Brain-Based or Brain-Compatible Learning

When educators manufacture lessons, there is certainly a need to have a knowledge-base to begin the process. However, too many times this knowledge-base rests solely in the fields to that which apply to the subject and not enough of the knowledge-base reflects science and research.

Since I taught math for numerous years, I can say I did a great job of explaining how to factor polynomial expressions, solve trigonometric equations, and calculate volumes of solids, such as cones and pyramids. But, did I teach students how to do these things? Reflecting on my early practices, I would have to say I did a mediocre job at best.

My inability to teach these things at an optimum level was due to my ignorance of brain-based or brain-compatible research. According to Patricia Wolfe (AASA, 2006), brain-compatible learning reflects the following five characteristics:

1. How we use our brains shapes the brains we have. This means that our brains change to respond to need. Certain abilities are enhanced the more they are used because the brain actually changes to respond to the heightened demands placed on those areas. Like a weight-lifter who works on biceps to make them grow, our brains will undergo specific physiological changes and be enhanced as a result of frequent activities that target a particular set of tasks. Wolfe says that concrete experience best shapes our brains.

   
   

2. Memory is stored in numerous places within our brains. When an event is experienced, it is decomposed into various categories, like sounds, visuals, and emotions. These traits are stored in specific areas in our brains. When we reflect on these experiences, our brains reassemble the pieces and place them together to recreate the experience. The more places the information is stored, the more connections are formed and the greater the memory becomes. This invites educators to use multimodal instruction.

   
   

3. Memory fades over time. As experiences flood our brains, old experiences become less pronounced. However, Wolfe invites educators to utilize what she calls 'rehearsal strategies' to enable memory recall. These strategies include "visualizing, writing, symbolizing, singing, semantic mapping, simulating and devising mnemonics."

   
   

4. There are different types of memories. There are declarative (what our favorite color is and the names of the planets) and procedural (how to operate a computer and play a musical instrument) memories. Repetition is useful for handling procedural information but elaborative rehearsal strategies are essential for handling declarative information.

   
   

5. Emotion is an essential tool for learning. Emotions help make events memorable. Some emotions are shocking, like the destruction of New York's towers and others are comfortably sublime, like eating our favorite ice cream. When considering emotion within an educational setting, learning best occurs when students perceive the environment to be non-threatening.
   

Wolfe also points out that there is a considerable amount of beliefs that are shared among educators that are not necessarily accurate. For instance, she sites old studies that point to left-brain and right-brain characteristics that have long been overshadowed by more recent research. We educators have to be careful what we disseminate as truth as it definitely impacts how we manufacture lessons and educate our populace.

Knowledge of current brain research makes it easier to create lessons that are brain-based and brain-compatible, in effect making it easier for kids to learn and easier for us to teach. As a result of following brain-compatible research, it can make the process of educating students more successful and more enjoyable for everyone.

Resource
Wolfe, P. (2006) Brain-Compatible Learning: Fad or Foundation? Accessed on January 8th, 2007 from The Administrator Magazine, which can be viewed online at: http://www.aasa.org/publications/saarticledetail.cfm?ItemNumber=7810.