Increasing_Brain_Performance

Abstract The human brain is an amazing, complex and adaptive organ, from which our daily experience is constructed. Every day in classrooms around the world, teachers are amazed by what the human brain can do (Jensen 2005 p7). Teachers can accept that all brains are a unique product of interactions with different environments, generating a lifetime of varied experiences. Another way to put it is that your brain is dynamic and constantly changing as a result of the world around you and the life you lead (Jensen 2005 p11). With all the changes that occur in the brain, it is no wonder neuroscientists, psychologists and educators are fascinated with the topic of brain based learning. Brain-Based learning is a comprehensive approach to instruction based on how current research in neuroscience suggests 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. Currently, these techniques allow teachers to connect learning to student’s real life experiences. This form of education also incorporates such concepts as, mastery learning, learning styles, multiple intelligences, cooperative learning, problem-based learning, and movement education (Jeffery A. Lackney, 2009). ) If everyone truly believed that the human brain could change structurally and functionally as a result of learning and experience how would it affect educational systems' The purpose of this paper is to answer that question. For many years, teachers have believed that if students would pay attention in class, take notes, and complete homework assignments, they would learn. Although some of this is true, educators know that is not all it takes for students to learn. Learning is governed by a more complex set of variables, some of which are the result of nature and others, the result of nurture (Jensen 2005 p.33). Brain based research has paved the way for new and exciting ways to teach. Since the 1990s was declared to be the decade of the brain, technology has advanced enough through MRIs, CAT Scans and PET Scans, that live brains have been able to be studied. Although this is still a relatively new field of study, what has been discovered thus far, has wide reaching implications for educators in the area of pedagogy and how to best meet the needs of every student. According to Sandra Rief, students preserve, "10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they see and hear, 70% of what they say and 90% of what they say and do" (Learning Styles) (Walker, 2005). All teachers know that engaged students are usually happier than disconnected ones who have isolated tasks to do, and processing suggests characteristics of input that influence the human brains reorganization (Jensen 2005 p.35). Along with engaging students, educators can enhance brain performance by applying research findings when setting up the classroom. Student seating can affect student success in several ways. First, the location of student’s seating influences stress levels. The stress that students feel as a result of where they sit influences cognition. Second, location influences access to resources-materials, lighting, teachers, music, heat bathrooms and quiet. These too, can affect student stress levels. Finally, how student’s seating is arranged can matter, too. The key is to match the appropriate seating arrangement to the activity-for example use a cluster arrangement when collaboration is the goal or row seating when concentrated independent learning is the goal (Jensen 2005 p82, 83). Other environmental issues also affect learning. The human brain is extremely temperature sensitive and that temperature is a factor that significantly affects cognition (Jensen 2005 p84). Reading comprehension declines when room temperature rises above 74 degrees Fahrenheit and math skills decline when it is above 77 degrees Fahrenheit (Jensen 2005 p84). Insufficient lighting can be another factor as well as noise. Classrooms should have a good mixture of natural and artificial light, as well as be acoustically sound to prevent background noise that hinders learning. Classroom décor should be full, rich and interesting, not cluttered and distracting. The room should also be pleasing to the nose and the eyes. A nice scent in the classroom makes everyone feel more relaxed as well as cooler colors to calm and soothe. How would it affect educational systems if everyone truly believed that the human brain could change structurally and functionally as a result of learning and experience' If educators applied research findings in the classroom such as the ones mentioned above, students would be immersed in an environment conducive to all learning styles. Which would make the educational system a much better place for both students and teachers. Based on the reading and research that has been conducted, there many instructional factors an educator should consider when planning activities for both reading and writing. Social interaction is the first factor to consider. Social interaction between students is a very important factor. Students need to interact with other students, this allows them to understand the importance of collaboration and teamwork. Students in the second grade really enjoy this, it is an integral part of the classroom. The second factor to consider is the use of rewards. Rewards should be both intrinsic and extrinsic. Extrinsic rewards are sometimes used too much, there should be a good mixture of both. Teachers should create reading and writing activities that promote intrinsic motivation. This should include activities that are authentic and real world, and incorporate the interests of the students. The third factor to consider is allowing time for students to give and receive feedback. Thousands of studies support the role of feedback in the learning process. Getting enough good-quality feedback may be the single greatest variable for improving learning (Jenson 2005 p.55). The fourth factor to consider is to plan proper time intervals of instruction. Since research shows the brain works in cycles of lows and highs, teachers must plan accordingly to ensure proper timing. The fifth factor to consider when planning reading and writing activities that allow students to express emotions and understand them. It is important for students to understand their emotions whether it be positive or negative. Time needs to be allotted for discussion on controlling emotions and writing about the things students are feeling. The sixth factor to consider is providing students with repetition. The simple fact is that repetition strengthens connections in the brain. Researchers have discovered that synapses are not static; they constantly adapt in response to activity, thus creating an ever-changing set of memories about what was learned (Jensen 2005 p38). The seventh factor to consider when planning reading and writing activities is creating activities that promote memory storage in various locations. Teachers should provide multiple activities such as reading and summarizing, include movement, and hands activities so students are engaged. The eighth factor to consider is allowing students to make choices about the activities they will take part in. This works well in literacy centers. If the choices are left open ended, this allows to students to use higher level thinking to create their own activity, which in return stimulates