Perry M.

Tackett Ashford Univeristy EDU417: Cognitive Studies Capstone (DFM1404A) Instructor: Joanna Savarese-Levine February 24, 2014

Education is changing and is causing educators to rethink the methods and approaches they use. All educators have their own ideas about how curriculum should be delivered to students. One of the most recent and researched based methods of teaching is called brain-compatible teaching. This method focuses on proper techniques and ways of delivering curriculum to students that allow students to learn effectively and efficiently. Brain scans and other research have proven that brain-compatible teaching effects the brain in ways that other methods have not been able to do. Keep in mind that this approach does have limitations, but is proving to be successful. Braincompatible teaching is the future of the classroom.

Hello everyone. My name is Perry Tackett and I am excited to be communicating with all of you. I am soon to be 25 years old. I currently live in Marysville, OH. I loved to be outdoors and can be found in the woods with one of my hunting dogs when I am not working with special needs children at the local middle school. Nonetheless, the woods are my home away from home. I will have been married for 1 year this February to the love of my life (Callie). She is currently finishing her Pharmacy degree. I am currently finishing my bachelors degree in cognitive studies from Ashford University and will be finished on March 31st. It has been a long time coming. I hope to soon be teaching Special Education at a high school level next fall. My Understanding of brain compatible learning is that it involves many of the senses. The goal of brain compatible learning is to enhance learning through tasks that have been scientifically proven to improve the learning experience. I enjoy the fact that much of the learning is hands-on. This provides students with the capability of gaining first hand experience. Although I have not had much experience with brain compatible learning, I hope to gain knowledge of the concept in order to incorporate into my classroom once I begin teaching.

Mr.Tackett

History has demonstrated that although children and adults seem to be getting smarter and are beginning to understand difficult concepts, it is still human nature to be competitive and to strive to be the best. We continue to develop ideas and theories into how we learn, why we learn, and how we can learn more efficiently and retain more information in a short amount of time. The concept of brain compatible learning is becoming more common as new scientific evidence supports the idea. It is only natural that we must examine the importance of neuroscience to brain compatible learning. It is becoming increasingly obvious that many of today's children are falling behind in the classroom. We have also seen a rise in learning disabilities among these students. This could be caused by several factors including higher drug abuse rate, changes in diets, and other environmental factors. Due to the failing methods of current curriculum standards and past approaches, we have long sought new approaches based on scientific research and classroom data. This has lead us to the concept of brain compatible learning. We are obligated to utilize this approach in order to accommodate all students rather than a select few. "teaching

methods we now employ are fast becoming inadequate to accommodate all of the student in our school system (McDaniel, 2008). Brain based learning allows us to focus on proven facts

rather than the ideas of government controlled curriculum. Curriculum that has been proven to lead to higher success rates in the classroom are the only methods used in brain based learning. These methods can also be altered to accommodate all students. Brain based learning is also able to increase neural responsiveness, thus further enhances learning abilities.

Ultimately, brain based education presents students with the opportunity of realworld and hands-on experience. This allows further enhancement of neural maturity. These experiences are able to be stored into a more long term memory of the brain, allowing students to remember information and outcomes. Brain compatible education focuses on the usage of patterns while attempting to make meaning and connection with the real world. This approach also challenges students to multitask. Research has proven that brains are more efficient when forced to multitask. Challenging the brain is key. Much like in sports, in order to get bigger, faster, and stronger, we must be pushed and challenged. The biggest draw back of brain compatible education, along with all other forms of curriculum, is the fact that all children learn different and respond to classroom activities differently. This prevents us from implementing only one form of curriculum or method in our classroom. Considering that brain compatible education is still in the research stages, we must be willing to incorporate this and other forms of education in order to accommodate all students and teachers. Special education classrooms present yet another challenge for this method. Many of the students perform at a school level below their intended level. It is also possible that some of these students have experienced a type of brain damage which prevent them from enhancing intended brain regions.

One of the most noticeable similarities between brain compatible learning and traditional methods is that of patterns and repetition of material. This allows information to be reviewed many times while giving the brain a chance to store the information in long term memory regions of the brain. Brain compatible learning does however present students with more handson experience. This allows for more effective and efficient connections to be made. We must continue to challenge the brain and its abilities in order to see progress in learning. We should also be willing to use educational techniques based on research and proven facts and data, instead of the unproven educational ideas set by local, state, and federal government with little to no teaching experience.

Shifts in teaching methods, strategies, and classroom activities have allowed educators access to a wide range of ideas. Braincompatible teaching activities demonstrate effective and efficient ways of teaching students. These methods can vary greatly from traditional methods while at the same time remaining related. The following charts will list the differences and similarities between brain-compatible teaching activities and traditional teaching.

