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Brain-Based Learning Methods and Student Achievement

Katie Stang
Bethel University

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BRAIN-BASED LEARNING METHODS AND STUDENT ACHIEVEMENT

A MASTER’S THESIS

SUBMITTED TO THE FACULTY

OF BETHEL UNIVERSITY

BY

KATIE STANG

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR THE DEGREE OF

MASTER OF ARTS IN EDUCATION

DECEMBER 2022
 2

BETHEL UNIVERSITY

BRAIN-BASED LEARNING METHODS AND STUDENT ACHIEVEMENT

Katie Stang

December 2022

APPROVED

Thesis Advisor: Amie Grubidge, MA

Program Director: Lisa Silmser, Ed. D

 3

Acknowledgements

First and foremost, I would like to give glory and thanks to our Creator. This thesis

would not have been possible without the power of the Holy Spirit encouraging my soul

and giving me strength when I needed it most. To my steadfast provider and best friend,

thank You for supporting me along this journey.

Luke, thank you for the sacrifices you have made in order for me to accomplish

this hefty goal. You were always quick to lend a helping hand and take on extra

responsibilities. I am forever grateful for the encouragement, love, and support you

continue to give me.

Lily, my precious little girl, you were born as I began writing this thesis, and I

hope my work teaches and shows you that you can achieve anything you set your mind

to. Thank you for being the smiling face, warm hug, and inspiration when I needed a

boost. I love you unconditionally!

Mom and dad, thank you for your support throughout this program. You have

both shown me so much grace and support. Thank you for your willingness to help out

in our home, allowing me some time away to work hard on this thesis.

Amie and Lisa, thank you for your guidance during this program and especially

during my thesis writing. The knowledge and commitment you have towards leading

teachers is admirable and commendable. I have the utmost respect for you both and

how you make yourself available to serve your students.

 4

Abstract

Educators often ask themselves, “What is the most effective way to impart knowledge to

my students?” All teachers are faced with the weighty responsibility of providing

high-quality learning experiences for their students. Part of a high-quality learning

environment consists of creating engaging, meaningful, and real-world content for

students to interact with. Taking into account how the brain best receives, processes,

and stores information, brain-based learning is one of the most powerful techniques

teachers can incorporate into their daily instruction. Brain-based learning is about

learning by doing. It includes a variety of strategies, such as hands-on activities, projects

or presentations, movement, music, and student-centered lessons. Brain-based learning

also provides a space for students to grow socially and emotionally, through discussions

and interactions with their peers and teachers, as well as cognitively, through making

connections and thinking innovatively. Brain-based strategies are linked to higher

student achievement in the classroom, as well as a significant increase in student

motivation, engagement, and overall success in an educational setting.

 5

Table of Contents

Signature Page…………………………………………………………………………… 2

Acknowledgements……………………………………………………………………… 3

Abstract…………………………………………………………………………………... 4

Table of Contents………………………………………………………………………… 5

Chapter I: Introduction………………………………………………………………...… 7

History of Brain-Based Learning…………………………………………………. 8

Key Terms……………………………………………………………...... 10

Research Questions…………………………………………………...… 11

Chapter II: Literature Review…………………………………………………………… 13

Literature Search Procedures…………………………………………………… 13

Brain-Based Learning and academic achievement……………………………... 13

Brain-Based Learning in specialized areas……………………………… 36

Brain-Based Learning theories………………………………………….. 52

Brain-Based Learning strategies………………………………………… 65

Chapter III: Discussion and Conclusion…………………………………………………. 71

Summary of Literature………………………………………………………….. 71

Limitations of the Research…………………………………………………….. 76

Implications for Future Research……………………………………………….. 78

Implications for Professional Application………………………………………. 79

Conclusion………………………………………………………………………. 81
 6

References………………………………………………………………………………. 82

Appendix A…………………………………………………………………………….. ..90

Appendix B……………………………………………………………………………….93

Appendix C…………………………………………………………………………….. 105

 7

CHAPTER I: INTRODUCTION

Brain-based learning is an educational approach to teaching students how their

brain learns best. This revolutionary topic ought to make all educators reflect on their

current teaching practices and question if they are really teaching students in ways that

benefit their brain. With all of the advantages, brain-based learning strategies bring to

the classroom, teachers need to be cognizant of incorporating them into their daily

learning environment.

As a learner, I recall my favorite part about school being the interactive

opportunities, collaboration, and highly engaging lessons that we participated in. From

kindergarten through high school, my best learning experiences resulted from doing

hands-on activities and working with other students. Relationships were formed

between myself and my peers as we would think, connect, and innovatively create

together. One example of this occurred in my fifth-grade science class when we learned

about the phases of the moon. My teacher brought in Oreo cookies and we shaved off

the cream to resemble the eight phases of the moon. Through visualization, hands-on

learning, the usage of food, and the anticipation of eating my cookies afterwards, my

teacher taught me the phases of the moon using brain-based techniques. That was

sixteen years ago, and I can still name and illustrate the eight moon phases.

In my classroom, I can see light bulbs go off in students’ brains as they grasp new

concepts through brain-based learning strategies. Learners make significant progress

and enjoy the learning process when teachers implement brain-based methods
 8

including manipulatives, forming connections from prior knowledge to new concepts,

and providing opportunities for student relationships to build. There is also a substantial

difference in attitude and motivation when students are engaged in brain-based learning

activities versus traditional activities in the classroom. As educators, we must strive to

create the best possible learning environment for our students by implementing highly

effective and engaging lessons for our students to retain information for years to come.

It is also our duty to create lifelong learners, learners that are so immersed in content

and enjoy going to school that they inspire the next generation to do the same.

History of Brain-Based Learning

Brain-based learning can better be understood if first, people understood basic

knowledge about the brain itself. Brain research dates back to the 1960s, when

technology began advancing at a rapid rate, and neuroscience research skyrocketed.

Through imaging, technology, genetic testing, and detailed mapping of networks,

scientists began understanding the brain and its complex structures. In the late 1980s,

theories began to arise as to how the brain best retains information. One theory of

brain-based learning derives from Howard Gardner’s 1983 theory of “multiple

intelligences.” Gardner’s theory stated that humans have different intellectual abilities

and beliefs, and therefore, the way people approach learning will be in different styles

based on their preferences. Multiple intelligences encourage students to think

individually about their learning style, beliefs, and strengths, and to adapt accordingly
 9

(Cherry, 2022). Many other theories came about after multiple intelligences, such as

multisensory learning and experiential learning after Gardner’s work was published.

Multisensory learning, another theory extracted through neuroscience,

suggested that students learn best when their senses are stimulated. Multisensory

learning builds off multiple intelligences as students are learning through whichever

sense(s) they prefer. Students can engage in content through visuals or kinesthetically

through tactile learning which involves the senses. It doesn’t have anything to do with

learning styles, but instead the idea that students learn best when using more than one

sense at a time (Orpi, 2022).

After multisensory learning came experiential learning, which focuses on

learning by doing. Experiential Learning Theory (ELT) originates from David Kolb in 1984,

with the help of theorists Jean Piaget, Kurt Lewin, and John Dewey. ELT requires a

learning environment that is engaging, highly stimulating and collaborative for students.

Students are encouraged to learn through experiences, and to engage in material

socially, emotionally, cognitively, and physically when necessary. Experiential learning

creates a way for students to connect to content in an emotional way to deepen learning

experiences (Kurt, 2020). These theories paved the way for what is now known as

brain-based learning. Brain-based learning takes multiple intelligences, multisensory

learning, and experiential learning theory all combined to develop the most effective

strategies for students to engage their brain in learning.

 10

Brain-based learning strategies are a way for students to absorb information in

the learning style they prefer, while stimulating their senses when appropriate, and

connecting academic material to real-life situations. By staying up-to-date on how the

brain best engages with, retains, and transfers information, teachers can help their

students reach their fullest potential when they form a brain-based learning

environment. Learning through techniques in which the brain stores and processes

information best is a critical component for teachers to adapt into their everyday

curriculum in the classroom.

Knowing the history behind brain-based learning helps educators to notice the

importance of student preference, different learning styles, engaging the senses, and

connecting to academic material socially, emotionally, cognitively, and physically to

provide meaningful learning experiences for students.

Key Terms

Throughout this thesis, the terms “brain-based learning” and “student

achievement” will be used frequently. The term “brain-based learning” can be defined

as various teaching methods, lesson designs, and school programs that are based on the

latest scientific research about how the brain learns and cognitively processes

information. It also encompasses how students learn differently as they grow and

mature socially, emotionally, and cognitively.

The term “student achievement” refers to the academic performance of students

and the extent to which a student has obtained their educational goals. Achievement
 11

can be described in many ways, but in this thesis, it is solely defined as the students’

ability to retain information as their end-of-the-unit results demonstrated. For this

thesis, “achievement” was reflective of test scores and was measured objectively, not

subjectively.

The term “specialized areas” is also used in this paper. This term is used to

represent differing content areas of education, such as mathematics, literacy, science,

and social studies. It also refers to differing structures of education, such as online

learning and library courses. In this paper, specialized areas are reflective of fields in

education which a specialized course or practice is taught.

Research Questions

There is an abundance of research around brain-based learning implementation

in education, so I decided to focus my research on a few guiding questions: What effects

do brain-based learning methods have on student achievement, engagement, and

retention in academics? Which brain-based learning methods have the most significant

impact on a student's overall achievement? What are the theories that exist around

brain-based learning? What are some examples of brain-based learning strategies? How

do brain-based learning methods differ from traditional learning methods?

Generally speaking, the educational frameworks that are currently used in

classrooms do not fully consider the use of brain-based learning techniques. The

following literature review will focus on the impact that brain-based learning strategies

have on student achievement results and engagement, the effectiveness of using

 12

brain-based strategies as opposed to traditional teaching methods in specialized areas,

theories about brain-based learning, and a plethora of useful strategies for educators to

implement into their teaching practices to promote brain-based learning in their daily

instruction.
 13

CHAPTER II: LITERATURE REVIEW

Literature Search Procedures

To locate the literature for this thesis, searches of Education Journals, ERIC, and

EBSCO MegaFILE were conducted for publications from 2006-2021. This list was

narrowed by only reviewing published empirical studies from peer-reviewed journals

that focused on brain-based learning and student achievement that addressed the

guiding questions. The key words that were used in these searches included

“brain-based learning,” “student achievement,” “student success,” “student motivation,”

and “internationally.” The structure of this chapter is to review the literature on

brain-based learning in four sections in this order: Academic Achievement, Specialized

Areas; Theories; and Strategies.

Brain-Based Learning and Academic Achievement

Much research has been gathered about how the brain works, and many studies

have been conducted regarding the effects brain-based learning methods have on

student achievement. Two experimental studies by Bilal Duman (2006, 2010) compared

brain-based instruction to traditional instruction. Each study consisted of an

experimental group, in which the students were taught with brain-based learning

methods, and a control group, where the students were taught with traditional

methods. The first study was conducted in a sixth grade social studies class with 40

students in each group, while the second was carried out among third-year students at

Mugla University during the 2006-2007 academic year with 34 students in each group.
 14

The purpose of both studies was to find the effects that each method had on student

achievement and motivation.

In the experimental groups, similar brain-based learning strategies were taught

to the students. Students were taught using the following strategies: active processing,

making generalizations, and analyzing their actions, feelings, and emotions. While

students were learning, they were given the choice to sit where they wanted, and also

given the option to move around the classroom as needed. Students made posters,

presentations, graphics, multimedia, and anchor charts of their work. Projects were

displayed in the classroom for reference. They shared personal stories and the teacher

stressed that emotions were a critical part of their work in their assignments. The

teacher used real-life experiences to tie together the information the students learned.

Lastly, the teacher taught their students about the brain, its structure, how it works, how

the child learns as their brain organizes information, and the class discussed this topic.

Learning about the brain and implementing brain-based activities made the content

meaningful for the students (Duman, 2006, 2010).

On the other hand, the students in the control group were taught using

traditional methods. The instruction was teacher-centered, with little to no exploration

or discussion among students. Students did not participate in activities and were taught

in a lecture style. A pre and post-test were completed respectively at the beginning and

the end of the studies, and conclusions were drawn about the impact of student

achievement and motivation. In the first study, according to the quantitative data
 15

collected, the students that were taught with the brain-based learning methods scored

an average of 10.69 on the pre-test and increased significantly to an average of 23.26 on

the post-test. Meanwhile, the students in the control group scored an average of 11.61

on the pre-test and increased to an average of 17.03 on the post-test. In the second

study, the students in the experimental group scored a mean of 47.25 on their post

assessment, while the students in the control group scored a mean of 21.75.

In both studies, the students in the experimental group were able to express

positive feelings about their learning, felt their learning had clear and meaningful

objectives, and overall had higher achievement levels on the post-test. The data

presented in these studies are imperative in showing how brain-based learning

strategies increase academic performance, achievement, and motivation in the

classroom (Duman, 2006, 2010). The results of these two studies indicate that involving

students in real-world experiences, hands-on activities, using manipulatives, and

allowing them to work in partnerships or groups are essential towards fostering high

levels of engagement and student success.

Similarly, studies on brain-based learning have shown a significant impact in the

area of mathematics. One study was conducted by assistant professors at Lahore College

for Women University in Pakistan, where 60 seventh grade mathematics students were

observed to witness effects of brain-based learning on their academic achievement, 30

in an experimental group and 30 in a control group. A second investigative study by

Professor Erol and Professor Karaduman at Istanbul University in Turkey surveyed the
 16

effects of brain-based learning techniques for fourth grade students in mathematics. The

experimental group and control group were made up of 45 students, respectively. In

both scenarios, a pre-test and post-test were given at the beginning and end of the

mathematics unit to test retention and provide evidence of academic achievement in

this content area. The achievement test was administered to examine and observe the

effect that brain-based learning had on the students’ overall performance and academic

achievement.

Generally, mathematics requires quite a bit of mental imaging and processing, as

the concepts are comparable to other concepts across other subject areas.

