University of Baghdad

Collage of Education / Ibn Rushed for Human Sciences

Department of English
M.A. Study

Brain- Based learning

A Week Papers
Submitted by:
M.A Candidate : Akram J. N. Nasser
Methods Of Teaching English
Supervisor by Asst. Prof. Dr.
Bushra Saadoon M. Al-Noori
Brain- Based learning
As a teacher when we think about the teaching of English
language, one question always arises in our mind. How to
teach English effectively? This question is related to the
way of teaching. For teaching English, teacher uses
different types of methods, approaches, devices,
techniques and various types of models of teaching as
well. It is a comprehensive approach to instruction based
on how current research in neuroscience suggests that
our brain learns naturally.” This theory is based on what
we currently know about the actual structure and
function of the human brain at varying stages of
development.
This type of education provides a biologically driven
framework for teaching and learning and helps explain
recurring learning behaviors. It is a meta-concept that
includes an eclectic mix of techniques.
To enhance the quality of Teacher Education by using
Brain Based Learning Strategies there are some Brain
Based Learning Strategies which can be used in learning
English language. For example, Repetition, Active learning
and Images etc.
There are some Brain Based Learning Principles which
can help the teachers to implement strategies in their
classroom teaching. The principle as follows:-
1 -The Brain Is a Parallel Processor:-
The human brain is always doing many things at one time.
Therefore, teaching must be based on theories and
methodologies that guide the teacher to make orchestration
possible. Teachers need a frame of reference that enables
them to select from the vast repertoire of methods and
approaches that are available.
2 - Learning Engages the Entire Physiology
The brain is a physiological organ functioning according to
physiological rules. Stress and threat affect the brain
differently from peace, challenge, boredom and happiness.
Everything that affects our physiological functioning affects our
capacity to learn. Stress management, nutrition, exercise, and
relaxation, as well as other facets of health management, must
be fully incorporated into the learning process.
3 - The Search for Meaning Is Inborn:-
The human brain tries to make sense of our everyday
experiences. This is in its nature and we cannot stop it at all.
Therefore, in our classes we need to excite our learners, and
arouse their curiosity. Our learners need to discover
information themselves. In this way, they will be challenged.
4 - The Search for Meaning Occurs through Patterning:-
Patterning refers to the meaningful organization and
categorization of information. The brain is designed to
perceive and generate patterns. "Meaningless" patterns
are isolated pieces of information. Learners are patterning
or perceiving and creating meanings all the time. We can
influence the direction. The information should be
organized in a way that allows brains to extract patterns.
5 - Emotions Are Critical to Patterning:-
"What we learn is influenced and organized by emotions
and mindsets involving expectancy, personal biases and
prejudices, selfesteem, and the need for social interaction.
"EMOTIONS AND COGNITION CANNOT BE SEPARATED."
(see Ornstein and Sober 1987, Layoff 1987, McGuiness
and Program 1980, Halgren et al. 1983) Emotions are also
involved in facilitating storage and recall of information
and so are crucial to memory. (Rosenfeld 1988)
Theemotionall impact of learning experiences remain for a
long time after the experience itself. Implications: Effective
learning results from educational environments which are
supportive and respectful of students' feelings, emotions,
needs, capacities and potential.
6.The brain processes parts and wholes
simultaneously.
Every brain simultaneously perceives and creates parts
and wholes. There is a physiological basis for this. The
brain processes parts:" According to the 'two-brain'
doctrine - the left and right brain hemispheres differ.
(Springer and Deutsch 1985) At the same time the brain
processes wholes.
The two brain hemispheres interact. (Hand 1984, Hart
1975) Implications: Effective pedagogical methods
account for the brain's capacity for the simultaneous
perception of parts and wholes.
Teaching and learning strategies account for the fact that the
simultaneous perception of parts and wholes is the basis for
understanding. The simultaneous perception of parts and
wholes is necessary for the understanding of the
interrelationships between the component parts of a whole
and for the understanding of the parts to the whole.

Brain laterality and the interactivity of the two brain hemispheres

constitute the physiological basis for the wholistic perspective. Teaching
methods which account for the physiological basis of wholistic thinking
are brain-based and effective in the learning process. The global
presentation of subject matter is conducive to the global functioning of
the brain. Scientific principles are effectively learned if they are taught in
the context of living science.
7-Learning involves both focused attention and peripheral
perception.:-
"The brain absorbs the information of which it is directly aware and
to which it is paying attention. It also directly absorbs information
and signals that lie beyond the immediate focus of attention."

