Brain Based Learning

 Brain Based Learning

Brain based learning is a learning theory that has grown out of the field neuroscience. It is the application of the findings in neuroscience research in the field of education to improve teaching learning process. Neuroscience provides information about the structure and working of the brain i.e, how brain gathers, process, store and retrieve information. Brain based learning uses this information about brain to maximize learning.

According to brain based learning, human brain is information seeking, processing and organising in order to learn. Learning is based on the structure and function of brain.

Principles of brain based learning:

1. Learning engages the entire physiology of the whole body:
Learning is not limited to just the brain—it involves the entire body. Factors like physical health, nutrition, sleep, mood, and levels of fatigue all impact learning and cognition. A well-nourished, rested, and active body contributes positively to attention, memory, and processing skills. Poor physical health can hinder cognitive functions, showing the strong connection between the body and brain in the learning process.

2. The search for meaning is innate:
Humans have an inherent drive to make sense of their surroundings. Our brains are naturally curious and constantly seek to acquire new information, even without conscious effort. This intrinsic motivation means that learning is an ongoing, self-directed process, and the brain is constantly absorbing and analyzing information from the environment.

3. The search for meaning occurs through patterning:
The brain is naturally inclined to categorize and organize information into patterns, which helps it make sense of new experiences. By creating connections between new information and existing knowledge, the brain makes learning more efficient and meaningful. This pattern-making is essential for understanding complex ideas and establishing long-term memories.

4. Emotions are very important in patterning:
Emotions play a crucial role in how we process and store information. Positive emotions, such as curiosity or excitement, enhance learning by making the brain more receptive to new information. Conversely, negative emotions, like stress or anxiety, can interfere with cognitive processing. Emotionally engaging experiences are more likely to be remembered, highlighting the need for emotionally stimulating learning environments.

5. The brain processes wholes and parts simultaneously:
The brain has a remarkable ability to analyze information in a holistic manner while also breaking it down into smaller parts. This simultaneous processing allows for a balanced understanding, where we grasp the big picture while also appreciating details. Effective learning strategies should encourage learners to engage with both whole concepts and specific components.

6. Learning involves conscious and unconscious processes:
Learning is not limited to intentional, conscious activities; it also occurs unconsciously. The brain is constantly gathering and processing information from the environment, even when we are not actively trying to learn. This means that learning can happen in both structured environments (like classrooms) and informal settings (like conversations or observing the world around us).

7. The brain has two types of memory—rote memory and spatial/contextual memory:
Rote memory is used for memorizing isolated facts without context, such as phone numbers or vocabulary lists, and often requires repetition. Spatial or contextual memory, on the other hand, involves understanding information within a broader framework or story, which tends to be more dynamic and meaningful. Contextual memory supports deeper learning and retention because it connects information to a larger narrative or experience.

8. Learning is enhanced by challenge and inhibited by threat or fear:
The brain thrives on challenges that stimulate curiosity and engagement, fostering growth and skill development. However, in the presence of fear, stress, or a perceived threat, the brain’s ability to learn is inhibited. When in a state of anxiety, the brain’s focus shifts to survival, making it difficult to focus on learning. Thus, creating a supportive and positive learning environment is essential for effective education.

9. The brain of an individual is unique with individual learning styles:
Every person’s brain has a unique structure and chemistry, shaped by their life experiences, genetics, and environment. This individuality means that each person has a preferred learning style, such as visual, auditory, or kinesthetic learning. Recognizing and catering to these differences can help educators tailor instruction to maximize each learner’s potential.

10. The brain is social:
Humans are inherently social beings, and the brain is wired to learn and grow through social interactions. Social environments, like group discussions, collaborative projects, and peer interactions, are powerful tools for learning. Engaging with others stimulates the brain, reinforces learning through shared experiences, and fosters social skills that are essential for real-world application.

These principles emphasize that learning is a holistic, dynamic process that benefits from engaging the mind, body, emotions, and social connections, making brain-based learning a powerful approach to education.

Definition: Brain based learning is defined as any teaching technique or strategy that utilizes information about the human brain to organise learning activities with emphasis on how the brain learns naturally.

Teachers should understand how the brain works and design or plan instruction according to the working of the brain.

Features of brain based learning:

1. Learning is a result of neuroplasticity of the brain. Neuroplasticity means the ability of the brain to change and reshape or reorganize itself as learning situations or experiences are presented. Learning takes place when two neurons communicate that is neurons transmit information through synapses. Every new learning or new experience causes transmission of signals or impulse across synapses either strengthening or weakening the synaptic connections. Neurological researches indicates that brain can grow and change even in adults. Most of the scientists agree that new neurons are developed in the hippocampus (brain's memory centre).