Mathematical problems are also very real-world, as human beings use math in everyday

life, such as at the store or at a restaurant. Brain-based methods were used in the

experimental group to promote higher-level thinking and independent learning

processes. Some of these strategies included inductive reasoning, generalizations and

conclusions, problem-solving, procedures and projects, cooperative learning,

experiential learning, and differentiation of learning styles.

Other implementations of the brain-based learning group were: solving figures,

recognizing mistakes and making corrections, finding similarities and differences,

demonstrating balance, encouraging water breaks, providing guidelines, telling jokes and

incorporating humor. Students were also encouraged to provide suggestions, solve brain

energizers, think innovatively, relate prior knowledge to new knowledge, and

self-explore with the content. They were in an active environment, participated in group
 17

discussions, solved real-life problems, worked on riddles and puzzles, and were given

feedback from the instructor. Self-evaluations, peer evaluations, and time for

self-reflection were also a part of their daily routines. All of these strategies relate to

brain-based learning as they recognize that the brain searches for meaning and purpose,

searches for patterns, generates parts into wholes, is unique to each individual,

processes information in a parallel way, and learns in a way that engages the whole

body. Other activities these students experienced were slideshows, animations, concept

maps, mind maps, strategic questioning, and experimenting with the curriculum in

different ways (Noureen et al., 2017; Erol & Karaduman, 2018).

In contrast, the teaching in the control group was conventional and traditional.

The educator gave students instructions as they sat and listened. Students were to open

their textbooks at the beginning of class as the teacher solved problems and reviewed

questions on the board. The teacher asked students to copy down their work exactly

how they had it laid out on the board. Homework was given and students were expected

to return the next day with full completion. Each class period ran in this format. No

innovative or creative content, and no partner or class discussions were encouraged.

Students were asked to listen to and mirror the teacher, and then complete their work

independently. If they did not finish their work during class time, it was expected to go

home as homework to be returned the next day for grading.

The results of the first study concluded that the students in the experimental

group receiving brain-based learning instruction scored higher than the students in the
 18

control group receiving conventional instruction. The pre-test scores were very similar;

the experimental group scored an average of 11.70 and the control group an average of

11.50. However, the post-test scores are significantly different. The experimental group

scored an average of 23.80 after being taught with brain-based learning methods. The

control group scored an average of 12.97 after being taught with traditional methods.

Brain-based strategies had a tremendous effect on student achievement and success for

these seventh-grade Pakistani students in mathematics (Noureen, Awan, & Fatima,

2017).

The results of the second study demonstrated that brain-based learning did, in

fact, have a positive impact on student achievement and retention. Pre-test scores were

similar, an average of 5.48 for the experimental group and 6.36 for the control group.

After being taught with brain-based strategies, students in the experimental group

scored an average of 14.20 on the post-test and 14.19 on the retention test. After

learning through traditional methods, students in the control group scored an average of

9.40 on the post-test and 8.22 on the retention test. When comparing this data, it is

evident that brain-based learning methods have a positive impact on student retention

and achievement in mathematics. This positive effect demonstrates the importance of

using brain-based strategies in the classroom to support student success. This study is

one of many that proves brain-based learning improves mathematical success and

academic achievement (Erol, & Karaduman, 2018). While implementing brain-based

 19

strategies takes intentional planning and preparation, it is extremely impactful for

students and their learning.

Comparably, data was collected from a study that aimed to improve student

motivation and achievement in mathematics. Traditionally, students are less motivated

and engaged during mathematics due to the activities being teacher-centered with the

use of many lectures and less hands-on experiences. This study differs from others as

the teacher did not have different experimental or control groups, but implemented a

few different cycles with the same group of students. During the first cycle, several

groups were disinterested, disengaged, and not motivated to participate. Some students

were doing well, but time was limited for their task and many students found

themselves in a hurry to complete their assignment. During the second phase, the

teacher acted to improve efforts by giving groups more flexibility, and more time to form

new ideas about the content in relation to their learning targets. As they worked into the

third cycle, the teacher implemented a slideshow presentation to connect the material

with real life situations, used media to help students answer questions, and allowed

students the opportunity to discuss their ideas with the whole group before going back

to their small groups to continue. Another shift the teacher made throughout was when

a question was asked by a student, the teacher would first allow the students to

converse in their small groups about it, share their ideas out, and initiate a whole group

discussion. As the lesson progressed, the teacher tried to connect the material to

real-life experiences, provide more chances for students’ voices to be heard, get
 20

students involved in the learning process to make learning more fun, implement

multimedia, learn in groups and socialize, provide students with more time, and provide

more intensive problem-solving strategies through memory, storage, and recall.

The results of this study revealed higher levels of engagement amongst students,

built student motivation to learn, and showed a significant increase in the students’

retention of the material. The post-test results surveyed student motivation and

engagement, where students in the experimental group scored an average of 72.38

versus students an average of 64.31 for the control group. Results from the retention

test also indicate a significant difference in the students’ ability to recall information that

was learned. The experimental group scored an average of 71.93 on the retention exam,

whereas students in the control group scored an average of 57.38. With a significant

difference of 14.55 points, these results indicate that using a brain-based approach and

implementing brain-based methods into the curriculum is highly effective towards

student growth.

Brain-based learning methods should be incorporated into daily lessons and

applied to improve student learning outcomes. The brain-based learning approach has

many other advantages. Some examples include; the teacher role is a facilitator and

mediator, the teacher has more time to observe students and groups, it teaches

students to be more active and reflect on the learning activities, and learning activities

are more systematic and focused on student learning. It also provides students the
 21

chance to interact with the material, their peers, and their teachers (Mekarina &

Ningsih, 2017).

In a similar study, three researchers from Indonesia examined a junior high

mathematics class to study the effect of brain-based learning on student achievement.

There were 148 student participants who were divided into three classes. One class of

49 students were a sample class, one class of 48 students were the experimental group,

and the other class of 51 students were the control group. Data was collected at the end

of the unit with a post-test in regards to mathematical conceptual understanding of

fractions. Conceptual understanding was the learning target of this unit as it builds the

cognitive foundation for students to optimize their knowledge and comprehension of

mathematical concepts (Suarsana et al., 2018).

Creative and innovative designs were utilized in the experimental group.

Teachers applied brain-based strategies such as learning models, formal knowledge,

mind mapping, discussions, students acting as the teacher to explain information, brain

breaks or games, and a welcoming classroom environment. Students were provided

opportunities to apply their knowledge through complex contexts, different situations,

rewriting, and multi-step problems. Learners were invited to complete procedures

including facts, concepts, and real-life scenarios in order to focus on conceptual

understanding at a deeper level. Students were also encouraged to master the concepts

they were learning by thinking of mathematics creatively rather than conventionally.

Conducting observations, designing a system and supporting one another, applying

 22

solutions to problems, analyzing data, describing concepts in their own words,

identifying, and giving examples and non-examples are all strategies that the

brain-based learning group received in their instruction. Meanwhile, the students in the

control group and sample group were taught by traditional and conventional methods

such as lecture, worksheets, an absence of collaboration and little to no participation or

engagement from students during the lessons.

When demonstrating their conceptual understanding through the post-test,

students in the experimental group scored a total of 21,291 and the control group

scored a total of 15,647. The retention and achievement scores are much higher in the

experimental group than the control group, proving yet again that brain-based learning

strategies, when implemented in the classroom, lead to positive outcomes in student

achievement. Students are more involved in their learning process, more effective in

retaining information, and are more likely to succeed and perform well on a post-test at

the end of a unit if they have been taught in a brain-based environment. Learners in this

type of environment are actively learning and are more motivated. With the teacher

facilitating and letting the students be creative in their learning, the impact is

meaningful, purposeful, and lifelong. In this study, the brain-based learning made school

fun, interesting, and accommodating to all students in the classroom. Student

achievement was high because they were in an optimal learning environment (Suarsana

et al., 2018).
 23

In two related studies, the effects of brain-based learning approaches on

students’ motivation and attitudes in science classes were investigated. The first study

included 22 fifth-grade students in an experimental group and control group,

respectively, to investigate the effects of brain-based learning on academic achievement

and retention in a science course at a Primary School in Kutahya, Turkey. The second

study was conducted by Erkan Akyurek, a Secondary School teacher, and Ozlem Afacan,

a professor at Ehi Evran University in the Department of Elementary Science. This study

included 57 participants, 19 in an experimental group, and 19 in two different control

groups. Quantitative data was collected through a student motivation and attitude

questionnaire pre-test and post-test (Akyürek & Afacan, 2013, Ozden & Gultekin, 2008).

The experimental groups were administered a brain-based learning approach,

meanwhile the control group received a traditional learning approach. The first study

was conducted over eleven days, and the second was conducted throughout the

2011-2012 school year. A pretest and a post-test were administered to the students to

gauge memory and retention. In the experimental group, students used the science

laboratory and sat in a “U’ shape to see the board more efficiently and promote

interactions among students. Students worked as groups of 4 to 6 as they learned

material. Teachers used PowerPoint presentations, cartoons and comic strips,

documentaries, films, and pictures in presenting the content. Students were asked to

write short stories, poems, and to draw comic strips demonstrating their understanding.

In addition to that, they were given the choice to design projects and encouraged to
 24

share their projects with the whole class. The class was encouraged to ask questions of

the group as they shared their projects. Simulations, role playing, and listening to

classical music were other brain-based methods used in the lessons when applicable

(Ozden & Gultekin, 2008).

A few other brain-compatible methods that were used in the experimental group

teaching included mental models, emotions, positive learning environment, memory

and retention reviewing, assessments, connections to the body, mind, and brain,

collaborative learning, and thematic instruction. The teacher implemented

carefully-designed instruction, in which the planning and preparation centered around

how the brain learns best, considering the time before, during, and after each lesson.

Active learning was incorporated through allowing students to process information and

reflect with one another in discussions while also constructing new knowledge based on

previously acquired knowledge. Students were encouraged to be intrinsically motivated

to take an active role in their learning process (Akyürek & Afacan, 2013).

Meanwhile, the students in both control groups were taught based on the

current practices in the curriculum with no additional implementation of other

strategies. The students taught with the traditional methods received direct teaching.

The teacher’s role was to understand the content and transmit it to the students by

listening to lectures. Students were required to take notes, and complete the assigned

tasks. Learners were asked to read relevant material and explain their findings to the
 25

class. Lastly, the students listened to the explanations of their teacher and copied the

exact models that their teacher made.

At the end of the eighteen-hour study, the first study results showed a notable

difference between the two groups. The average score on the post test, demonstrating

retention of the material, was 71.93 for the brain-based learning group, and 57.38 for

the traditional learning group. This study proves there is strong evidence that

brain-based learning methods have an extremely positive impact on student retention,

performance, and motivation during the learning process (Ozden & Gultekin, 2008). In

the second study, in the attitude post-test questionnaire, students in the experimental

group scored an average of 55.84, while the students in the control groups scored 50.26

and 46.63 respectively. For the motivation scores, the students in the experimental

group scored an average of 143.63, and the students in the control groups scored an

average of 122.79 and 128.21 (Akyürek & Afacan, 2013).

These results demonstrate the effectiveness of brain-based learning and how

student achievement and retention are directly impacted by these strategies. It was

notably observed in these studies that students in the experimental group were more

motivated to learn before, during, and after the lessons as they were taught in

accordance with brain-based strategies. Because of the results of this study, more

investigations are underway as to how to incorporate more brain-based learning in

science class, as it had a remarkable impact on students (Ozden & Gultekin, 2008;

Akyürek & Afacan, 2013).

 26

In a related study reflecting on the effect of brain-based learning on Iranian

English as a Foreign Language (EFL) learners’ achievement and retention, an

experimental group was given a brain-based teaching approach while a control group

was given a traditional teaching approach. This experimental study consisted of 25

students in each group. The 50 students were selected from Civil Aviation Technology

College who were taking their Elementary and Intermediate courses. Similarly, a study

conducted by an educator in the Department of Languages & Linguistics at Sadat

Academy for Management Sciences in Egypt aimed to simply engage English for Specific

Purposes (ESP) students with brain-based learning in order to improve their listening

skills, vocabulary retention, and motivation.

The teaching model used in this study for the brain-based learning group

included creating an optimal learning environment, engaging learners by getting them

emotionally invested, making learning relevant and compelling, acquiring experiences,

elaborating to deepen their understanding, trial-and-error time, feedback, connecting

learning to content, and revising their work. Other strategies included; using graphic

organizers, working in groups or pairs to sort through a variety of resources and

information, engaging student emotions, and exploring the content as opposed to

memorizing the content. These strategies are extremely beneficial in promoting an

environment which the brain learns best. The students in the control group did not

receive instruction using any of these strategies, but instead a traditional method of
 27

teaching and learning, such as listening to teacher lectures and the absence of hands-on

activities.

The findings in the EFL study were congruent with those in the previous studies

by Bilal Duman, as the results confirmed that brain-based learning had a significant

impact on Iranian EFL learners’ performance, achievement, and retention. Looking at

overall achievement on the post test, the mean score for the control group was 14.36

and the mean score for the experimental group was 17.72. This data shows the

significant difference in averages and the effects brain-based learning strategies have on

student achievement levels. This data also indicates that because the brain plays such a

critical role in the learning process, brain-based strategies should be integrated into

curriculum and instruction for student retention (Haghighi, 2013).

In the ESP study, quantitative measures were used to collect data formally

through tests, while qualitative measures were also used informally through observation

and interviews. This study concluded that the use of these brain-based methods made

learning interesting and intrinsically motivating for the students. Students also

demonstrated large gains in their listening skills, vocabulary retention, and positive

attitude towards learning (Salem, 2017). In regard to listening, students scored a mean

of 74.7 on the pretest and 107.51 on the post-test. For the vocabulary retention test,

students scored an average of 82.24 on the pretest and 113.77 on the post-test. Lastly,

the difference in motivation showed an average of 114.66 on the pretest and 199.6 on

the post-test. The evidence here strongly supports that applying strategies and activities
 28

that center on how the brain learns best is critical to student engagement, motivation,

retention, and overall achievement in the classroom and the learning process.