The brain responds to the entire sensory context in which teaching

or communication occurs. (O'Keefe and Nadel 1978) The brain
responds to peripheral stimuli such as walls of the rom, hint of a
smile, body posture etc.

Signals from peripheral stimuli are subconsciously encoded by the

brain Implications: Teachers must be genuine- express genuine
feelings- the inner states are discerned by learners or those in others
in the communication process.
There must be 'congruence' between the internal
and the external person. See Lozanov 1978a, 1978b
The learning environment should be structured and
designed to account for the brain's subconscious
registering of peripheral stimuli. An environment for
optimal learning will be particularly conducive to
learning - in an appropriate 'peripheral context' -
with the right surroundings, lighting, noise level -
with a view to stimulating students' interest and
motivation.
8. Learning always involves both conscious and
unconscious processes.
Many signals perceived peripherally (peripheral
perception) interact with the brain are processed
unconsciously at the subconscious level. Implications, For
effective learning, students must be engaged in 'active
processing.' Teaching methodologies should emphasize
learning procedures by which students can actively
reorganize the material in personally meaningful and
valuable ways.
9 - We have at least two different types of memory
A spatial memory system AND A set of systems for rote
learning:
We have a natural, spatial memory system that does not
need rehearsal and allows for instant memory of
experiences. However, facts and skills that are dealt with
in isolation are organized differently by the brain and
need more practice and rehearsal.
We as educators, need to know that teaching devoted to
memorization does not facilitate the transfer of learning
and actually will interfere with the development of
understanding.
• 10. The brain understand and remembers best when facts and
skills are embedded in natural spatial memory.

If we think about the strong memories we have from our

past, but they are closely related to strong emotional
experiences, both positive and negative, wedding, child
being born, a death or strong emotions. This works with
children, too! Hopefully, our teaching won't bring out too
many negative emotions, but there are ways to get to the
positive ones! Kids love games.
Some children are very competitive and thrive on that stuff!
Getting up in front of their classmates brings out plenty of
emotions. Of course, different kids feel different things, so we
must be careful about playing with the emotions of children.
What works for one might traumatize another.
Specific 'items' acquire meaning when the are presented in the
context of real life experiences - when they are embedded in
ordinary experiences. The best example to illustrate this
principle is the learning of native languages. A child's learning
of a language is shaped both by internal processes and by social
interaction (Vygotsky, 1978). Through real life experience
learning is embedded in the spatial memory. Implications:
Teaching methodologies should use 'real life' activities such as
demonstrations, projects, field trips, drama etc.
So, we learn languages through multiple interactive
experiences involving vocabulary and grammar. Our language
is shaped both by internal processes and social interactions.
Therefore, success in learning a second language will depend
on using all the senses and immersing the learner in a
multitude of complex and interactive experiences.
11. Learning is enhanced by challenge and inhibited by threat:-
Optimal learning takes place with challenge and 'downshifts'
under perceived threat. In the extreme form of 'downshifting'
the individual feels helpless. The learner feels helpless,
becomes less flexible and reverts to more routine behaviours.
(Hart 1983) Part of the limbic system the hippocampus
functions partially as a relay center to the rest of the brain.
It is the part of the brain which is the most sensitive to stress.
Under perceived threat, connections with other parts of the
brain appear to be interrupted. Implications: Teachers should
understand the functioning of the hippocampus and
accordingly create a learning environment of relaxed
alertness in which students feel unthreatened but challenged.
12. Each brain is unique:-
All brains have the same sets of systems for the senses
and the emotions. Each brain is unique in that these same
sets of systems are integrated differently in each brain.
Learning changes the structure of the brain. This adds to
the uniqueness since for each individual the set of
experiences is different.
Implications, Teaching methodologies should allow for
students' expression in many forms - verbal, tactile,
emotional, intellectual etc. The degree of learning
depends on the sense which students make of their
experiences. Brain-based learning is an approach from
which all education will ultimately benefit.
References:
- Caine, R.N. (2000), Building the bridge from research to
classroom, Educational Leadership, 58(3),59-65.
- Caine, R.N., & Caine, H. (1998), Building a bridge
between the neurosciences and education: Cautions and
possibilities, NASSP Bulletin.
- Jensen, E. (1997), The brain-compatible approach to
learning, Arlington Heights, IL: Skylight Training and
Publishing.
- Jensen, E. (1997), Completing the puzzle: The brain
compatible approach to learning, Arlington Heights, IL:
Skylight Training and Publishing.
- Robin Fogarty, Brain Compatible Classrooms (1997);