Brain-Based Teaching Strategies in the Education Process

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Table of Contents

Reference
Appendix A
Appendix B

Teaching strategies are a valuable part of the education process. It is important for educators to implement various strategies to ensure that the students will learn the material. Depending on their effectiveness, children will memorize the material better and may be able to recite it in future lessons. The following essay will feature three strategies, how I would implement them and why I find them effective.

The first strategy that I would implement is chunking. Sometimes, the learning material can be complicated and detailed, making the students less motivated. In order to make such lessons easier, I could break a large and complicated text into small fragments and tell the children to focus on the key points. I chose this strategy because small bits of information can be easier to remember than large ones.

The second strategy I would implement is retrieval practice. The reason why I chose this strategy is because children will be more confident to take tests and less frightened of them (Shukla, 2019). In order to implement it, I could use small quizzes with questions of average difficulty. That way, my students will be able to use the information they received and implement it in other lessons. Finally, the third strategy that I chose is repeating information. I chose it because it will help learners remember the material better and prevent them from forgetting it. I could state some facts within five minutes and then repeat the same facts 10 or 30 minutes later.

I consider these strategies to be effective for multiple reasons. First, they make students feel more confident in their knowledge. Second, they are more likely to better memorize the acquired information than they would have if it was not broken into small “chunks”. Third, these strategies may improve their understanding of various concepts and the learning material. Finally, they will be less fearful of taking tests during classes.

In conclusion, I chose chunking, retrieval practice and repeating information as the three brain-based teaching strategies. I could repeat information, give tests of average difficulty and break information into small bits. That way, students will feel more confident, remember the material better, and be less scared of tests. These strategies will have a positive impact on their memory and will improve their conceptual understanding skills. Thus, they are the most effective options for teaching students.

Reference

Shukla, A. (2019). Brain-based learning: Theory, strategies, and concepts. Cognition Today. Web.

Appendix A

Use these guidelines if the customer asks for appendices. The first paragraph of the appendix should be flush with the left margin. Additional paragraphs should be indented.

Begin each appendix on a new page with the word “Appendix” at the top center. Use an identifying capital letter (e.g., Appendix A, Appendix B, etc.) if you have more than one appendix. If you are referring to more than one appendix in your text, use the plural appendices (APA only).

Label tables and figures in the appendix as you would in the text of your manuscript, using the letter A before the number to clarify that the table or figure belongs to the appendix.

Appendix B

Demographic Information for Cummings et al. (2002)’s Review

If an appendix consists entirely of a table or figure, the title of the table or figure should serve as the title of the appendix.

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Brain-Based Teaching Strategies in the Education Process

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