The goal of another study by three professors in the Department of Science

Education, Indonesia, was to apply Project-Based Learning (PBL) with brain-based

learning approaches to improve learning achievement of students in an all-girl’s school.

There were two experimental classes; class one applied Project-Based Learning and

brain-based STEAM activities, and class two used Project-Based Learning and a STEAM

approach, but with no brain-based techniques. Some of the brain-based activities used

in this study included listening to music, participating in exercises and movement,

drinking water, completing crossword puzzles, and group work. Implementation of

brain-based learning established on the differences in the right and left hemispheres of

the brain are also effective strategies used in this study. Left hemisphere characteristics

include: calculated activities, verbal communication, words, symbols, tables, letters, part

to whole concepts, factual information, and sequence. Characteristics of the right

hemisphere are graphics, pictures, charts, whole to parts, randomization, nonverbal

communication, arts, and gathering information about relationships. Interacting both

hemispheres, or one at a time, is a critical skill that fosters successful learning.

In another way, the brain-based group received optimal breaks and resting periods

throughout instruction. Examples of rest included brain gym activities, downtime or free

time, reflection, relaxation, encouraging students to drink water, listening to music,

playing games, or completing puzzles (Badriyah et al., 2020).

 29

In conclusion of this study, experimental group one had an average score of

72.50. Students participated in the learning process, were enthusiastic and excited about

music incorporated into relaxation in the classroom, were more active and focused after

water breaks, and were allowed to socialize and interact with one another. Through

these experiences, students were able to apply direct concepts to daily life scenarios. On

the other hand, experimental group two had an average score of 60.88. Students were

not given opportunities to learn in ways their brain learns best, through active learning

strategies. A few of these strategies include: thinking and applying concepts,

participating in learning, asking questions and expressing opinions, and taking water

breaks. Based on the results and post-test scores, it is evident that there is a significant

difference between students learning through PBL and brain-based methods as opposed

to PBL without brain-based methods, as experimental group one scored much higher

than experimental group two (Badriyah et al., 2020).

In a similar study conducted at Al-hussien Bin Talal University in Jordan, two

educators from the Faculty of Educational Sciences explored the impact of a teaching

and learning program's usage of brain-based learning to measure the academic

achievement of female students in a ninth-grade chemistry class during the 2014-2015

academic year. The control group of 32 students was monitored and tested at the end of

the unit as they received regular instruction, receiving information with little to no

discussions or debates, and depended on the textbook, whiteboard, and teacher. On the

other hand, the experimental group of 32 students received brain-based incorporated

 30

instruction, where learning was hands-on, engaging, purposeful, and students were

encouraged to discuss content with each other.

Brain-based learning strategies incorporated in this study included learning new

material and content, practicing and repetition, socializing and listening to others,

searching for meaning, addressing emotions, recognizing relationships, engaging in

developmental learning through adaptations and changes, and providing students with

options or choices. Other methods implemented were the use of KWL charts (Know,

Want to Know, Learned), a joyful learning environment free of any possible threats, and

reaching achievement goals through assessment and feedback. Learners were also

encouraged to relax during the learning process to reduce fear, anxiety, and hesitations

toward challenges in the classroom.

In teaching chemistry to secondary students, brain-based learning is a vital

addition to the curriculum as its labs, laws, and theories are applicable to daily life and

real-world situations for students. Educators must apply impactful techniques, such as

brain-based learning methods, in order to grasp students’ attention and keep them

engaged in learning. Preparing students, forming relations, elaborating on content,

ensuring learning is stored in long-term memory through review, and integrating new

information are all ways that teachers can engage students in an atmosphere that

fosters how their brain learns best.

In summary, applying brain-based models was effective in creating higher

academic achievement for these ninth-grade chemistry students. Encouraging teachers

 31

to use brain-based strategies and apply them in their classrooms is an important step

towards higher success rates for students in many different areas around the world. The

experimental group scored an average of 13.16 during the pre-test, and bumped up to

an average of 21.62 by the end of the unit. The control group scored an average of 14.12

on the pre-test, and decreased to an average of 13.91 on the post-test. These results

conclude that brain-based learning strategies not only allowed students to significantly

increase their average scores of retention and understanding, but it also shows that the

group who received traditional methods of teaching actually lost knowledge and

comprehension throughout the unit. Not only did brain-based learning methods help

the students in the experimental group improve in their learning, but it is also shown

that the lack of brain-based strategies in a classroom can hinder learning, or fosters

decreased engagement, learning, retention, and academic achievement for students

(Shabatat & Al-Tarawneh, 2016).

Another study by Ekemen and Beyhan (2020) investigates the effectiveness of

brain-based learning on academic achievement and students’ attitudes towards learning

in Turkey. For this study, about 40 results were concluded from academic achievement

scores and about 25 from students’ attitudes. One main objective of this study was to

enhance learning through the three phases of meaningful learning: relaxed alertness,

orchestrated immersion, and active processing. Another main objective of this study was

to look at the relationship between student attitude towards learning and student

achievement of the learning goals.

 32

Traditional methods of teaching tend to focus on memorization instead of

learning, lectures instead of experiences, and listening instead of engaging. These

methods are opposed to brain-based methods, which focus on engaging the brain,

experiential learning, talking and discussing information, making connections for

retention, and genuine understanding of concepts rather than memorizing concepts.

Brain-based learning approaches stimulate the brain in the learning process, and allow

students to construct their own meaning of the curriculum. Other applied strategies

include movement, music, lack of stress or threats present, personal choice, and

connecting with one another. These strategies help students develop a better attitude

toward learning, which in turn, can help them grow academically as well (Ekemen &

Beyhan, 2020).

Students who were taught by a brain-based learning approach were more

successful than the students who were not a part of the brain-based teaching methods

classroom. Knowing this, it is suggested that brain-based learning should be used

effectively throughout education courses to increase the academic success of students.

It can be concluded that brain-based learning methods had a positive impact and

significant effect on students’ academic performance, achievement, retention, and

engagement in school.

In an investigative study on how brain-based learning can enhance student

motivation, participants in two different classes from an International school in

Indonesia were observed. The control group received traditional lecture methods of
 33

teaching and the other group, the experimental group, received brain-based learning

methods of teaching. The aim of this study was to find out if the experimental group, as

they were instructed via brain-based learning strategies, were more motivated to learn

and engage in class. Each class consisted of 26 students and they were observed while

learning and performing an electric circuit topic in a physics class.

Throughout this study, students in the experimental group were taught by

brain-based learning strategies. The experimental group was given brain-based learning

that included activation, painting the big picture of the lesson, clarifications, making

connections, participating in learning activities, demonstrating student understanding,

review of student recall and retention, and previewing the new topic. While the control

group followed the lecture-based learning that included demonstration and discussion

as conducted by the teacher. Student learning motivation was measured from both

groups before and after the experiment in order to determine the effectiveness of

implementing brain-based learning to this particular lesson. A pretest and a post-test

were given to both groups (Sani et al., 2019).

The results of this study showed an average increase in student motivation by

0.033% in the experimental group, and a decrease in motivation in the control group by

-0.038%. This data indicates that students learning by brain-based teaching methods are

more motivated and eager to learn. The researchers also found that students’

self-efficacy was improved after learning using the brain-based learning approach. An

improvement in self-efficacy, where students believe in themselves, can also lead to

 34

students being more intrinsically motivated. Intrinsic motivation is important in a school

setting as it allows students to take responsibility for their own learning. This experiment

also concluded, based on student answers and data, that students in the brain-based

learning experimental group boosted their knowledge of learning strategies, felt actively

engaged in group discussions, their understanding was clarified, their performance goals

improved, and their achievement goals and learning environment improved. Student

motivation was measured for both groups in a pretest and post-test. A questionnaire

was given to calculate the differences, which consisted of six parts: self-efficacy, active

learning strategies, science learning value, performance goal, achievement goal, and

learning environment stimulation. The motivational gains from pretest to post-test

based on the questionnaire are summarized in the table below, with a plus sign showing

an increase from the pre-test and a minus sign indicating a decrease.

Experimental Group Control Group

Self-Efficacy +0.073 +0.004

Active Learning Strategies +0.02 -0.028

Science Learning Value 0 -0.048

Performance Goal +0.1 -0.048

Achievement Goal +0.017 -0.011

Learning Environment Stimulation +0.057 -0.076

Sani et al., 2019

It is evident that the results of this study show an increase in most areas of the

learning process for the brain-based learning group, and a significant decrease in most
 35

areas of the learning process for the traditional learning group. Components such as

curriculum, instructional methods of the teacher, and student interaction all played a

part in student motivation towards learning in the classroom. The conclusion of this

study strongly supports the theory that brain-based learning appears to have more of a

lasting impact on learning and student motivation than the traditional methods of

teaching (Sani et al., 2019).

Similarly, a meta-analysis study was conducted in Turkey which examined the

effectiveness of brain-based learning methods on students’ academic achievement. The

participants of this study were made up of K-12 students. After 42 studies conducted

with a total number of 3,194 students surveyed, the quantitative studies were

examined. A total of 1,473 students were a part of experimental groups and a total of

1,721 students were in control groups. Overall, 35 of the 42 studies resulted in favorable

results for the experimental groups. Brain-based learning had a positive impact and

contribution to students’ academic success as 83.34% of the studies indicated positive

growth from students in the experimental groups. (Gozuyesil & Dikici, 2014).

Meaningful learning is the center of brain-based learning, and in order to make

learning meaningful for students, there are three phases that originated from this

research of Caine and Caine around brain-based learning. These three phases are

relaxed alertness, orchestrated immersion, and active processing. Relaxed alertness

illustrates an optimal social and emotional climate for learning. A relaxed brain that feels

safe and secure in its surroundings can learn more effectively and easily. Orchestrated
 36

immersion refers to a students’ ability to concentrate, focus, and remember content as

they explore while learning. Active processing is a learning brain. The brain should be

active and engaged in the learning process during lessons and activities. With the

background knowledge of these phases, the question of how to implement these in the

classroom remains. Useful strategies and techniques have been developed that can be

applied to support the theory of teaching to how students’ brains learn best and

promote high achievement. Collecting data, clear and detailed information, and studying

are just some of the strategies used in this meta-analysis study. When it becomes clearly

defined how knowledge is formed, organized, and stored in the brain, it is certain that

there will be fundamental changes. Incorporating brain-based learning strategies is a

way to maximize learning for students (Gozuyesil & Dikici, 2014).

Brain-Based Learning in Specialized Areas

A study in relation to English as a Foreign Language (EFL) learners looked at the

effect of brain-based teaching on students’ self-efficacy. Sixty learners from a language

institute in Tehran, Iran ages 13 to 16 were given a self-efficacy questionnaire before and

after the lessons took place. The experimental group was taught via brain-based learning

using three techniques: relaxed alertness, orchestrated immersion, and active

processing. The learners received regular assessments, positive reinforcement and

encouraging feedback, breathing exercises to lower stress levels, and reviews at the end

of each lesson. Students in the control group received traditional instruction.

 37

At the end of twelve sessions, the students took the questionnaire again and the

results showed significant differences. The students of the control group scored a mean

of 58.87 on the pretest, the experimental group scored a mean of 58.16. On the

post-test, the control group increased as they scored an average 74.77. For the

experimental group, they scored an average of 81.37, indicating a much higher leveled

performance from their pretest scores and post-test score of the control group.

As you can see, the results were conclusive that brain-based teaching strategies

and teaching approach had a significant effect on students’ self-efficacy. This study is

important because it illustrates the social/emotional connection to learning. Students in

a brain-based learning environment feel more positive, self-regulated, and secure, with

fewer emotional disturbances. A few other strategies that are rooted in brain research

include providing a safe environment, attending to learners’ emotions, involvement of

the five senses, attending to learners’ differences in development and preferences,

planning and accommodating to the needs of all learners, and making learning

meaningful by bridging the gap between prior knowledge and new material (Oghyanous,

2017). After exploring the positive effects of brain-based teaching on young EFL

students, it can be concluded that these methods enhance a young learners’ capacity to

motivate themselves to a higher standard of learning and performing in school.

In another study, researchers Jazuli, Solihatin, and Syahrial from Indonesia

conducted an experimental study of the effects of brain-based learning and

project-based learning strategies on student mathematics learning outcomes. Student

 38

learning data was collected through a variety of tests and learning style preference data

was collected through questionnaires. Some of the strategies that were implemented in

the brain-based learning group were creating mind maps, diagrams, presentations, and

connections between learning experiences and emotional experiences. Learning was

student-centered with the role of the teacher being the facilitator. Teachers were able to

empower students’ cognitive abilities and make learning more meaningful by arranging

an environment that was alert, complex, relaxed, and encouraged active processing and

participation. Another brain-based learning strategy that was implemented was the

exploration to solve challenging problems, resulting in higher-level thinking and

discussion amongst students. In this case, applying brain-based strategies improved

student engagement, achievement, and motivated them in their mathematics learning.

According to neuroscientist and famous author, Eric Jensen, a few stages of

brain-based learning and planning include: (1) Pre-exposure, (2) Preparation, (3)

Initiation and Acquisition, (4) Elaboration, (5) Incubation and Inserting Memory, (6) Rest,

and (7) Celebration and Integration. Beginning with pre-exposure allows students to give

the brain a review of prior knowledge and new learning that will be exposed. Next,

teachers must prepare students through the curiosity of what is to come in their

learning. Then, in stage three, students’ neurons communicate with each other in

acquiring new information. Afterward is the elaboration stage, also known as the

processing stage, which gives the brain a chance to sort, analyze, investigate, think, test,

and deepen comprehension. Next, the information is inserted into memory storage.
 39

Then, rest in stage six means that students have the opportunity to let the information

sink in by having some downtime or processing time. Lastly, students should celebrate

their understanding of new knowledge, which instills a love for learning and encourages

them in the learning process (Jazuli et al., 2019).

The findings of this study showed a mean of 89.53 for students in the

brain-based learning strategies treatment group, while the students in the project-based

learning group scored an average of 85.80. These averages are fairly close, as PBL

methods are a form of brain-based learning. One of the ways the brain learns best is

through hands-on activities, such as creating projects, which is what PBL is about.

