipongian, L.  (2004).  What is “Brain-Based Learning”?.  BrainConnection.com, Posit Science.  Retrieved from:   http://brainconnection.brainhq.com/2004/03/26/what-is-brain-based-learning/

Jensen, E.  (2009).   Teaching with Poverty in Mind : What Being Poor Does to Kids’ Brains and What Schools Can Do About It.   Alexandria, VA:  Association for Supervision & Curriculum Development (ASCD).  Retrieved from:

http://egandb.uas.alaska.edu:2081/lib/uasoutheast/reader.action?ppg=28&docID=10375878&tm=1428259489468

Jensen, E.  (2005).  Teaching with the Brain in Mind (2nd Edition).  Alexandria, VA: Association for Supervision & Curriculum Development (ASCD).  Retrieved from: http://egandb.uas.alaska.edu:2081/lib/uasoutheast/reader.action?ppg=6&docID=10089220&tm=1428258945648