Concrete Experience Symbolic Learning Abstract Learning Real-life Problem Solving Class Projects Simulations Role-Play Visual Enhancement Auditory Enhancement Social Interaction Teach attention skills Teach memory skills Teach processing skills Create a comfortable environment Repetition

Concrete Experiences Abstract Experiences Symbolic Experiences Repetition of criteria Memorization activities Rote memorization Direct Instruction Lecture Seatwork (worksheets) Observation activities Individual written assignments Book work Few social interaction activities

It has long been known that not all children learn the same way. Each student will express strengths and weaknesses in the classroom as well as different personalities. Chemical factors within the body as well as exposure to certain environmental factors can effect the learning abilities of students. Acetylcholine, dopamine, and serotonin, are the three major chemicals within the body that influence learning abilities. Movement, sleep, nutrition, and technology are only a few environmental factors that can influence a students learning experience. Genetic factors also play a major role. It can often be observed that genetics are passed from generation to generation. This is also true when observing learning capabilities. Genetics effect the development of brain structures and regions responsible for learning and cognition. This in turn can cause students that are children of parents with specific learning abilities to express the same abilities as the parents. It is also unfortunate that learning disabilities can be passed through genetics. These factors and more can cause difficulty in proving the effectiveness of brain-compatible teaching strategies. These factors can however be monitored and controlled in order to support proper growth and development in the classroom. Maintaining a healthy lifestyle is the number one step in supporting an effective and efficient learning experience. The brain will respond to the lifestyle choices we make or the lifestyle choices we make for our children.

sleep facilitates neural maturation, thereby preparing the infants to process and explore the environment in increasingly sophisticated ways (Fifer, 2011). Human

and even many animal studies have proven that sleep has a major effect on learning effectiveness and efficiency. When an individual and sleep deprived, it becomes harder for them to focus on topics being taught in the classroom and information that in being attained from the environment. Sleep deprivation leads to overworked neurons that are essential in learning and retaining new information. When these neurons are overworked, we lose focus and can not learn efficiently. Setting proper bed times for our children will enable them to achieve proper sleep goals, allowing our brains and bodies to recover from previous day stimulation.

It has long been known that proper nutrition is essential to learning and memory. Proper nutrition supplies the body and brain with essential vitamins and minerals that promote the generation and regeneration of cells required for learning and memory. Breakfast is key. A well balanced breakfast supplies our bodies with fuel for the entire day. As we sleep, our brain activity slows, much like a fire deprived of wood. Breakfast adds fuel to the fire and prepares us for new information. We must continue to add fuel to our bodies in order to achieve proper chemical balance for our brains. Certain foods add nutrients to our bodies that inhibit the production of chemicals required for learning, memory, and neuroplasticity. Dietitians are can be very helpful in setting diet goals for our children. As parents, we should limit our childs sugar intake and intake of other harmful chemicals.

As we begin to study the brain, its components, and its abilities, we must understand that the brain is a very complex machine. Our brains have the ability to perform tasks, develop, and comprehend in ways that are far beyond belief. Our brains also have the ability to make connections, learn information, and dissect information at speeds faster than the speed of light. Select, understand, store, and retrieve is the basis of the information processing model. This model helps explain how we receive information, store it, and then retrieve it for future use. Cognitive theories suggest that learning occurs with the result of information formation developing with dominant priorities (Ozel, 2009). Through our senses of sight, sound, smell, taste, and touch we receive information. This information is received in our sensory memory. Although some information is forgotten, important information is processed into our working memory. Working memory then decided if the information should be kept or discarded. Information that is kept is stored in our long term memory for future retrieval. Meaningful experiences that relate to an individual are most often kept for long term storage. An interested student is a learning student. This is why educators should strive to make lesson plans that incorporate meaningful activities into classroom instruction. Emotionally connective events are also more likely to be stored for future access. The brain is biologically programmed to attend to information that has strong emotional content first (Wolfe, 2010). It is important that teachers and parents connect with their students or children through activities that engage the senses and the interests of the child.

Grade Level: Grades 6-8

Objectives Students will: 1. identify several key inventions and other forms of technology that were part of city life during the classical Roman and Greek periods 2. Understand the relationship between aspects of ancient city life and life in modern cities.

3.
4.

Pass a written exam with at least 80% efficiency.

Perform role play project depicting life in ancient Rome or Greek. (Student Choice)

Suggested Time: 3 class periods Resources Grade level text book Time for Kids Magazine, Ancient Rome article