Project-based learning centers around involving students in projects that allow them to

be innovative and immerse themselves in real-world activities. There are many ways in

which BBL and PBL create positive learning outcomes for students as both incorporate

brain-based strategies in certain ways. While PBL focuses solely on projects, brain-based

learning methods include a wider scope of activities for students to learn from.

To conclude, the research presented that the learning outcomes of the students

treated by the brain-based learning model were higher than the project-based learning

in this introductory mathematics course at Halu-Oleo University in Indonesia.

Brain-based learning strategies led to an improvement in the students’ mathematical

communication skills, activities in which students were creative and visual, and required

students to think in abstract ways, all leading to higher academic achievement (Jazuli et

al., 2019).
 40

Another study investigated a new way to learn, a new way to transform students

and lead them to success: brain-based learning by active learning instructions. As

opposed to engaging students in traditional instruction through lectures, this process

engaged students in an environment enhanced by brain-based learning, or active

learning, in a Malaysian library. The experimental group was taught by using brain-based

learning while the controlled group was taught by traditional methods. Active learning

strategies, such as implementing critical thinking and creating excitement for learning,

were used in this study in the experimental group. Other strategies for active learning

also included hands-on activities, feedback through discussion with peers and/or

instructors, regular assessment and self-reflection, and keeping students mentally and

physically active in their learning through gathering, thinking, and problem-solving

(Hasliza & Wan Emilin, 2012).

Although in a different setting than the classroom, librarians are working with

students of all ages, and therefore, are also striving to implement the best quality of

education for student achievement and success. Librarians are continuing to implement

brain-based learning strategies in their library instruction as a result of the impact that it

has shown on library users, academic performance, and information seeking behavior

from students. With the ever-changing technology in the 21st century, it is critical for

librarians to incorporate the best strategies for teaching and learning, as well as

addressing the needs of students who are living in a digital world. Because this

generation and generations to come are highly exposed to technology, it is important for
 41

librarians to help students become accustomed to being creative in developing the

minds of the future through brain-based learning. Students can learn to be successful

through inquiry, engagement, questioning, and critical thinking skills in a digital

classroom as well as a general classroom. Librarians are continuously working to be

innovative in their library instruction, in order to promote brain-based methods to their

students.

The purpose of this study was to understand the existing practice of library

teaching instruction in Malaysia, evaluate the integration of active learning methods in

library instruction, and investigate the librarians’ understanding of brain-based learning

strategies in their instruction. In the different approaches to library instruction, 87% of

students receiving hands-on methods in the experimental group revealed that

brain-based strategies were useful. In contrast, 48% of students who took a short test or

quiz and were taught in the control group revealed that library instruction was not

helpful or effective to their learning. These results indicate that brain-based learning

strategies had a positive impact on students’ academic achievement which resulted in

better results than the students in the traditional library teaching methods. In summary,

brain-based learning and the environment it created was generative in the academic

achievement of the participating students (Hasliza & Wan Emilin, 2012).

In a similar study, an online course taught by Renee Winter at Grand Canyon

University in Arizona utilized brain-based learning strategies. The purpose of this

quantitative study was to investigate which post-secondary online educators used

 42

brain-based learning strategies as a part of their instruction online, and to assess the

differences while using those techniques. The sample consisted of 539 surveys in which

the participants answered 55 brain-based questions. The total sample size was 298,

consisting of 113 males and 185 females. The data collected showed the staffs’

knowledge and beliefs around brain-based learning methods and the practice of utilizing

them in their online instruction (Winter, 2019).

The importance of providing meaningful learning experiences for students,

especially when they are learning completely online, is critical for educators to

accomplish as they try to engage and immerse all students in the material. Staff have a

major role in aiding students, providing consistent and applicable content, and

supporting students toward success in their online class by being available and flexible.

Some of the brain-based learning strategies these online educators implemented were

providing students with support and timely feedback, guidance through their questions,

building skills, developing a positive online atmosphere, building confidence, and

meeting the needs of all learners through differentiation and preferred learning styles.

Instruction was asynchronous and carefully designed to consider student needs before,

during, and after each lesson. Students were engrossed in engaging activities, asked to

collaborate with one another, felt safe to share their ideas, honored and celebrated

diversity, and were flexible in their thinking and exploring of the course content.

Students were also asked to relate prior knowledge to the current curriculum. These
 43

brain-based activities gave students the opportunity to improve their academic

achievement and be successful in an online learning environment (Winter, 2019).

As mentioned previously, the researcher collected data through an online survey.

One question asked students to answer to what extent their educator utilized

brain-based learning as an online practice in their asynchronous course. A few other

questions included their educators’ knowledge about the use of brain-based learning,

their beliefs about brain-based learning, and the indicators that were present that

brain-based learning techniques were being taught. The results showed that there was a

slight difference between faculty who utilized brain-based learning practices in private

universities versus those who did not work at public universities. With average scores of

3.44 and 3.28, there was not as drastic of a difference, but still a higher score for the

group in which brain-based teaching was applied.

Winter concluded that using brain-based learning methods was one way to keep

students engaged, involve them in discussions on topics of their interest, and to promote

conversations that were content based and appealing to students. Scholars are

continuing to look to improve the online learning community, and brain-based learning

techniques are a great place to start. Students are able to problem-solve, be

independent and also work in groups, increase their motivation to learn, and strengthen

their skills when they are learning via brain-based strategies. All of which helps aid

students towards higher academic achievement in the learning process (Winter, 2019).
 44

Another study by assistant professors Tarawneh, Altarawneh, and Karaki from

Mutah, Jordan, aimed to investigate the impact of implementing brain-based learning

strategies in order to improve ninth-graders’ spatial abilities in Karak Province, Jordan.

The research sample consisted of 60 male students, divided into two groups; 30 students

in an experimental group and 30 students in a control group. A training program based

on brain-based learning methods was implemented in the classroom with the

experimental group. To assess, seven tests that were made up of spatial perception,

spatial visualization, and spatial orientation were administered in order to measure

overall spatial ability. Tests were given and scores were recorded before the program

was initiated and after the implementation of brain-based strategies in the experimental

group. The table below illustrates the scores on the pre-test, post-test, and overall scores

for each of the three areas of spatial ability in both groups.

Area Group Pre-test Post-test

Average Score Average Score

Spatial orientation Experimental 91.86 127.05

Control 88.05 87.84

Spatial visualization Experimental 27.18 36.87

Control 26.75 27.45

Spatial orientation Experimental 47.97 69.77

Control 47.63 47.80

Total spatial ability Experimental 166.65 233.59

Control 161.83 163.43

Al-Tarawneh et al., 2021
 45

As shown in the table above, the results of this study showed that the training

program in implementing brain-based learning techniques improved spatial ability in the

experimental group significantly. A few of these strategies included: making connections,

visualization of content, perceiving relationships, recognizing shapes, and mental

processing. Many of these strategies recognized the importance of learning spatial

awareness through pictures, visuals, and mental clarifications. The traditional teaching

methods were presented in lectures with little to no discussion, and students were not

provided with opportunities to visually process the information. The learners were not

encouraged to productively interact with activities or submerge themselves in real-life

situations, as they were in the experimental group.

While the control group receiving traditional methods of teaching made small

gains, if any gain at all in some areas, the evidence shows substantial gains in all areas

for the experimental group. With an overall score of 233.59, compared to an overall

score of 163.43, this data shows an immense difference between student scores when

taught with brain-based learning strategies versus traditional methods. The researchers

concluded that the brain-based training program activated higher-level thinking skills

and correct perception of spatial relationships in students. They explained that these

strategies stimulated innovative thinking in learners and developed their ability to

connect previous knowledge to new information. The students were able to make new

links and connections, which helped them expand their thinking in different areas and

directions. Improved attention, working memory, visualization, role-playing, and a rich

 46

environment allowed for students in the experimental group to work productively,

interactively, and efficiently. Student success and achievement depend on learning in a

brain-based environment (Al-Tarawneh et al., 2021).

Another related study examined the effectiveness of brain-based learning for

eighth grade students’ retention in science. Brain-based strategies, such as making

connections, enhancing conceptual understanding, student motivation, linking the

topics to the lives of students to make it relatable, and implementing real-life material

are just a few of the methods that the teachers used with their eighth graders. An

extremely fundamental brain-based strategy the educators used was to connect the

curriculum to students’ lives, therefore, fostering curiosity and enjoyment for learning.

Making connections makes learning more meaningful for all students (Al-Balushi &

Al-Balushi, 2018).

This study highlighted four strategies of brain-based learning: hypothetical

thinking strategy, application of symbol systems strategy, analysis of point of view

strategy, and web analysis strategy. First, the hypothetical thinking strategy encourages

students to think of a problem/solution situation and form a hypothesis based on their

intuition and thoughts. This strategy allows learners to draw conclusions, make

assumptions, develop reasoning skills, and propose different possible solutions to

problems. For example, as the researchers explained, “Thinking hypothetically is

considered to be a developmental change that characterizes the development of human

thinking in the adolescent stage” (Al-Balushi & Al-Balushi, 2018, p. 528). In addition,
 47

hypothetical thinking incorporates high-levels of cognitive functioning in the brain, such

as logical reasoning, constructing mental patterns, and simulating future predictions or

outcomes. Creating a hypothesis and justifying their conclusions with research allows

students to combine their previous knowledge with new information they are

developing and discovering. Especially in a science course, the if/then hypothesis way of

thinking contributes to the process of explaining and making predictions.

Secondly, the application of symbol systems strategy helped students associate

different aspects of science content areas through numbers and symbols, as opposed to

just verbal. For example, students designed graphic charts, wrote equations, or other

forms of organizers that allow the brain to link different variables together. Symbols and

numbers deepened student reflection due to ideas being expressed in various forms,

and helped information store in long-term memory. In exploring a different way to

construct meaning, rather than just discussing, students made connections amongst the

visual representations in their work.

The third strategy, analysis or point of view, promotes students to think

analytically by analyzing each other’s work and differing perspectives, or in other words,

different points of view. Students tackled problems and constructed solutions by

gathering as much information as possible before developing a sound solution, and to do

so, they discussed with one another. Because each student is unique in their own

thinking, it is beneficial for students to converse about their theories and

problems/solutions with each other to gain as many points of view as possible. This
 48

strategy allows students to carefully consider all options before coming to a consensus

and making a final decision. Analytical activities are important in the classroom as

students feel heard, express their ideas, review their knowledge, and reflect on other

students’ thoughts using logical reasoning and evidence. Whether they agree or disagree

with each other, they are still thinking innovatively and cohesively.

Lastly, the web analysis strategy helped students study relationships between

different concepts from different angles. Developing multiple answers, or alternatives, is

significant in helping learners reach a final solution. The web analysis strategy required

students to take all factors into account when determining their final answer. As the

brain naturally associates different topics in complex ways, this strategy helps

concentrate the relationships between two or more things. Analyzing gives students the

opportunity to expand their thinking by uncovering patterns, relationships, making

connections, and comparing and contrasting different subject elements. This opens up a

wide range of discussion for students after they complete their analysis.

In the researcher’s findings, the study by Dr. Khadija Al-Balushi and Sulaiman

Al-Balushi concluded that these brain-based strategies did have an impact and

effectiveness on the eighth- grade students’ retention in science. The results of student

achievement grew dramatically in several areas from the pre-test administered at the

beginning versus the post-test given after brain-based strategies were implemented. In

the area of knowledge, students increased their scores by an average of 2.98. Their

overall application scores on the post-test increased by 4.81, and their reasoning abilities
 49

also increased by 4.81, with an overall improvement of 4.69. Students were interacting

with classroom activities in the four categories of brain-based learning strategies, and it

greatly affected their student academic performance in a positive way. These strategies

allowed students to think critically, generate hypotheses and test them, understand and

retain the scientific concepts through discussion of differing opinions, provided

opportunities to analyze the information, and develop meaningful connections to the

content. Enhancing the cognitive abilities of the students had a direct impact on

positively impacting student achievement and success (Al-Balushi & Al-Balushi, 2018).

A study was conducted in order to investigate and encourage seventh and eighth

grade students in Turkey to use problem-solving strategies in mathematics, as recent

research has shown that many middle school aged students have not acquired or

mastered that skill. In this study, researchers Arslan and Altun observed six strategies

that were used to promote brain-based methods in the classroom as the teacher

facilitated and guided their learners. The six strategies included: Simplifying the

problem, guess and check, look for a pattern, make a drawing, make a systematic list,

and work backwards. Some of these strategies proved to be effective for students, while

others did not (Arslan & Altun, 2007).

Mental activities such as understanding the problem given, devising a plan,

carrying out their plan, and looking back are just some of the ways the teachers tried to

engage their students in higher-level thinking processes in a Turkish mathematics class.

While a control group followed a regular mathematics class taught by lecture, an

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experimental group was taught with brain-based learning strategies to test the

effectiveness of the learning environment and the retention of the students after a

pretest, posttest, and retention test. In both groups, there were 15 seventh graders and

13 eighth graders, each totaling 18 females and 10 males.

The control group received traditional instruction, tests, and observations in their

course. This group of students did not pursue any systematic instruction in their

classroom and the teacher was observed to be more active than the children during the

lesson. Students were to solve routine math problems out of their textbooks after

listening to their teacher. On the other hand, the experimental group received spread

out instruction, real-life situational content, development of self-regulation strategies,

short presentations, group studies, and whole class discussions on possible solutions.

Students were grouped up with two or three other classmates to converse about the

problems, and were also encouraged to check in with other groups if they wanted to.

While the students worked in groups, the teacher stepped back, ultimately just

managing class discussions and evaluating student progress. The students in the

experimental group were visibly and physically more interested and engaged in the

content, were more willing to participate, and had more positive attitudes about the

work they were completing (Arslan & Altun, 2007).

The results of this study are significantly in favor of the experimental group for

both seventh and eighth grade learners. The seventh graders in the control group

received an average pretest score of 22, an average posttest score of 24, and an average
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retention test score of 26. The seventh graders in the experimental group scored an

average pretest score of 29, an average posttest score of 52, and an average retention

test score of 56. For the eighth grade students, in the control group they received an

average pretest score of 18 and an average posttest score of 19. In the eighth grade

experimental group, they scored an average pretest score of 31 and an average posttest

score of 69.