Brain changes and reforms throughout life as a result of each learning experience. New synapses are formed as a result of new learning experience - synaptogenesis. Synaptogenesis is greater in the earlier stages of human life.

2. Learning depends on the attention of a person. Attention of a person is selective and focus on novelty. Brain has a difficulty in attending for long periods of time. Brain has periods of high level focus for attention followed by low level focus in a cyclical fashion. So short breaks are important for learners in between learning to promote attention.

Break or interval is necessary because neurons fatigue quickly within minutes and also recover within minutes. Interval allows new learning to be reviewed and to strengthen neural connections.

In a 40 minutes class, first 20 minutes can be given for new information, next 10 minutes for processing time (break) to allow neuron strengthening, last 10 minutes for reinforcement and summary time.

3. Students attitudes, perceptions and believes can encourage or inhibit learning. Emotions of the child is very important in learning. When the child is under stress and threat hormones are released that can impair memory and learning.

4. Learning is effective when linked with learners previous knowledge and experiences. Teachers who consider student’s connections to prior knowledge helps them to achieve higher levels of understanding.

5. Brain is capable of higher Learning. Neuroplasticity occurs rapidly to form complex connections in the brain. The complex network of neurones allows simultaneous processing (to do different activities at the same time). The complex connections in the brain and the uniqueness of each brain suggest that educators and students can move beyond learning by doing.

6. Learning takes place in an enriched environment. Enriched environment encourages synaptogenesis. Brain based learning advocates the need of enriched learning environment to engage students in learning. The environment should have emotional safety, novelty, challenge, creativity, problem solving, students should be given enough time to learn and allow the students to go through the learning material repeatedly.

Instructional techniques or strategies in brain based learning:

Brain based learning suggests three basic instruction techniques: orchestrated immersion, relaxed alertness and active processing.

1. Orchestrated immersion: means creating enriched learning environment that fully immerse students in an educational experience. Experiences given by the teacher should be a real global experience which is very complex and novel and challenging for the student. Experience or situation given by the teacher must be assigned to capture attention of the students. Attention seeking devices like stories, projects simulations, music poetry arts video clips, computer presentations etc., can be used in the learning environment.

After presenting the experience, teacher has to guide student learning by asking questions, answering student’s questions, grouping students for learning etc. At the end of the lesson assess the performance of students. Assessment helps students to understand their own learning styles and preferences.

2. Relaxed alertness: is the psychological state of mind for meaningful learning. Emotions or feelings of the learner is very important in learning. Learner should be in a relaxed state free from fear, highly excited or enthusiastic but in a challenging environment. Environment should be positive and the learner should feel safe.

To achieve relaxed alertness, a learner should have self efficacy, resilience and self-regulation.

Self Efficacy: refers to an innate belief in oneself and one's ability to achieve.

Resilience: refers to the capacity of a learner to bounce back or achieve success from failure or setbacks.

Self-regulation: ability of a learner to sustain motivation, use appropriate learning strategies to manage time and resources and aware of his own thinking.

The skills or behaviours required for relaxed alertness are sharing or cooperation, listening skills, resolving conflicts in our mind, love, patience, honesty,  tolerance, obedience, responsibility etc.

3. Active processing: means learner is consolidating and internalizing information by remaining active in the learning process. During active processing students connect new knowledge with prior information. Students can be grouped for processing information. Active processing can be made effective by asking questions by the students, sharing ideas in groups and attending the situation properly.

Classroom implications or applications of brain based learning:

1. Students should be allowed to be active participants in the learning process rather than passive observers. Constructive methods to be used in teaching science-cooperative learning, problem-based learning project method etc.

2. Provide real world experiences which are complex and novel. Both inside classroom activities and outside classroom activities that create emotions in students should be designed by teachers.

3. Activities that promote all round development-mental, physical, aesthetic, social, emotional etc., of the students has to be selected.

4. Enriched environment in the classroom is important. Provide an atmosphere free from stress. Promote exploration and fun of learning. Environment should provide positive, emotional support to the students. Encourage social interaction among students and between students and teachers.

5. Encourage students to eat nutritious meals during learning.

6. Curriculum should be child centred or activity centred and experience centred.

7. Continuous and comprehensive evaluation should be adapted to allow students to understand their own learning styles.