Why We Need Brain-Based Education

As I read the required chapters for my graduated class on the brain and how it functions, I began to drift off into no man’s land.  All of the scientific terminology began to bleed together and I began to hear in my brain….blah, blah, blah.  However, as an educator I can no longer afford to allow my attention to wonder off.  I must be aware of how the brain functions so I can provide the best instruction possible for all of my students. 

I have come across three articles that give educators reasons why it is important we understand the brain. 

The first article Understanding a Brain-Based Approach to Learning and Teaching by R. Caine and G. Caine supplies several principles for brain-based learning.  They describe twelve principles and the implications for educators.  The authors believe that once educators are aware of current research then they can provide the conditions and environments for optimizing learning.  The authors want to let educators know that brain-based learning is not a movement but an approach that will benefit the educational setting.

The second article A fresh Look at Brain-Based Education by E. Jenson states that there have been connections between brain function and the educational practice for over 20 years.  The author believes we can no longer ignore the brain, “the brain is involved in everything we do at school” (Jensen, 2008).  Educators must be willing to learn how different factors will influence the brain.  The author describes many of these factors i.e. social conditions, stress, and nutrition need to be taken into account by educators.  I did like how the author reiterates that brain research does not prove anything.  This statement ties back to my textbook which also states that brain research will not provide us with “what information or skills that are most important to have” or how to help learners to acquire the information (Ormrod, Schunk, Gredler, 2009).  However, educators should use brain research to help guide us on which strategies to use in the school setting. 

The last article, What Does the Brain Have to Do with Learning? helped to bridge the gap between what I read in my textbook and the above articles.  The article listed many myths that I have heard throughout my educational career.  It is important for educators to take the time to distinguish legitimate scientific findings from misinterpretations.  I know for myself that it can be easy to fall for the “next best thing” in education.  However, we are doing our students a disservice if we don’t take the time to understand how the brain functions and what that means inside the classroom.

Resources:

Caine, R. and Caine, G. (1990).  Understanding a Brain-Based Approach to Learning and Teaching. Educational Leadership, 66-70.  Retrieved from:  http://www.coe.iup.edu/grbieger/classes/curr910/Readings/Brainbasedlearning.pdf

Jensen, E. (2008, February). A Fresh Look at Brain-Based Education. Phi Delta Kappan.

Retrieved from:  http://www.fasa.net/upload_documents/NEUROPLASTICITY10.29.pdf

Worden, J., Hinton, C. and Ficher, K. (2011, May). What Does the Brain Have to Do with Learning? Phi Delta Kappan, 92(8), 8-13.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.