As the data shows, the learning environment and brain-based teaching methods

in the experimental group had a substantial impact on the students’ growth and

retention from the pretest to the posttest, and the retention tests independently. The

students’ attitudes toward solving mathematical problems increased and they were

more motivated and engaged in the learning process. Another conclusion to be made is

that interactions amongst students, sharing of knowledge and experimenting with

different ideas, is an important factor of retention and academic achievement.

The learning atmosphere of the experimental group, in contrast to the control

group, promoted safety and helped students develop a positive attitude towards

mathematical reasoning and problem solving. It was also observed that the students in

the brain-based learning group improved their thinking and discussion skills. Social

interaction is a great tool for students to learn from each other, rather than listening to

their teacher lecture. These types of learning activities develop self-regulation skills,

listening and sharing skills, and student responsibility for their own learning (Arslan &

Altun, 2007). This study aimed to prove the positive impact and effectiveness that
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brain-based methods had on student growth and retention in mathematics, and the

results of the post-test supported this hypothesis.

Brain-Based Learning theories.

In 2003, in an attempt to connect theory to practice, Dale T. Griffee from Texas

Tech University sought to evaluate a brain-based writing curriculum in comparison to a

traditional writing curriculum during a ten-week long study. This study included two

groups of students, an experimental group and a control group. The experimental group

was taught via brain-based learning strategies, and the control group received traditional

instruction. The results of the study, after evaluating students through questionnaires

and in-class writing prompts, indicated that the experimental group expressed more

positive comments and had more enjoyment in the learning process than the control

group (Griffee, 2007).

By the end of ten weeks, students in the experimental group averaged 1.43

positive responses, while the control group averaged 1.00. For their enjoyment ratings,

the experimental group averaged 5.00, while the control group averaged 4.50. From an

average of 4.59 at the end of week 3 to 5.00 by the end of week ten, the experimental

group increased in their enjoyment ratings on the questionnaire. However, in the control

group, they averaged an enjoyment rating of 4.78 at the end of week 3, and decreased

to an average of 4.50 by the end of week ten. This data shows an increase of enjoyment

for learning in the experimental group and a decrease of enjoyment for learning in the

control group. At the end of week 3, students in the experimental group had a
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cumulative score of 145.4 and significantly increased to 924.2 by the end of ten weeks.

On the other hand, the control group had a cumulative score of 127.4 by the end of

week 3, and went up to 800.0 at the end of week ten. Similarly, this data shows a large

difference, over one hundred points, in end results from the group that received

brain-based learning strategies versus the group that did not.

The theory of brain-based learning is to create an informed curriculum and

provide lessons that center around how the brain learns best in order to teach students

most effectively. Griffee invites five assumptions about the theory behind brain-based

learning. First, the brain is an organ that actively constructs knowledge. Second, teachers

need to provide students with active learning opportunities and experiences. Third,

when students fail to comprehend and apply information, it is not due to a lack of ability

to understand material, but rather they need additional background and preparation.

Fourth, educators should give students opportunities to be active learners first, and then

add what the students have discovered on their own if necessary. Fifth, active learning,

where the students are doing the work, allows for a more pleasant learning atmosphere

as compared to traditional learning where the teacher is lecturing (Griffee, 2007).

In his 2003 study, researcher Dale Griffee observed 19 students in the

experimental group as they began working individually for thirty minutes, and then

moved into working in pairs or small groups. Students shared their narratives with one

another, and were encouraged to listen to each other and challenge the thinking of their

classmates. After this, the students worked together as a whole class to report changes
 54

in their definitions and conclusions based on their conversations and dialogue with one

another. At the end, students were given a handout of a sample narrative text for them

to individually take notes, then move into small groups and discuss their notes. Students

were asked to report their findings on the board. The teacher joined into the discussion

at the end of the lesson to point out noteworthy information for the students to retain.

The students in the experimental group received time to individually process the

information, which allowed students to construct their own understanding of the writing

process first. This did not happen in the traditional teaching control group, in which the

teacher presented students with a lecture and minimal interaction with each other. One

significant conclusion from this study is that a writing workshop that requires less

student-teacher interaction and more student-student interaction is effective in helping

students learn successfully. Giving students the ability to discuss with one another as

opposed to listening to lectures allows room for exploration, engagement, and idea

shifting as the students problem solve and share together. The second major finding

between the experimental and control groups was the midterm evaluation results. At

the end of week seven, students provided instructional feedback to the teacher. The

students in the brain-based learning classroom provided positive feedback toward their

learning, while the students in the traditional classroom did not. The evidence from this

study suggests that lecture fronted instruction is not as helpful or effective for students

as brain-based learning methods. As an implication for further research, Dale Griffee,

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2003, no longer commits to teaching writing in a lecture format and instead incorporates

brain-based learning theories and strategies into his instruction (Griffee, 2007).

In a 2011 article titled, Resolving the Conflict: Brain-Based Learning, Best

Practices, and No Child Left Behind, researcher Cindy Bowen from Columbus State

University shared her research on brain-based learning and the use of scientifically

proven technologies that show brain-based learning is the best practice for teaching

students. In her theory of brain-based learning, she stated, “Education is a

brain-changing experience. Evidence of how the brain changes when a student learns is

supposed by medical imaging and physiological studies” (Bowen, 2011). Bowen cites

Geoffrey Caine and Renate Caine, famous brain researchers and authors of Making

Connections: Teaching and the Human Brain, explaining that the brain is innately

equipped to determine patterns, organize information, correct itself, create, and learn

from situations and experiences. This theory supports medical imaging through MRI and

PET scan evidence that has shown there are physiological changes that happen in the

brain when learning is taking place. The responsibility of educators is to use that

knowledge in how they teach content to their students in a manner that promotes a

healthy, powerful, and successful change in their brains while learning.

According to Bowen, the brain-based model includes many strategies that when

implemented effectively and consistently, have measurable success. Immersing students

in the material is one example of putting brain-based learning into action. Through

multimedia such as slideshows, presentations, films, pictures, as well as group work,

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discussions, designing projects, drawing comic strips, role-playing, and dramatization,

students experience a collaborative, reflective learning atmosphere. Bowen encourages

foundational teaching practices that immerse students in meaningful experiences, play,

cooperative learning, active learning, and using lessons that meet the needs of multiple

intelligences of learners.

On the other hand, when educators resort to teacher-centered instruction,

opportunities for students to collaborate and problem-solve among themselves

decrease. These limitations can lose student interest and participation, as well as trigger

fight or flight reactions of the brain if they do not feel safe or accepted to share their

ideas in the classroom. Bowen suggests evidence shows that stressful, high-stakes

testing or assessment can suffocate dendrites in the hippocampus. Conversely,

“brain-compatible learning experiences that the brain neurons change and new

experiences result in new dendrite formations” (Bowen, 2011). Simply put, an

atmosphere that evokes frustration or trauma in a classroom can jeopardize a students’

brain functionality and ability to learn, while a positive learning experience creates new

formations in their brain development.

As mentioned above, there are many benefits to using brain-based learning

strategies in an educational setting. Educators continue to implement these strategies

because they believe they are changing the physiology of their students’ brains by

creating a safe and inviting environment, where students are encouraged to collaborate,

express themselves openly, and work with peers on purposeful real-life assignments.
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Educational leaders need to continue to promote and implement brain-based learning

methods in their classrooms as they are best practices for instruction and retention

(Bowen, 2011).

In her 2017 article about Brain-Based Learning Theory, Virginia Bonomo from the

Department of Teaching and Learning at Bloomsburg University in Pennsylvania states

the importance of understanding brain development in considering best practices for

learning. In her study, she examined whether or not gender-specific strategies improve

boys’ reading achievement. Bonomo provided a connection between brain-based

learning theories and cognitive gender differences. To begin, she discussed brain-based

learning as a comprehensive approach to instruction using neuroscience research and

data. Bonomo believes that brain-based education emphasizes how the brain learns

naturally and considers what is currently known about the structure and function of the

human brain at varying stages of development. Brain theories focus on a holistic view of

the brain and accommodate the learning styles of all students.

Viewing the brain holistically, it is critical for educators to incorporate emotions,

celebrations, connections, competitions, and any other form of adrenaline stimulation,

as adrenaline can strongly enhance memory. Bonomo cited the work of neuroscientist

and author Eric Jensen, “Challenge, feedback, novelty, coherence, and time are crucial

ingredients for rewiring the brain. In order for connections to strengthen, students need

time to think about, digest, and act on their learning” (Bonomo, 2017). Based on

Jensen’s brain research findings as cited by Bonomo, he highlighted three essential

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components of the brain; adaptability (the brain is constantly changing), integration (the

structures of the brain competing and cooperating), and sophistication (the complexity

of the brain). He determined that these three features establish the nature of the brain

and how to use the nature of the brain to support practices that are conducive to

learning.

The brain is constantly adapting, changing, and growing cognitively. Experiences,

environmental events, and other factors all contribute to the brain changing and

continually making more connections based on the interactions around the individual.

The adaptability of the brain has a direct impact on learning. The brain is also structured

to cooperate and compete, through creativity, sequencing, comparing and contrasting;

there are portions of the brain waiting for signals from the environment for guidance

and direction. Enhanced learning can occur with a rich environment of stimuli,

strategies, and physical and artistic challenges. The brain is sophisticated; it takes input

from the outside world and routes it through the thalamus for processing.

In his brain research, Jensen described seven critical factors in the learning

process: engagement, repetition, input quantity, coherence, timing, error correction,

and emotional states. Engagement is a significant part of learning; the opportunity for

learning increases when a teacher has the students’ focus and attention. Repetition is

important because it increases exposure to a concept or idea and repeated exposures

will strengthen the connections in the brain. Providing students with prior knowledge

and input also helps students make connections and develop meaning out of what they
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are learning. Timing, using patterns and rhythms, also helps the brain learn and process

information. Learning through trial-and-error is another critical piece of learning as the

neural networks in the brain become more efficient when a learner tries several options

or makes several attempts before arriving at the correct answer or solution to a

problem. Lastly, according to Jensen, 1995, emotions are one of the most important

regulators of memory and learning experiences. Educators that encourage positive

emotions in their classrooms are fostering a positive space for students’ memory and

retention. In summary, all of these factors have significant contributions in how our brain

learns best.

Brain-based learning theory also emphasizes the impact that physical activity has

on a learners’ development. Physical activity increases blood flow, which gives more

oxygen to the brain. Incorporating movement often throughout the day is important for

learners. Another large role in the learning process are social experiences. “Significant

social events take place in schools and classrooms; subsequently students’ brains will be

altered by those experiences,” Jensen, 1995, states. Brain-based learning theory

acknowledges the brains’ complexity and how it processes information. Instructional

strategies should be developed in a way that supports student learning, operating their

thoughts, emotions, and imagination simultaneously. Because learning actually changes

the brain, each student becomes more unique as they learn new material (Bonomo,

2017).
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In discussing brain-based learning theories, approaches, and models, professors

Dr. Bahadir Erişti and Celal Akdeniz, 2016, have studied and written about the brain.

They include brain functionalities, famous researchers in the field of brain-based

learning, what brain-based learning looks like in classrooms, principles of brain-based

learning, the process of brain-based teaching and learning, and effective

implementation of brain-based learning in schools. Their research provided pertinent

information about brain-based learning theory and how essential it is to understand and

incorporate it into classroom instruction.

First, Erişti and Akdeniz (2016), provided a review of the brain and its

fundamental features. Brain-based learning can be better understood if first, people

understand basic knowledge about the brain itself. The brain can be thought of in three

layers that relate to one another; the forebrain, midbrain, and hindbrain. To begin,

contributors to the forebrain structures include: data transfers between hemispheres,

thinking and memory, speaking coordination, circulation and respiration, balancing body

temperature, motion, and kinesthetic processes. Secondly, the midbrain is known for

coordinating memory systems, collecting information from incoming senses, establishing

connections between emotions and feelings, coding data into short-term or long-term

memory, and having parallel processors that carry out various tasks at the same time.

Lastly, the hindbrain, or back of the brain, includes vision from the occipital lobe,

language and speech, the cerebellum which coordinates movement, and the brain stem
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which is responsible for vitals such as breathing, blood pressure, heart rate, sleep, and

consciousness (Erişti & Akdeniz, 2016).

Understanding the function of the brain and what the brain is responsible for is a

significant part of recognizing how important brain-based learning activities and

strategies are for learners. Erişti and Akdeniz (2016, p. 137) wrote, “According to this

approach, learning is a brain function and is a biological process developed mostly

through an individual’s intentional behaviors and sometimes through stimuli coming

from external factories independent from individuals themselves.” The number of

connections established in the brain is astounding. True learning is all about making

connections in order to store knowledge and information in long-term memory. The

focus point of learning is the brain. The professors shared various concepts that are vital

in understanding the center point of learning is the brain. Some of these concepts that

are crucial factors of the learning process include: awareness, consciousness,

automatization (unconscious behavior), feeling, sense and attention. In short, the best

way to learn and to learn via brain-based strategies are one in the same (Erişti &

Akdeniz, 2016).

Some of the famous researchers and theorists in the field of brain-based learning

include Geoffrey Caine and Renate Caine, Eric Jensen, and Patricia Wolfe. Caine and

Caine (2000) developed twelve principles about the brain’s tendencies in relation to

learning. Eric Jensen (1998) mentioned nine principles about the learning processes of

the brain. Patricia Wolfe (2001) detailed four basic principles about the brain based
 62

approach on the teaching and learning process. All theories have common themes in

their principles about brain-based learning; they include problem solving, hands-on

learning, open guidance and a stress-free environment, teaching about emotions and

feelings, presenting and discussing, learning through cooperation, organizing

information, relating content to prior knowledge, making connections, and incorporating

strategies that meet the needs of all learners and their learning preferences.

