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Introduction
Through a recent approach done in the educational literature, brain based learning is associates with the structure and the relation of the functioning of the brain. The researchers of this approach have come up with principles concerning the brain and how it relates with learning (Kahveci & Ay, 2008).
The values of brain based learning offers a theoretical framework for an efficient learning and the teaching process, providing the best conditions in which learning occurs in the brain. These principles guide the instructors to prepare and decide on the best learning surroundings, based in neurobiology (Ozden & Gultekin, 2008).
Brain-based learning illustrates the performance of the brain and considers the rules and regulations of the brain for meaningful learning. The most vital function of the brain is to learn, which acts as any other part of the human organs. The brain has limitless capability for learning.
Therefore, the functions of the brain are vital for the efficiency of learning. This means that in order to have effectual learning, the brain must be functioning well (Kahveci & Ay, 2008). The instructors, who perform their duties in teamwork with the neurobiologists, combine their facts concerning the functions of the brain and they adapt them to the learning principles of the brain (Ozden & Gultekin, 2008).
Principles and strategies of brain-based learning
One of the principles based on the brain learning suggests that effectual learning is only achievable trough practicing and taking into considerations the real life events. Through this, the brain will be more expressive and will uphold the processes in search of meaning and patterning (Ozden & Gultekin, 2008).
Research has shown that when the brain conveys its pattern making behavior, it will create coherency and the meaning. When the learning activity associates with the physical experience, learning becomes efficient. In addition, an environment of total immersion in a multitude of complex interactive experiences makes learning possible.
This comprises the traditional methods used in instructing and the analysis as part of the larger practices (Lackney, 2011).
Research done concerning the brain reveals that association of the brain and emotions helps individuals to recall and remember the memories preserved in the central nervous system. The limbic system and the neo-mammalian brain happen to be the home place where emotions originate. The Sensory data relayed to the thalamus in the midbrain acts as a relay station to the sensory cortex (Lackney, 2011).
The two organs that are integral to the learning procedure and the individuals’ capability to stay focused in their surroundings are the amygdala and hypothalamus. The emotional stimulus highly stimulates the interpretation of curriculum in both the student and the teacher.
From this, two opportunity routes may happen, one involving the conscious brain, which comprises the prefrontal cortex and the other one including the shorter, faster route, which comprises of the amygdale (Rushton & Juola, 2008).
An environment that offers the students with choice and empowerment, enhanced by the usage of hands-on, differentiated instruction, permits the students to be responsible for their learning, thereby involving several parts of the brain.
With such surroundings, there is a possibility of provision of aid in the thickening of the myelination sheaf, development of neurons and stimulation of serotonin and other neurochemicals, which enhances the child’s welfare. The development of the brain, supported by efficient teachers, encourages children to make new discoveries in strategized surroundings that enhance student autonomy (Rushton & Juola, 2008).
The brain friendly places are where the learning in the brain occurs, normally called the brain-based classrooms. These learning classrooms happen to be the perfect learning environments where the brain roles and responsibilities in learning occur in terms of training and learning procedures.
In these classes, learners get submerged into difficult and stressful experiences. Most people assume that in the brain classrooms, learners are unique and the previous knowledge given to them acts as a baseline to new learning.
Utilization of different strategies in learning is of paramount importance for it will enable the learner to feel safer in the learning surroundings and it will provide the learners with different explanations. This will also enrich learning and the educators will have wider knowledge for the learning process (Ozden & Gultekin, 2008).
To activate emotions and learning, the brain requires difficulties or a surrounding that creates stress. Generation of stress in the brain enhances a survival imperative. However, too much stress and anxiety hinders chances created for learning. On the other hand, too little stress makes the brain to be more relaxed and comfortable and this enhances easy learning.
Relaxed alertness is a term that refers to the brain state for optimal learning. This means that as the designers and the instructors require creating opportunities that are not only secure to learn, they also flash some emotional interests through celebrations and performance of rituals (Lackney, 2011).
Conclusion
Brain-based learning is a perfect strategy for helping students in all levels enhances their learning capabilities. Pioneers of this learning strategy developed twelve basic principles of the brain that helps in producing efficient learning.
Brain-based learning also stresses the importance of exercising the brain as a major strategy of this approach. In addition, it utilizes the purpose of emotions and stressful circumstances, which help in the earning process. This approach also comprises of learning environments for instance brain-based classrooms where instructors and students engage in an interactive process.
References
Kahveci, A. & Ay, S. (2008). Different Approaches –Common Implications: Brain-Based And Constructivist Learning From A Paradigms And Integral Model Perspective. Journal of Turkish Science Education, 5, 3, 124-129.
Lackney, J.A. (2011). Twelve Design Principles Based on Brain-based Learning Research. Web.
Ozden, M. & Gultekin, M. (2008).The Effects of Brain-Based Learning on Academic Achievement and Retention of Knowledge in Science Course. Electronic Journal of Science Education, 12, 1: 3-19.
Rushton, S. & Juola, A. (2008). Classroom Learning Environment, Brain Research and the No Child Left behind Initiative: 6 years later. Early Childhood Educational Journal, 36, 87-92.
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