Jessica Duncan - Theory Review - Brain-Compatible Learning

  

Brain and Mind

Brain-Compatible Learning

Jessica Duncan

Ball State University

EDAC 635

Dr. Bo Chang

Jessica Duncan	Commented On

Introduction to the Brain and Central Nervous System

            When learning about the brain and mind, I cannot help but picture Grand Central Station.  The activity that takes place such as the people coming and going and the trains arriving and leaving – it is a complex system that all works together in a synchronous pattern.  The central nervous system is a huge hub full of different parts all dissecting into different directions for multiple purposes.  According to our textbook, the central nervous system consists of the brain, spinal cord, and peripheral nerves all of which work together collectively to stimulate learning and processing (MacKeracher, 2004, pg. 93).  The nervous system is bringing in information from the environment and then taking that information to break it down for processing (MacKeracher, 2004).

            The brain has three levels consisting of the reticular activating system, limbic system, and neo-cortex.  Each of these levels plays an integral part in processing a complex amount of information. The reticular activating system is responsible for translating information coming into and out of the brain. (MacKeracher, 2004, pg. 95)

 MacKeracher (2004) states that the “limbic system controls the individual’s basic value system, enhances or suppresses the short-term memory, and has a marked effect on what we store in long-term memory.” (MacKeracher, 2004, pg. 96 )  According to Major Structures and Functions of the Brain, the neocortex is often referred to as the cerebral cortex.  This is one of the largest parts of the brain and plays a large role in intellect. The cerebral cortex is divided into two hemispheres – left and right.  (Ackerman, 1992). Each hemisphere is responsible for mental functions that make a person's unique characteristics for learning.  In A Dictionary of Nursing, the cerebral cortex ‘is directly responsible for consciousness, with essential roles in perception, memory, thought, mental ability, and intellect, and it is responsible for initiating voluntary activity.’ (Martin, 2017)

Cognition

           While the brain serves as the physical structure and allows for information to be transmitted, the mind is where the action takes place in which we have cognition.  Cognition encompasses information which is perceived, received, remembered, thought process, problem solving, and decision making (MacKeracher, 2004). “Consider the fact that every brain, due to its different dendrite connections, experiences, and memories, is as different as each individual’s fingerprints.” (Erlaure, 2003, pg. 11).  Learners are unique individuals that have emotions, feelings, and memories that greatly impact learning. (Erlaure, 2003)  Merriam, Caffarella, and Baumgartner (2007) states that the research that has been done on cognition has not be reflective to adult learning. (Merriam, et.al., 2003, pg. 391) 

Theoretical Topic – Brain-Compatible Learning

    While there are several theoretical topics covered in MacKeracher (2004) and research, in this literature review I will discuss brain-compatible learning and the main themes found throughout.  I selected this topic as it intrigues me, and I hope to learn more to be able to understand this information into my professional field of adult education. 

Brain-Compatible Learning

So, what is brain-compatible learning and why is this important to the field of education?  Caine and Caine as cited in MacKeracher, 2004, pg. 14) states that brain-based learning uses the brain’s rules for meaningful learning and understands those rules for teaching.  According to MacKeracher (2004) the brain operates in a linear fashion and must make sense of things in a sequential order.  The five fundamentals that MacKeracher (2004) lists that the brain must function in a linear fashion and is at the same time processing multiple activities includes: bodily functions, environment, emotions, context, and activation of hemispheres.  (MacKeracher, 2004, p.100)    The brain is a well-tuned machine that is responsible for all the functions taking place at one time.  For example, an individual that is engaged in learning will have memories that they bring with them into the classroom along with other activities happening simultaneously such as the emotions or environments that they are experiencing.  The mind is responsible for processing all this information and making sense of it. 

Caine and Caine (1990) present twelve different principles that surround their thoughts on brain-based learning.  The following are the twelve principles:  the brain is parallel processor, engages all of physiology, searches for meaning is innate, makes meaning through patterns, emotions are a part of patterning, focused attention and peripheral perception, simultaneously receives and perceives information, learning is both conscious and unconscious, memory plays an integral role, spatial memory, learning is challenged and inhibited, and each brain is unique.  (Caine and Cain, 1990, pg. 66-69)  It is important for educators to understand some of the theory behind brain-based learning and how it is unique to every learner.

Adjunct Professor for the University of California, Eric Jensen uses three words to define brain-based education using ‘engagement, strategies, and principles.’ (Jensen, 2008)  Through brain-compatible learning the educator encompasses knowledge of how the brain functions from a basic neuroscience view to develop a learning environment and teaching methods that best fit the learner.  Jensen (2008) provides his approach to brain-based learning as ‘professionalism of knowing why one strategy is used instead of another.’ (Jensen, 2008, pg. 410)  If the educator is aware of the key fundamentals and principles of how the brain works and processes information, then there can be purposeful lessons and classroom environments that encourage learning.  (Jenson, 2008)  This also relates back to the cerebral hemispheres and the functionality of those spheres and how certain teaching methods might help a learner.