Next, the brain is affected by the environment and atmosphere. Some of the

basic features of brain-based learning are that it allows choice for students and teachers

regarding the environment, it supports contingent thinking, and it has a holistic

approach. Brain-based learning also gives importance to the qualities of the students,

emphasizes rich learning environments lacking anxiety, it supports and strengthens inner

motivation, it diversifies teaching, and it requires all subsystems of an individual to work

together (Erişti & Akdeniz, 2016). Basic principles that foster a brain-based learning

environment include: emotions, music, sleep, physical activity and movement, nutrition,

lifestyle, stress and anxiety, motivation, health, social environment, genetic factors,

memory, rewards and punishment, and flexibility. These factors are some of many

influences on a brain-based learning environment for students. How can students learn

best? In an environment where they feel safe, heard, and activities are meaningful,

content is engaging and purposeful, and their emotional experiences are used for

processing and understanding.

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Lastly, Erişti and Akdeniz (2016) provide an explanation of the effective

implementation of brain-based learning strategies to promote student success and high

achievement in classrooms. These strategies are listed below, with examples included for

each strategy.

Strategy Examples

Preparing students for ● Explaining how their brains work to students

activities and learning ● Setting learning goals and expectations together
● Teaching students about sleep
● Teaching students about proper nutrition and
benefits of being healthy
● Raising student awareness on hydration and how
water impacts their brain
● Helping students be aware of their learning styles
and preferences

Arranging a learning ● Establish a positive atmosphere for learning

environment ● Incorporate music
● Use positive visuals and reminders
● Create an interactive learning environment for
making connections and discussions

Increasing and keeping ● Teach students the connection between emotions

student’s attention and learning
● Allowing laughter and fun in the learning process
● Allow students to move and be mobile during
lessons and activities
● Avoid factors and activities that create anxiety,
stress, or fearful experiences

Increasing memory and ● Emphasize the importance of emotions and learning

remembering ● Consider students’ differences
● Include creative repetition and exposure
● Use specific remembering techniques and strategies
with students
Erişti & Akdeniz, 2016
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In summary, there are many factors and strategies educators can use to promote

a healthy, encouraging, and brain-based environment for learning. Students are

successful when they comprehend and retain information when they are learning how

their brains were made to learn. Through the use of the strategies listed above, students

are influenced to be critical thinkers, use their emotions and make connections to

concepts, store information in their long-term memory for retention, work cooperatively

with others, collaborate, and to use their preferred method of learning to be successful

and achieve their goals in the classroom. This learning environment will strengthen a

learner’s inner motivations in an educational setting and promote a higher level of

excellence and engagement for years to come (Erişti & Akdeniz, 2016).

In November 2011, editor Rob Kelly reported on the work of Abreena Tompkins,

an instructional specialist at Surry Community College in Dobson, North Carolina.

Tompkins has worked to develop a brain-based online course model for her students.

Taking into consideration the meaning behind brain-based learning, her design

implements the following; a low-risk, non-threatening environment, challenging and

authentic assessments, patterns and cycles, appropriate levels of novelty, purposeful

assessments, addresses all learning styles, active processing with visual and mental

models, the use of universal examples and analogies, and other instructional strategies

designed with the brain’s inclination to seek, process, and organize information (Kelly,

2013). Tompkins uses the acronym IGNITE in her model to promote brain-based learning

online. The breakdown of this acronym can be found in Appendix C.

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Brain-Based Learning Strategies

In an article by Pam Schiller, a curriculum specialist, and Clarissa Willis, an

author/speaker, they discuss the use of brain-based teaching strategies to create

supportive early childhood environments that address learning standards. They

emphasize the conditions for success in a classroom. Schiller and Willis (2008) found six

significant factors that can be used to optimize learning. First, experiences impact the

architecture of the brain. Young learners’ minds are still developing, and therefore, their

experiences result in connections that are reinforced during repeated exposure. This

becomes the foundation for the child’s lifelong learning as they create these neural

pathways. Second, a predictable process assists the brain in channeling stimuli into

long-term learning. It is easier for a child to learn when a teacher presents information

in sequences that support the learning process. This can be demonstrated by showing

children how the new content relates to prior knowledge, practicing new information by

participating in hands-on activities, and asking relevant questions or showing an

intriguing photo at the beginning of a lesson. Thirdly, environmental influences such as

safety, emotions, humor, music, movement, activities, and choices can all contribute to

increased alertness and memory in children (Schiller & Willis, 2008).

In the next section, researchers Schiller and Willis (2008) provide strategies for

educators to apply brain research in their implementation of learning standards. They

share brain-based strategies that enhance and optimize learning for all students. They

begin with safety. “Safety and well-being come before anything else. The brain attends
 66

to these needs first” (Schiller & Willis, 2008). Children who are hungry, sick, or afraid of

something will find it challenging, if not impossible, to learn and focus in a school

setting. A few action steps that teachers can take to ensure a child feels safe include

making sure the physical classroom is free of anything that might scare a student,

beginning the day with a safety ritual or routine, and reminding students they are in

your safekeeping throughout the day. These measures will help students feel reassured

that they are safe, and in return, will allow them to perform and engage in content and

activities much more effectively.

After safety, Schiller and Willis highlight emotions as effective tools in the

classroom. Emotions affect our brain’s ability to function. The brain releases endorphins

that enhance memory when a person is at ease or feels contentment. Brain-based

strategies to help use emotions as an effective tool include: Starting the day with humor,

singing songs, pacing daily activities so they are not overwhelming, helping learners feel

responsible for their learning, being proactive or not reactive, and nurturing social and

emotional intelligence.

Thirdly, incorporating multisensory practices into the classroom atmosphere is a

notable brain-based strategy to promote student achievement and engagement. Schiller

and Willis (2008) say, “The more senses involved during learning, the more likely the

brain will receive and process information. By using multiple senses to learn, children

find it easier to match new information to their existing knowledge.” One significantly

effective strategy is to use real materials, tangible objects, that help make meaning more
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concrete for students. Using objects that students can touch, feel, taste, smell, or hear.

An example of this is to bring students outside to observe birds rather than just lecture

about birds to students. Another strategy is to use chants or rhymes, as rhythmic

patterns tend to stick in the brain. Educators must make the learning environment fun

through songs, dances, games, laughter, and any other activities that incorporate

multiple senses in order to increase memory and retention. Lastly, educators need to

provide students with natural environments by incorporating an activity where

something would actually occur, such as outdoors, the mall, the zoo, in a school, or at

home; learning is more meaningful and purposeful as it pertains to real-life situations. A

great example of this is to bring students outside for a scavenger hunt for different types

of trees as opposed to showing students pictures of trees in a slideshow while sitting at

their desks (Schiller & Willis, 2008).

Fourth, provide differentiated instruction that supports all learners and learning

styles. Focus students’ attention by putting up a photograph, a song, or proposing a

higher-level thinking question to start a lesson. Breaking learning into smaller parts, or

chunking information, is another tool to help promote differentiation. Children are

better able to focus on pertinent information when they receive less, rather than more,

information. The brain has a difficult time processing too much information at once, so

breaking it down for students is more appropriate and effective. Another strategy is

hands-on practice. In their research, Schiller and Willis discovered that hands-on

manipulation increases the chance by 75 percent that new information will be stored in
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long-term memory. Hands-on investigation increases sensory input, which helps learners

focus. It also allows for experimentation by letting children use trial and error, which

increases the chance that learners will make sense of and establish relevance for what

they are learning. In essence, research shows that students are far more likely to retain

information in their long-term memory when they are engaged in hands-on activities

(Schiller & Willis, 2008).

Next, special needs are met through planning and providing a positive experience

for all children. Teachers can shape their practices to help meet the needs of all learners

by presenting concepts in simple steps, looking for ways to modify tools and materials,

recognizing signs of developmental delay, and setting appropriate goals. These strategies

can help students with special needs be successful in their learning, and to remain in the

same learning environment alongside their peers.

Lastly, the researchers discuss how sense and meaning are essential to learning.

The brain processes new information by making sense and meaning of it. The process of

sense making requires finding patterns. For information to have meaning children must

find its relevance (Schiller & Willis, 2008). Educators can support their students in

making meaning of material by tapping into prior knowledge through review, pointing

out patterns in the concepts and content, and having students reflect on previous

learning. Teachers can also use graphic organizers and charts to help learners see

relationships and patterns. It is also important to give children time to reflect on their

learning in order for them to make sense of it. Asking questions after a group activity,
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such as, “How will you use this new information?” is a tool for educators to get their

students to think critically and reflect on what they have learned. All of these

brain-based activities and strategies encourage students to explore the curriculum and

learning standards in ways that their brain works best (Schiller & Willis, 2008).

Similarly, other strategies, or methods, used in brain-based learning are outlined

Appendix A. Brain-based education is purposeful and powerful as it applies how our

brains work through carefully planned activities and translates those activities into

meaningful learning experiences. It engages both hemispheres of the brain

simultaneously, the left hemisphere which controls comprehension, logistics, and ideas,

and the right hemisphere which controls creativity, feelings, and imagination. Working

both hemispheres of the brain creates a strong, purposeful, and permanent learning

experience. A technique that is used in brain-based learning consists of three elements:

(1) relaxed alertness, (2) orchestrated immersion, and (3) active processing. First,

students must have a threat-free environment. Second, students must be immersed in

interactive experiences. Third, students must internalize and analyze information by

processing it. The strategies outlined in Appendix A are just some of the many examples

that educators can incorporate into their classrooms to engage students in brain-based

learning activities. Educators should foster and encourage learning that is creative,

engaging, and supportive of how their students’ brains function (Ramakrishnan &

Annakodi, 2013).
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Further applicable strategies for brain-based learning can be found in Appendix

B. Dr. Dave Kommer from Ashland University writes about the “ABC’s of Brain-Based

Learning” and presented on the topic at an inquiry seminar. His work, along with other

authors and references, is beneficial for implementing a plethora of impactful strategies

for educators to use in their classrooms. These strategies are rich, engaging,

movement-based, and include many other positive aspects in relation to how the human

brain works best. Refer to Appendix B for the summarized ABCs (Kommer et al., 2002).
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CHAPTER III: DISCUSSION AND SUMMARY

Summary of Literature

Brain-based learning is a fundamental approach to teaching and learning for all

educators and students. It focuses on educating students in the way that their brain

learns best. Recently, much research has been collected on the brain and its structures.

As technology continues to advance, further research will continue to be inquired about

how the brain best processes and retains information. This new and ongoing information

about the brain is helpful in guiding educators towards creating meaningful learning

experiences for students based solely on how their brain processes the content. This

thesis discussed the positive impact that brain-based learning strategies have on student

achievement, how brain-based learning impacts specialized areas in education,

brain-based theories and theorists, and strategies that support brain-based learning.

To begin, one theory around brain-based learning is the idea that we must first

understand the brain’s development in order to understand how to teach learners. The

brain is complex and sophisticated. It is also constantly growing and changing, so our

awareness of how to best teach the brain is ever-changing and should be continually

adapted (Bonomo, 2017). Erişti and Akdeniz (2016) provided a review of the brain and

its fundamental features in order to understand brain-based learning theories. They

stated, brain-based learning can better be understood if first, people understand basic

knowledge about the brain itself (Erişti & Akdeniz, 2016).

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As educators begin to understand the complexity of the brain itself, the next step

is to understand how brain-based learning has a significant influence on student

achievement results. As explored by Professor Bilal Duman, students used strategies

such as active processing, making generalizations, analyzing their experiences through

emotions and feelings, and options for creating presentations or visual representations

of their learning (Duman, 2006). Duman also concluded through his research that in

participating in brain-based activities, students performed better on their

end-of-the-unit exams versus those who were learning in a traditional teaching

environment. The traditional methods of teaching included teacher-centered instruction

with little involvement from students (Duman, 2010).

Other strategies involved in brain-based learning include making learning

relevant, creating connections between concepts, using trial-and-error, providng

purposeful feedback, revising work, and emotionally investing students in the material.

Giving students choice and encouraging them to ask questions are other ways to

promote brain-based instruction (Haghighi, 2013; Ozden & Gultekin, 2008). Strong

evidence of student growth can be found when they are taught via brain-based

strategies as opposed to traditional methods. Providing students with the chance to

interact with the material and each other improves their ability to retain information

and results in higher academic success (Mekarina & Ningsih, 2017). When engrossed in a

brain-based atmosphere, students begin to take ownership and responsibility for their

learning. Based on student questionnaire data, after being taught with brain-based
 73

strategies, many students reported a boost in their knowledge of learning strategies and

felt actively engaged in group discussions (Akyürek & Afacan, 2013; Sani et al., 2019).

Incorporating brain-based learning optimizes learning for all students. When

educators are teaching young brains, there must be changes that occur as the brain is

actively engaged in learning. When it becomes clearly defined how knowledge is

formed, organized, and stored in the brain, there will certainly be fundamental changes

that occur (Gozuyesil & Dikici, 2014). It is important for educators to recognize these

fundamental changes in students, such as creativity, innovative thinking, and exploring

new ideas. When the brain is involved in learning, it creates opportunities for students

to involve both the right and left hemispheres of their brain (Badriyah et al., 2020;

Suarsana et al., 2018). A few examples of activities that include both hemispheres of the

brain are mind puzzles, mapping, solving mathematical problems, learning a new skill,

writing, and reading.

Achievement and retention levels are higher when students are taught with

brain-based methods versus traditional methods. Achievement tests have been

administered to students receiving brain-based instruction and students receiving

conventional instruction, and students in the former group outshine the students in the

latter group (Noureen et al., 2017). It is important to note that the teachers’ intention is

for students in the brain-based learning groups to incorporate fun and enjoyment into

learning as the learning is centered around the students, whereas the learning is

teacher-focused for the students in the traditional learning groups (Erol, & Karaduman,
 74

2018; Shabatat & Al-Tarawneh, 2016). Students are more successful when they are in

student-centered environments. A brain-based environment helps students gain a

growth mindset attitude towards learning, which in turn provokes an increase in

academic results (Ekemen & Beyhan, 2020).