motivation. The ninth factor to consider is activating prior knowledge. Prior knowledge fundamentally influences all learning (Jensen 2005 p 46). After discussing the student’s prior knowledge about a topic, a teacher can provide the appropriate activities to build on the knowledge. The final factor to consider when planning reading and writing activities is to provide activities that allow movement and promote positive emotion. Physical movement such as standing, stretching, walking or marching can increase brain amine levels, which improve attentional focus (Jensen 2005 p 51). Positive emotion plays a role in the brain’s reward system which controls our ability to predict and enjoy perceived rewards (Jensen 2005 p 57). Students also learn better when they are involved in movement. Literacy centers in the classroom are another great way to increase brain performance and meet the needs of all students learning styles. The following table describes reading and writing literacy centers, the materials needed and the learning outcomes. Literacy Center Materials needed Learning Outcomes Big Book Center Big books, commercially produced or class-made Big book easel Highlighter tape Materials to create original text: chart paper, markers, pencils, and staplers Props used during shared reading The students will activate prior knowledge, establish a purpose for reading and listening, retell important events and facts in sequence, use self monitoring and fix-up strategies, make inferences, discuss visual images formed in response to text descriptions, and identify similarities and differences across texts. The students will use structural cues, syllable patterns, and knowledge of syntax and context to support word identification and confirm word meaning. The students will read widely, read for pleasure, and read to gain information. The students will reread text orally with appropriate phrasing, expression, and accuracy. Making Words Magnetic letters, ABC puzzles, picture cards, dictionaries, ABC books, counting books (these usually have great rhyme and rhythm), backs of cereal boxes( have great word puzzles and games), word finds, cross word puzzles, blank templates for students to create their own word finds or cross word puzzles, explore bags(fill bags with objects) students can use the objects to do ABC order, construction paper, stapler, markers for students to create their own books, play dough and letter shaped cookie cutters The student will use a variety of word identification strategies. The student is expected to: decode by using all letter-sound correspondences within a word blend initial letter - sounds with common vowel spelling patterns to read words, recognize high frequency irregular words such as said, was, where, and, is, identify multisyllabic words by using common syllable patterns use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, -ed, and –ing; use structural cues such as prefixes and suffixes to recognize words, for example, un- and -ly use knowledge of word order (syntax) and context to support word identification and confirm word meaning; and read both regular and irregular words automatically such as through multiple opportunities to read and reread. Spelling Twister Twister game, die cut letters, word list, paper, markers The student spells proficiently. The student is expected to: use resources to find correct spellings, synonyms, and replacement words; write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop); write with more proficient spelling of inflectional endings, including plurals and verb tenses; and write with more proficient use of orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping e, and changing y to i. Story Telling/Drama Puppets, flannel boards, masks, books, paper, paper plates, markers, tape, stapler, yarn ( for students to create their own masks) The student responds to various texts. The student is expected to: respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama; demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, support interpretations or conclusions with examples drawn from text; and connect ideas and themes across texts. analyze characters, including their traits, relationships, and changes; identify the importance of the setting to a story's meaning; and recognize the story problem(s) or plot. Read the Room A variety of pointers and eye glasses The student uses a variety of word identification strategies. The student is expected to: decode by using all letter-sound correspondences within a word; blend initial letter - sounds with common vowel spelling patterns to read words; recognize high frequency irregular words such as said, was, where, and is; identify multisyllabic words by using common syllable patterns; use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, -ed, and -ing; use structural cues such as prefixes and suffixes to recognize words, for example, un- and -ly; use knowledge of word order (syntax) and context to support word identification and confirm word meaning; and read both regular and irregular words automatically such as through multiple opportunities to read and reread. Write the Room Clip boards, assortment of pens, pencils, markers, paper Outcomes are the same as read the room. Poetry Corner Pocket charts, sentence strips, poems on poster paper, poetry books, assortment of pens, pencils, markers, crayons, stationary, paper The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate; respond appropriately and courteously to directions and questions; participate in rhymes, songs, conversations, and discussions; listen critically to interpret and evaluate; listen responsively to stories and other texts read aloud, including selections from classic and contemporary work; and identify the musical elements of literary language such as its rhymes, repeated sounds, or instances of onomatopoeia. Thematic Center Pocket charts, theme related items, books to go with theme, index cards, paper, pencils, markers, crayons The student will explore thematic objects, relate real world experiences and make connections. Conclusion Brain research provides important information to educators that will increase brain performance in students. By applying research findings, educators can set up the perfect environment conducive to learning and increasing brain performance. Educators are able to use strategies such as movement, intrinsic and extrinsic motivation, and social experience. The human brain is an amazing organ. Using research based findings, it can do even more amazing things. If everyone truly believed and utilized brain research findings, the outcome would be truly amazing. References Caine, G., & Nummela-Caine, R. (2006). Meaningful learning and the executive functions of the brain. New Directions for Adult and Continuing Education, 110, 53–61. Jeffery A. Lackney, P. (2009, March 11). 12 Design Principles Based on Brain-based Learning Research. Retrieved October 29, 2010, from http://www.designshare.com/Research/BrainBasedLearn98.htm Jensen, E. (2005). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and CurriculumDevelopment. Nunley, Kathie F. (2004). Brain Biology: it’s basic gardening. Retrieved November 7, 2010, from http://help4teachers.com Walker, D. K. (2005, January 31). Retrieved November 1, 2010, from Principals Partnership: http://www.principalspartnership.com/activitybased.pdf