Youtube videos

Procedures:
Watch video describing life in ancient Rome and Greece. Allow students to take notes if needed. Post the following discussion question on the board or overhead projector: "What are the characteristics of a city? List as many things as you can that are found in a modern city." Instead of holding a class discussion, have students brainstorm in small cooperative groups. Give the students three to five minutes to respond to the question and generate group lists. Require each student from each group to contribute their thoughts on the answered questions. Have each group contribute responses and create a class list on the board or overhead projector. Expand on student responses and discuss any questions about their repsonses. Instruct students to place a check next to any item on their group's list that was given by another group. Students should place a star next to any response that was unique to their group. You may wish to recognize the groups who contributed the highest number of checked items (for convergent thinking) and the highest number of starred items (for divergent thinking). Allow groups to discuss among themselves, which responses are the most helpful in remembering the correct response. Once the class list has been developed, ask the class, "Which of these characteristics might have been found in a city 2,000-3,000 years ago?" Have students circle the items on the class list that existed in ancient as well as modern cities. Student responses may include roads, buildings, lights, vehicles, sanitation devices, water, places to eat, businesses, markets, and people. Have each group report on one characteristic or invention that is shared by modern and ancient cities. Students should briefly describe how this characteristic (or need) is addressed in a modern city. Next, have students research either ancient Rome or ancient Greece to learn about life within the city-states of those civilizations. How was that characteristic (or need) addressed in ancient times? How has this element of city life changed over history? Place students into groups once again. These groups will be used to compile a script to be used in performing a role playing game that will help describe life in ancient cities. Explain to the children that a time limit of 5 minutes and no more than 10 minutes in required. A list of components needed in the play should be provided. Aspects of the play needed are: food, technology, social aspects, clothing, vocabulary, etc. The teacher should provide helpful visual and auditory aides for students. Place posters throughout the room that list aspects of ancient cities such as Rome and Greece. Computer stations with internet access should be used to explore possible speech and vocabulary of ancient cities. Students will perform their skits while be graded on participation, accuracy of ancient city life, time, and connection with audience. Acting skills shall not be factored in to the grading process. Lesson should be completed after each student has passed exam with 80% efficiency in the area of ancient city life and the influences that ancient cities have had on modern life.

Materials
For this lesson, you will need: overhead projector or blackboard library resources on ancient Roman and Greek city-states, including books, magazines, encyclopedias, and videos pencils and paper sketch paper and art materials such as colored pencils computer with Internet access

Modifications One-on-one instruction with students with an available IEP or other accommodation form. Extra time for completion of project Read aloud for testing and instruction Auditory and visual aides

Students should be able to analyze one another and offer input into any corrections that can be made. I have also observed students being more responsive toward group projects in which they involve the entire class. The students are more eager to please the educator and it makes the lesson somewhat of a competition. This creates a competitive atmosphere that forces students to strive for success over their peers. Allowing the students to engage in role playing can be very beneficial. Students are not only exposed to the process of research and development but also to the arts such as drama and dance. These situations allow the students to place information from the role playing game into a more permanent memory region of the brain. This information can then be retrieved for later use during testing or future lessons. It is important that students are encouraged to participate in all activities. Students should never be allowed to fail any class. When we observe a student struggling to keep up, we should be willing to step in and offer help. This does not mean we should give every student a passing grade, but it does mean we should offer support for any learning difficulties and help students succeed. Braincompatible learning is based on the connections thats students can make with the curriculum. The lesson plan I have presented to you allows the students to connect with me and other peers in a safe, exciting, fun, and comfortable setting. The lesson plan also allows the students to take charge. They are able to decide on how to present their lesson to the rest of the class.

As the basis of education and the expectations of students and educators progress, we must be willing to adjust and improve our teaching techniques. It may also be necessary to turn toward more researched based teaching techniques in order to make our students successful. Brain-compatible teaching does just that. Through the implementation of this teaching method, we are allowing our students and ourselves the opportunity to improve. Brain-compatible teaching will bring out the best in us and our students. We must however keep in mind that chances exist that not all students will benefit from this method. Depending upon certain biological, chemical, and environmental factors, some students may not benefit at all. This is when, as educators, we must be willing to explore several options, along with brain-compatible teaching, to allow our students to be successful. Much of the research of this method has been focused on normal brain development and function. This presents the problem of not knowing how students with brain abnormalities will respond to instruction. However, any hurdles that we may encounter, I am confident we can overcome. The future of education is dependent on our abilities to be successful. Brain-compatible teaching is paving the way for future education. It is allowing us to reach the farthest corners of the brain in order to get the most our of our students. Knowledge of

brain research helps provide one piece of a multidisciplinary conceptual framework for educators as they articulate and enhance effective teaching (Radin,2009).

zel, A. (2009). The Practice of Information Processing Model in the Teaching of Cognitive Strategies. Journal Of Instructional Psychology, 36(1), 59-68.
Wolfe, P. (2010). Brain matters: Translating research into classroom practice. Alexandria, Va: Association for Supervision and Curriculum Development. Tarullo, A. R., Balsam, P. D., & Fifer, W. P. (2011). Sleep and infant learning. Infant & Child Development, 20(1), 35-46. doi:10.1002/icd.685 Radin, J. L. (2009). Brain-Compatible Teaching and Learning: Implications for Teacher Education. Educational Horizons, 88(1), 40-50. Roberts, J. W. (2002). Beyond Learning By Doing: The Brain Compatible Approach. Journal Of Experiential Education, 25(2), 281. Fischer , K. W., Immordino-Yang, M. H., & , (2008). The jossey-bass reader on the brain and learning. (1st ed.). San Francisco, CA: Jossey-Bass.