Secondly, brain-based learning positively affects specialized areas, such as English

as a Foreign Language (EFL), online learning, spatial abilities, and various subject areas

like mathematics or science. To English Language Learners (ELL), brain-based activities

are a helpful accommodation for understanding material that might be confusing or

challenging. Making learning meaningful through brain-based instruction for ELL

students can help bridge the barrier that stands in the way of their learning (Oghyanous,

2017; Salem, 2017). Similarly, to make connections through online learning, educators

are finding innovative ways to help students learn through a screen. In the specialized

area of technology, it is still important to engage students in the course content, provide

timely feedback, and develop a positive online atmosphere that promotes best practices

of learning for all students (Hasliza & Wan Emilin, 2012; Winter, 2019).

Another specialized area includes spatial abilities and awareness. After receiving

brain-based instruction, students measured their spatial orientation, visualization, and

total spatial ability. Student success was directly correlated to their brain-based

environment which included visualization of material, role-playing, working productively,

and interacting with others (Al-Tarawneh et al., 2021).

 75

Mathematics and science were among others in which brain-based strategies

made a significant contribution to student retention and motivation. Enhancing student

understanding at a conceptual level is especially important in mathematics and science

courses, which is why brain-based methods are conducive to student growth. Students

develop reasoning skills, problem solving strategies, immerse themselves in real-life

situations, and learn to think hypothetically (Al-Balushi & Al-Balushi, 2018; Arslan &

Altun, 2007; Jazuli et al., 2019).

Thirdly, there are numerous theories and theorists surrounding brain-based

learning techniques. One theory supports creating an informed curriculum and providing

lessons that center around how the brain learns best in order to teach students most

effectively (Griffee, 2007). Abreena Tompkins, an instructional specialist, theorizes that

brain-based learning should be taught through the acronym IGNITE: Intervals, Grouping,

Novelty, Interconnectedness, Technology and Time, and Environment. Each of these

have brain-based effects that positively impact student learning, which leads to

understanding, then growth can occur (Kelly, 2011). Resolving the Conflict: Brain-Based

Learning, Best Practices, and No Child Left Behind is an article by researcher Cindy

Bowen (2011), whose theory of brain-based learning centers around the idea that

education is a brain-changing experience for students.

Lastly, there are many strategies presented around brain-based learning. Dr. Dave

Kommer from Ashland University wrote about the “ABC’s of Brain-Based Learning.” Each

letter in the alphabet represents a strategy with an explanation as to why it is beneficial

 76

for learners and effective in how their brain learns best. In short, these strategies consist

of: Atmosphere, Brain fitness, Choice, Differences, Emotions, Fun, Goals, High

expectations, Interests, Just like home, Kinesthetic, Lighting, Music, Nutrition, Online

learning, Patterns, Questioning, Rewards, Seating, Technology, Use it or lose it, Video

games, Water, XX and XY, You and do it, and Zzzz’s. Each strategy promotes a healthy way

to stimulate the brain in learning, meanwhile making learning fun and engaging for

students (Kommer, 2002). Schiller and Willis (2008), curriculum specialists and

authors/speakers, also have found brain-based strategies to create supportive learning

environments for students. Safety and well-being come before anything else, as the

brain attends to these needs first (Schiller & Willis, 2008). After safety, they also

highlight effective techniques such as: using humor, singing songs, pacing activities,

creating responsibility for learning, being proactive, and nurturing social and emotional

intelligence. It can be concluded that there are numerous strategies to implement to

develop a brain-based learning environment.

Limitations of the Research

While searching for literature for this thesis, I focused on the research and

literature that surrounded brain-based learning strategies, theories and theorists, and

student achievement in students. While my focus was on secondary students, some

studies with elementary students were used. This research was conducted through

searches of Educator’s Reference Complete, Education Journals, ERIC, and EBSCO

MegaFILE from publications ranging from 2006-2021. While researching, I decided to

 77

focus mainly on studies done internationally to expand my knowledge of brain-based

learning around the world. Because brain-based learning is a holistic approach to

teaching, I wanted to look at a holistic view of how it is incorporated in classrooms

outside of the United States.

The focus of this thesis is on secondary grades, except for a few elementary

grade levels. Most studies conducted were sixth through twelfth grade students, with

one focusing on fourth grade and a few focusing on collegiate levels. I chose to tailor my

research towards the secondary level because I teach fifth grade, which is the last year

for my students in elementary school. A large responsibility of my job is to prepare

students for middle school and beyond. The research that I found around the positive

effects of brain-based learning at the secondary level spurred me to implement in my

practice to prepare my students for what they may be experiencing next year and for

years to come. For the same reason, I also focused on different subject areas in

education for this research. I chose to pivot my research around brain-based learning in

multiple subject areas, such as mathematics, social studies, science, and English

Language Arts, because I teach these various subjects daily.

While I was able to find numerous articles and studies based internationally on

brain-based learning experiences in the classroom, I was not successful in finding many

credible sources or studies based in the United States. Much of the research indicated

that brain-based strategies are consistently used in international schools, such as Iran,

Turkey, Indonesia, Pakistan, Jordan, Egypt, and Malaysia. With a solid foundation of
 78

brain-based learning implemented globally, I am confident that more education systems

around the world will begin to reap the benefits of teaching students with brain-based

methods.

Implications for Future Research

Research shows the barriers that exist in applying brain-based learning strategies

into daily instruction in the classroom. While research also demonstrates the importance

of this style of learning, I believe that it is equally important to address any barriers that

are hindering educators from utilizing brain-based methods in school.

A few of the gaps that need to be filled regarding brain-based learning

implementation are time, resources, and funding. To successfully incorporate

brain-based ways of learning in classrooms, educators will need more time to prepare

and create these engaging and innovative projects. With a limited prep time during the

school day, it is difficult for teachers to design brain-based and engaging material for

their students. Teachers also need to be provided with resources around brain-based

learning, such as experts to visit their professional development days, or book studies to

research about the significance of using brain-based strategies. Another barrier includes

resources and funding. School districts are on limited budgets; therefore, educators only

have a certain amount of funds to use each year in their classrooms. Without additional

time, resources, and funding, it can be challenging for educators to implement

brain-based methods into their teaching practices.

 79

Future research could also include parental involvement and support. If parents

are willing to volunteer their time in their child’s classroom, educators could use that

time to prepare brain-based instruction. Parental involvement could also include

donations to their child’s classroom, to fund engaging activities and materials that the

teacher may need in order to implement brain-based strategies. Many parents are

involved in their child’s education and that can be a driving force behind providing

additional time, resources, and funding to promote the best learning experience for

their child(ren).

Altogether, continued research around supporting brain-based learning

strategies in classrooms is needed in order to guide educators towards utilizing it in their

everyday lessons. To bring about change in teaching students how their brain learns

best, more research needs to be gathered around how to supplement educators with

time, resources, and funds.

Implications for Professional Application

Through this thesis, we are reminded as educators the importance of

implementing instruction with the best-known teaching methods in order to reach our

students and further their growth as learners. Our goal is to help students be successful

in academics and in real-life situations. The best way for educators to teach students is

through brain-based activities, where they are in an environment that is conducive to

how their brain learns best. Brain-based learning methods should be a priority for all

educators to provide for their students.

 80

This thesis focused on the research of brain-based learning in relation to student

achievement and specialized areas, and an overview of theories and theorists, along

with strategies for implementing brain-based learning techniques. Through research on

this thesis, we as educators are reminded about why brain-based learning strategies are

effective for learners and why they should be incorporated into every classroom

regardless of grade level or nationality. This thesis states that students will perform

significantly higher on the end-of-the unit exams, and achievement, engagement, and

retention will increase if they are taught with brain-based learning strategies. Teachers

may be hesitant to stray from their norm or their years of pre-planned activities, but

with the research behind this type of learning, teachers can feel confident knowing they

are immersing their students in activities that will result in a higher level of achievement

and engagement.

It is our responsibility as educators to teach our students in ways that they will

comprehend the material best. Through this thesis, teachers can feel confident that they

are doing what is best for their students by integrating brain-based learning methods

and activities into their daily lessons. The strong evidence that supports higher student

involvement, results, and enjoyment of learning should motivate educators to

implement brain-based teaching strategies into their work. Without brain-based

activities, students are missing the opportunity to learn content in new ways that engage

their brain. Brain-based learning methods, such as creating projects, participating in

peer discussions, listening to music, and moving around during the day are all ways to
 81

make learning fun for students while subconsciously promoting an atmosphere that they

will retain the information best.

When all educators make the decision that they want what is best for their

students’ learning, growth, and development, we can then see how brain-based learning

is a worthy addition to our teaching practice. We as educators, after incorporating

brain-based methods into our curriculum, can foster a love of learning for our students.

Students can explore, think creatively, build relationships, make connections, and are

encouraged to be innovative in their classroom environments. As teachers, we can

improve our craft and provide an engaging and safe classroom atmosphere, as well as

foster a love for learning, when we begin weaving brain-based strategies into our daily

lessons and curriculum.

Conclusion

Brain-based learning is a natural form of learning that allows students to receive

and retain information in ways that their brain comprehends best. Using brain-based

learning methods, students obtain a higher level of achievement in their academics.

Research shows that by processing information in ways that their brain learns best,

students perform higher on their end-of-the unit exams and results show a significant

increase in retention of material. To support a positive learning environment where

students are engaged in learning and motivated to take responsibility, brain-based

learning strategies are an important contributor to student success and achievement.

 82

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89
 90

APPENDIX A
Strategy Impact

Talking Internalizes information

Emotions Strong memories correlate to strong

emotional experiences

Visuals Using posters, drawings, videos, charts,

pictures, and imagery helps with
retention

Chunking Give chunks of information and allow

time for processing

Movement Combine movement with the content to

improve retention

Shake it up Change things up, do something different,

as the brain often tunes out when the
same thing is done repeatedly

The brain needs oxygen Allow students to rest their brain by

having “off-task” time

Brain breaks Allows students time to process

information as the brain can only take in
so much at a time

Make connections The brain needs to connect to something

that’s already there, not random
information

Feedback Allows students to make improvements

and practice the skills they are learning

Music Helps students learn difficult aspects and

concepts

Acronyms Helps with retention and memory storage

Hydration Allow time for students to drink water

regularly, dehydration can lead to higher
blood pressure, stress, and loss in
 91

attentiveness

Time for reflection Allow processing and reflection time at

the end of lessons to improve
comprehension and understanding

Energy level Take advantage of high energy times to

create a higher level of attention

Space Personal space decreases stress

Location Memory is location based, switch up

where students sit/stand/work

Positive environment Higher-level thinking occurs when the

brain is relaxed and not in a survival mode
or under stress

Optimism A teacher may be the only optimistic or

positive person in a learners’ life

Choice Students are more engaged when they

are given some choice (ex: sitting or
standing, pencil or pen, silent read or free
write)

Anticipation Begin lessons with something exciting for

students to listen for to increase attention
span and retention

Meaningful learning The brain retains information better when

it is relevant and meaningful to the
person
Ramakrishnan & Annakodi, 2013

The strategies outlined in the table above are just some of the many examples

that educators can incorporate into their classrooms to engage students in brain-based

learning activities. Educators should foster and encourage learning that is creative,
 92

engaging, and supportive of how their students’ brains function (Ramakrishnan &

Annakodi, 2013).
 93

APPENDIX B

‘A’ stands for Atmosphere. The environment that educators create for their

students must be conducive to optimal learning. In order for our brains to work at their

highest potential, students need an atmosphere that is safe, positive, and sets them up

for success. A few classroom strategies to promote a great atmosphere for learning

include the color, temperature, content of fresh air, and organization. Higher frequency

colors, such as red, orange and yellow, are recommended for primary grades. These

colors are more stimulating to the brain for young learners and their development.

Lower frequency colors, such as blue, green and purple, are more calming for students in

secondary grades.

‘B’ is for Brain Fitness. This refers to the engaging activities and movement that

educators can incorporate into their lessons. “Learning through movement increases

blood flow to the brain, which helps improve memory, concentration, physical

coordination, and organization” (Kommer, Cox, Farmer, Gregg, McDowell, & Tiefenthaler,

2002). One strategy that integrates movement is to have students coordinate the left

side and right side of their brains by performing activities that cross both hemispheres.

Participating in calming, stress relieving activities, such as Brain Gym, is another way to

provide a comforting environment while incorporating movement. Lastly, allowing

students to doodle when appropriate, because through doodling, students are working

both sides of the brain by actively writing and remembering words, symbols, or drawings

they create.
 94

‘C’ means Choice. Giving students the freedom to choose is powerful. Choice

affects their involvement in the curriculum and material, as well as how they

comprehend and retain the concepts they are learning. Allowing choice also creates an

environment of empowerment; students tend to stop seeing the classroom as a set of

rules inflicted by the teacher, but instead the student sees their learning as a reflection

of their decisions. A few ways teachers can implement choice are by offering different

forms of assessment: essays, PowerPoints, drawings or sketches, games, debates,

portfolio, etc. Another form of choice, when applicable, is for teachers to allow students

to choose their own seats or choose their own partners. Choice gives students a sense of

freedom and relaxation in the classroom, which is how educators want their students to

feel in order for their brains to do their best work (Kommer, Cox, Farmer, Gregg,

McDowell, & Tiefenthaler, 2002).

‘D’ stands for Differences. Boys and girls have dissimilar and preferred learning

styles, so it is important for teachers to take these differences into consideration when

planning activities and lessons. For example, boys tend to be more kinesthetic and

hands-on, whereas girls are more auditory. Girls generally enjoy reading fiction, and

many boys prefer non-fiction. The best strategy a teacher can use that pertains to

gender differences is to take inventory of their learners throughout the school year.

Teachers should examine and observe how the boys and girls learn, make note of their

differences and preferences, then provide differentiated opportunities for both boys and

girls to be successful in their learning styles.

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‘E’ is for emotions. Our emotions motivate everything we do, how we behave,

and impact our memory, attention, and how we make meaning of the world around us.