Erlauer’s approach focuses on the differences that learners possess in their ability to learn.  As discussed previously, each learner brings a unique cognition process and memories into the classroom. The Brain-Compatible Classroom: Using What We Know About Learning to Improve Teaching states ‘educators working in brain-compatible environments can develop an unprecedented professional competence that will enable students to reap the rewards of powerful, successful learning’ (Erlauer, 2003, pg. 2).   Erlauer connects seven different elements to brain-based learning: emotional wellness and safe environment, body/movement/brain, content and student choices, time, brain enrichment, assessment and feedback, and finally collaboration. (Erlauer, 2003, pg. 4-5)  While reading Erlauer’s approach it became apparent that the author wanted to connect each specific element back to the classroom and the individual learner to be able to best utilize the information that we already know to create environments for learning to take place.  Because of the plentiful amount of research on how the brain works, educators are beginning to take advantage of this knowledge to create lessons and environments in which learning can take place.

According to Merriam, Caffarella, and Baumgartner (2007) there is a lot of research on brain-based learning but there are still unknown variables.  Throughout my literature review, I have found there are several scholars that support the theories of brain-based learning, and others that say that there isn’t enough evidence to change the field of education.     

In Practice

            As mentioned earlier in this review, there are scholars that both agree with and disagree with brain-compatible learning.  I believe as an educator it is important to understand the information presented by scholars in the field and to use best professional judgement when relating this back to our field of practice. Within my research it does appear that most of the ideas and principles are based on children, and there is not a lot of research on cognitive development in adulthood.  However, in my research it appears that a lot of the ideas in MacKeracher (2004), Erlauer (2003), Jensen (2008), and Merriam, Caffarella, and Baumgartner (2007), a lot of the ideas and principles that surround learning such as environment, context, emotions, and learning styles are all reflective to the fact that each learner is unique in the way that they process information.  It will be important for me as a practitioner to understand the basic principles of how the brain functions so that I might be able to create an environment that is conducive to learning and also be able to adapt myself to the environments.  This information is helpful for adult educators because the more we know about how we learn, the more we might be able to make a connection meaningful learning.

Prior to my research on this topic, I did not understand the complexity of the brain and mind connection in learning and do not believe I will ever fully comprehend such a vast array of information.  However, knowing the information presented in this literature will help me as an educator. 

Reflection

            When beginning this literature review, I started by reading both MacKeracher (2004) and Merriam, Caffarella, and Baumgartner (2007) to understand the basic concepts of brain-based learning.  I had to read the Chapter 5 on Brain and Mind Learning twice to fully understand the complexity of the brain and all the functionality.  After reading these two textbook chapters, I then proceeded to research brain-compatible learning through Ball State Library.  While there were several articles, I was careful when selecting the scholars to find information that would be helpful to me in the future.  In the beginning, it felt overwhelming with the amount of information to process and contain within a couple of pages - there are several textbooks on these topics and the research continues!  I spent a lot of time focusing on my outline, and then going back to my articles and highlighting the points that I found important and highlighted the topic.  It is important that there is more than a few hours spent on this assignment.  I can honestly say that there was well more time spent in research and writing than any other assignment in this course.  It allowed me to step out of my comfort zone and does make me feel vulnerable posting this for the class to read.  This also goes back to the memories that I possess from earlier educational experiences that make me feel more vulnerable to posting my paper.

Table 1. Brain-Compatible Learning

	Main Ideas		Application in Practice
Idea 1	Learner cognition is unique	Understanding that each learner possesses memories and emotions that affect cognition
Idea 2	Educators can possess basic knowledge of how brain functions	Understanding how the brain functions allows a facilitator to develop educational environments that beneficial to learning
Idea 3	The brain is processing multiple activities that affects learning abilities	While presenting lessons the learners could have multiple activities happening that do not allow for all information to be processed.  Understanding this will be important for the educator.
Idea 4	12 principles proposed by Caine and Caine	Understanding the brain is a unique and complex organ and how information is received and processed can help educators to develop meaningful lessons

References

Ackerman, S. (1992, January 1). Major Structures and Functions of the Brain.  Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK234157

Caine, R., & Caine, G. (1990). Understanding a Brain-Based Approach to Learning and Teaching. Educational Leadership., 48(2).

Elauer, L. (2003) The Brain-Compatible Classroom: Using What We Know About Learning to Improve Teaching: Alexandria, Va. ASCD

Jensen, E. P. (2008). A Fresh Look at Brain-Based Education. Phi Delta Kappan, 89(6), 408–417. doi: 10.1177/003172170808900605

Martin, E. (2017). A dictionary of nursing. Oxford: Oxford University Press. doi: https://www-oxfordreference-om.proxy.bsu.edu/view/10.1093/acref/9780198788454.001.0001/acref-9780198788454-e-1518

MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto: University of Toronto Press. ISBN-10: 080203778X   ISBN-13: 978-0802037787

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood: a Comprehensive Guide(3rd ed.). San Francisco: Jossey-Bass.