Dr. Kommer stated, “Emotions and our brain power are intertwined; therefore, make

emotions a significant source of learning.” He also goes on to write, “There are two

components within our brain that impact our emotions: the hippocampus organizes

information and sends it into long term memory, the amygdala stores positive and

negative emotions, which helps us to make meaning out of our experiences” (Kommer,

Cox, Farmer, Gregg, McDowell, & Tiefenthaler, 2002). What does this mean for educators

and students? Feelings have a lot of power and influence. Optimal learning cannot

happen without the presence of positive emotions. A few strategies to promote positive

emotions in the classroom include: establish positive rituals and routines that are special

to the students, establish an environment of making mistakes and help students

understand trial-and-error is a part of learning, and express all emotions, good or bad.

Allowing students to feel and express how they feel in some sort of way, such as a

journal, is important in fostering a classroom where students feel safe to genuinely

express themselves.

‘F’ stands for Fun. Incorporating fun and energizing students with movement,

laughter and using humor, and engaging with hands-on activities that promote

teamwork are all ways that students can have fun while learning. Having fun in the

classroom relates to brain-based learning because smiles, laughter, and engagement

lower stress levels, which in turn provides students with the safety they need in order to
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relax and learn properly. Students do not learn best when they are frightened or bored;

they learn best when they feel safe and entertained. Implementing fun gives students’

motivation to engage in the lessons and activities (Kommer, Cox, Farmer, Gregg,

McDowell, & Tiefenthaler, 2002).

‘G’ is for Goals. Kommer (2002) suggests, “You are responsible for instructing the

students on how to establish goals, work towards their goals and achieve their goals.”

Teachers have an incredibly important role in fostering goal-setting and goal-achieving

for their students. Goals should be appropriate, attainable, and feedback should be

provided so that students can track their progress. One example includes using a visual

goal chart, so students are able to see them daily. Another idea is having students make

a time capsule, or teachers could have local community members come in to talk about

their jobs and what they do in the community. This may encourage students to set goals

for future occupations. As teachers navigate goal setting with students, it is important

that student goals are specific and measurable.

‘H’ means High Expectations. Having high expectations creates an environment in

which students feel their teacher believes in them and wants them to give their best

effort, meanwhile making students feel comfortable and willing to work towards the

teacher’s expectations of them. A students’ willingness to learn depends on whether or

not the teacher has high expectations for the class as a whole and the students as

individuals. Here’s a few classroom strategies that promote an atmosphere of high

expectations; (1) Replace, “Yes, but…” with “Here’s how…” This way the teacher isn’t
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shutting down an idea, (2) Alter a student’s mood and outlook on the class through

building relationships and connections, and (3) Play the role of being energetic and

upbeat by having a lively mood to relay to your students.

‘I’ is for Interests. Finding out what students are passionate about and interested

in is essential for any teacher. Finding common interests among the class is equally as

important as getting to know the interests of each student as an individual. Strategies to

incorporate interests of all students include allowing students to write about their

interests, providing opportunities for students to get to know each other’s interests and

connect, and reading aloud as often as possible (Kommer, Cox, Farmer, Gregg,

McDowell, & Tiefenthaler, 2002).

‘J’ stands for Just Like Home. As Dr. Kommer (2002) says, “Students should feel as

comfortable in your classroom as they do at home. Creating a zone where students feel

like they can relax, be successful, and be safe will keep them coming back for more

learning.” For some students, their classroom is another home away from home. Some

ways that teachers can make their classrooms feel like home for their students is by

adding plants or greenery, comfortable and flexible seating options, hanging pictures

and student work, and using lamps if possible. A cozy, comforting environment, “just like

home”, provides students with the safety and security their brains need in order to

perform their best.

‘K’ means Kinesthetic. This is a learning style in which students learn by doing,

touching, experimenting, and performing hands-on activities. Kinesthetic learning is a

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powerful way to learn because it creates involvement and ownership in the educational

process and teaches students how to make connections. Educators can provide

opportunities for tactile learning with manipulatives, have students use their fingers and

bodies as much as possible, make learning come alive through investigations and

real-life scenarios, and get students to move during lessons every day (Kommer, Cox,

Farmer, Gregg, McDowell, & Tiefenthaler, 2002).

‘L’ stands for Lighting. According to Kommer (2002), this is important because

traditional fluorescent lights can be stressful to the eye and provide uneven light. He

suggests that teachers should let natural light into the classroom as often as possible

through windows and skylights, bring in lamps, and replace any fluorescent lights with

full-spectrum bulbs can all positively benefit students’ attitude, especially during winter

months or difficult seasons, such as the few days before a long break or weeks of

standardized testing.

‘M’ is for Music. According to Dr. Kommer (2002), “Recent research has shown

that some students may actually need sound to concentrate. Music in the classroom can

awaken the brain and affect pulse, blood pressure, muscle tension, and brain waves.”

Playing instrumental or classical music at quiet times can help students focus and feel

calm while they work. On the other hand, for upbeat lessons, playing a higher tempo

and quick beat can be another effective way to add music into lessons. It is important for

teachers to have a variety of music selections, fast or slow, ready to go for use whenever

music is necessary and appropriate.

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‘N’ means Nutrition. Taking health and nutrition seriously is critical to student

learning. With proper nutrition, the neurons in the brain function in a healthier way,

which is essential to student alertness and mental performance. Educators must teach

their students the importance of making good, healthy food choices at school and at

home if possible. Strategies that can help teachers might be to encourage students to

eat fruits and vegetables, not allowing doughnuts, cupcakes or candy during snack time

in the classroom, and having healthy snacks available for students whenever possible

(Kommer, Cox, Farmer, Gregg, McDowell, & Tiefenthaler, 2002).

O stands for Online Learning. To provide flexibility and reach students with varied

interests, backgrounds, and abilities, adding technology to the classroom when

appropriate is a great tool for educators to use. When used appropriately, the internet is

a unique source to use to reach students. Teachers can allow students to blog, journal,

or type on the computer. They can also give students access to class materials online. Or,

they can use new technologies to allow students to share what they have learned. For

example, students can create PowerPoint presentations or Kahoot quizzes to share their

knowledge. Using educational sites to practice concepts is also a great way to

incorporate technology in the classroom to promote learning.

‘P’ is for Patterns. According to Dr. Kommer (2002), “The brain has a need to

group, make categories, and create structures to learn. Cells in the brain are always firing

new information by sending and receiving messages. When the new information has a

pattern or link, the information has more meaning and understanding. The whole
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process of teaching should be given in small parts, so the learner can connect them into

a bigger picture.” This can be done by discussing the relevance of a topic, asking

higher-level thinking questions to help students see problems and solutions, cause and

effect, as well as other patterns. Playing games and grouping contrasting subject

material together is another way to help students identify patterns. Since the brain likes

to think in patterns and make connections, it is crucial that educators implement

strategies in which students can practice seeing, creating, and assessing patterns

(Kommer, Cox, Farmer, Gregg, McDowell, & Tiefenthaler, 2002).

‘Q’ stands for Questioning. Using questioning techniques and developing a

variety of brain-based questions can enable higher-level thinking, problem solving, and

promote a sense of inquiry in the classroom. Teachers can use story problems to

highlight language skills and teamwork. Another strategy that teachers can also

encourage is for students to ask questions throughout lessons, projects, and other

inquiries in the classroom. When students ask questions, they are engaging in the

content. Teachers should allow students 3-5 seconds of wait time after asking a question

to allow students time to think and process the question (Kommer, Cox, Farmer, Gregg,

McDowell, & Tiefenthaler, 2002).

‘R’ is for Rewards. While there are both intrinsic and extrinsic rewards used in a

classroom setting, extrinsic rewards (such as candy, stickers, or grades) should be used

for short-term motivation while intrinsic rewards (such as good feelings of

accomplishment and satisfaction) should be used for long-term motivation. One strategy
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is to develop tasks and assessments that students enjoy doing to promote intrinsic

motivation. This includes role playing, skits, projects, and creative thinking. Another way

to reward students is to link information to the real world and allow for discussions and

debates to take place. Provide students with the freedom and opportunity to speak their

minds appropriately and respectfully (Kommer, Cox, Farmer, Gregg, McDowell, &

Tiefenthaler, 2002).

‘S’ stands for Seating. Sitting in a chair at a desk for long periods of time can be

uncomfortable for students and can hinder learning. Having more options for seating,

like flexible seating options, such as wiggly chairs or pillows, can reduce distractions to

the brain and help with concentration. Other than providing flexible seating options,

teachers can change the seating chart frequently to raise attention, and be aware of the

students sitting on the outside or in the back row, as these students tend to receive the

least amount of attention in a classroom.

‘T’ means Technology. Similar to the Online Learning section, technology can

serve as an effective differentiation tool for a variety of learners. Encouraging students

to use technology as a resource, watching video clips to help aid understanding, creating

sensory experiences to connect new content to existing pathways in the brain, and

developing methods to assess students when they interact with technology are all

strategies that can be used to foster positive, appropriate use of technology for

students.
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‘U’ is for Use It or Lose It. According to Dr. Kommer (2002), “Memory works in a

unique form when it comes to the working brain. Some students can remember every

detail, while others have a difficult time remembering what was learned at the start of

the day. The use of creative repetition will help students with memory and recall.” To

help students with retention, educators can find different and creative ways to reinforce

the material every day. For example, creating a mind map, using a computer drill, singing

songs or poems, and playing games are all ways to creatively process information that

was learned. Another important strategy that many teachers use is chunking. Teaching

materials in chunks helps make the material more organized in the brain. Lastly, teachers

can mix it up by presenting information in a variety of forms.

‘V’ stands for Video Games. When appropriately used, a video game can be an

effective motivational tool to address different cognitive skills to students. One example

is to use a flight simulator for a physics lesson. Another example could be using an

interactive game for mathematics practice, such as Prodigy. By replacing a traditional

activity or method with a video game, students are tying content to a digital

environment in an appropriate and engaging way.

‘W’ means Water. Because water makes up 80% of the brain’s content material,

students need to be hydrated and replenished often throughout the day. A student’s

stress hormone increases when water is restricted, which in turn creates anger, stress,

and overreactions. Strategies to help students stay hydrated include allowing students to

have a water bottle at their desk, allow time for water breaks at the fountain or time to
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fill up water bottles during the day, and setting a good example by letting students see

the teacher drinking water throughout the day (Kommer, Cox, Farmer, Gregg, McDowell,

& Tiefenthaler, 2002).

‘X’ stands for XX and XY. Related to the Differences section, XX and XY

acknowledges the differences amongst males and females at a genetic level. Here are a

few statistics Dr. Kommer (2002) shares; “Did you know that a female’s brain is smaller

than the males, but they have more connections between their two hemispheres? Girls

hear anywhere from 2 to 4 times better than boys. Boys’ spatial reasoning develops at a

much earlier stage than girls. Girls are able to discuss their emotions much better than

boys.” There are many physical, cognitive, emotional, and biological differences between

men and women, and therefore boys and girls. Understanding the differences between

boys and girls at a biological level can help a teacher develop appropriate strategies to

tailor to the needs of all learners regardless of gender.

‘Y’ means You Can Do It. It takes time to create a brain-based learning

environment, but the payoff is well worth it. Dr. Kommer (2002) agrees, “Once fellow

colleagues witness the benefits of brain-based learning, they too will begin modifying

their lessons to better suit their students’ needs and wants.” This section is an

encouragement to educators to pursue a brain-based learning environment, as they are

the most important aspect in transforming their classroom and their students. Starting

small, using one simple strategy or adding a new light, is a beginning step in the right
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direction. Teachers can also begin by discussing brain-based learning with their staff,

coworkers, and administrators.

‘Z’ stands for ZZZZ’s. Young children need approximately 8 to 10 hours of sleep

each night. Without an adequate amount of sleep, a child can become irritable and/or

have troubles focusing or staying awake in class. Lack of concentration or lack of

engagement in school might be due to lack of sleep for a student. Teaching students

about the importance of adequate sleep, promoting a consistent schedule for sleep, and

reflecting on the classroom environment are all things teachers can do to help their

students in this area. Sometimes if students are falling asleep in class, it might be due to

a lack of movement or excitement in the classroom. Another fact for teachers to ponder

is, “Short-term memory is better in the morning, while long-term memory is better in

the afternoon” (Kommer, Cox, Farmer, Gregg, McDowell, & Tiefenthaler, 2002).
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APPENDIX C

Letter Definition Brain-Based Effects

Intervals Tompkins recommends using an Neurons in the brain can be alert

interval of 15-20 minutes of and focused for a maximum of 20
intense focused instruction, consecutive minutes before
followed by a 2–3-minute break. needing a break.

Grouping Present information in groups or The brain has difficulty processing

chunks of three to five. more than nine items in a
sequence and is more effective
with just three to five. The brain
processes things in groups and
patterns.

Novelty When students are bored or Keeping students on their toes by

already understand what is being asking questions, telling a joke, or
taught, they tune out and tend to posting a picture to begin a lesson
not pay attention. Novelty will intrigue their curiosity and
prevents boredom in the they are more likely to pay
classroom. attention to the information.

Interconnectedness Tompkins recommends making Learning needs to be connected

connections by providing to students or give students an
experiences and demonstrations opportunity to connect the
and revisiting them often. material to something else. The
Constant review and repetition brain is constantly making
helps connect to prior knowledge. connections.

Technology and Teachers can select appropriate The brain needs time to process
Time technology to suit the needs of the information that it’s taking in.
students and differentiate. They “Don’t put so much work in there
also must provide enough time for that there’s no time to process
students to resonate on what what you’re asking them to learn,”
they’ve learned. says Tompkins.

Environment Welcome students with an inviting Students are not living in the
and positive atmosphere. fight-flight-freeze response when
Understand each student as an they feel safe and welcomed in
individual and understand their their environment.
needs.
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Kelly, 2011

Kelly (2011) reported on the work of Tompkins to bring a brain-based learning

design to the online community. To promote ideas for effective online learning

instruction, this article aimed to reach online educators and form new perspectives

around digital teaching. A few action steps that Kelly included in his article include:

looking at current online teaching practices, determining the delivery methods of

content in a new course or an existing one, estimating time required for the tasks, and

then considering alternative approaches and strategies that incorporate brain-based

learning techniques.