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Dion Hawkins

EDU417: Cognitive Studies Capstone

Instructor Joanna Savarese-Levine
January 25, 2016

Purpose

I come before you today to present to some and inform others of how
beneficial brain compatible classrooms are in todays society. Normal teaching
methods are not getting the job done any longer and for order for our
children to excel and comprehend and retain what is being taught, a more
innovative approach must be implemented to provide the most beneficial
learning methods for our children to succeed and be prepared for the world
as they mature on a day to day basis. At the close of this presentation,
everyone will have a clear understanding as to why and how implementing
brain-compatible techniques poses great advantages for students, teachers
and the future of education.

Introduction

Hello all, my name is Dion Hawkins. I am a 33 year old father of a large

family. I love being a family oriented man and providing for my family. To
provide for my family, I am a lead vocalist and keyboard player for two bands
while also in the midst of being an upcoming neo-soul artist. Brain based
learning involves teaching methods that are related to how ones brain learns
what is being taught. This consists of factors such as how a child ages and
advances socially, cognitively as well as emotionally.

When it comes to brain based learning, I have gained some experience over
the past few years. Knowledge has been greatly attained as a Sunday School
teacher on the primary side working with ages 3 to 7. The lesson is taught
very differently from my teenagers that are more of a lecture and feed back
session. The lessons provided for the primary students involves more hands on
craft projects, watching videos, and more acting out the actual events in the
bible to ease their thought process of grasping the idea of God.

What is Brain Compatible Learning?

Brain-based learning is roused by the general conviction that learning can be enhanced
if instructors base how and what they instruct on the exploration of adapting, as
opposed to past instructive practices or suppositions about the learning process. Brainbased learning refers to teaching methods, lesson designs, and school programs that are
based on the latest scientific research about how the brain learns, including such factors
as cognitive development which is how students learn differently as they age, grow, and
mature socially, emotionally, and cognitively. (Radin, 2009)

Traditional Learning Vs. Brain-Based Learning

Traditional

Brain-Based
Brain Based Learning

Teacher controls environment

Student centered instruction

Leads by lectures

Grouped by interest ability

Competition is high among student

Seating chart done in rows

Hands on activities

Implements drill and practice

Group activities

Utilize text books and written

assignments

Utilizes the internet and library

Theme based units implemented

Emphasizes self development skills

such as team work as well as
interpersonal relationships.

Utilize one classroom for all subjects

Pays little or no attention to self

development such as team work

All students required to take the

same courses

Classes chosen according to ones

choice of career

Traditional Learning

BCL Acknowledges Factors that Impact

Learning

Movement: In a classroom setting teachers can consistently practice on whatever lesson

is being taught. For example if the students are learning new vocabulary words, the
teacher can generate a number of activities that will assist then in retaining the
meanings of each word. One activity could be playing Bingo as to where the teacher
reads the definition aloud and the student places a marker on the correct word. Another
option is Hoop Vocabulary where the instructor calls out the definition and the student
to answer correctly gets a chance to shoot a ball into a basket to accumulate prizes such
as bonus points on the test or candy.

Sleep: When one sleep is deprived their memory consolidation become weakened. In
the class, teachers can allow students to take 15 minute intervals to calm their brain
and rest before heading over to another subject. This allow their brain to rest and retain
what has been fed before taking on another subject matter. During this quite time they
can read or just place their heads on their desk but remain quite.

BCL Acknowledges Factors that Impact

Learning
Nutrition: Aggregating

proof proposes that a good eating regimen and way of life can
assume an imperative part in postponing the onset or ending the movement of age-related
wellbeing issues and can enhance cognitive function. Exercise has been advanced as a
conceivable counteractive action for neurodegenerative sicknesses. Engaging in some sort
of exercise builds the cerebrum determined neurotrophic component.
Technology

has altered the approach to ones thinking. Some of the things that it has
impacted are peoples sleep cycle, memory as well as attention span. Technology has
eliminated the older means of doing things such as sitting around the dinner table eating
food and discussing each others day. Now, due to the innovation of social media, while at
dinner, people are now uploading their dinner despite the lack of excitement. The mind is
accustomed to carry out this type of behavior.

Information Processing Model

Information Processing Theory utilizes a model to portray human learning. When

learning information comes in and then it is processed. from there it is stored and
retrieved.

Information is detected and recorded.

Information is briefly stored in our working memory.

Information is programmed and then it is placed into out long term memory.

Information is salvaged.

Information Processing Model

Emotion and retention are imperative in retaining information when utilizing the
information processing model. Providing breaks during lessons will make certain that
emotions are more on the optimistic side and the children will learn and retain more of
the information they are processing. For example, during the traditional setting
instructors like to lecture to student for hours at a time and expect them to retain all the
information. With the information processing model and the brain-compatible settings,
breaks given to students allows them to refresh their memory on what has been learned
before going on to the next topic. When students emotions are negatively impacted they
dont feel enthused to encounter new information and store to use it later or down the
road. When taking the more optimistic approach, they retain information easily and it
become second nature.

100 Days of School Lesson Plan

Grade Level: First Grade
Lesson Objective: Every student will learn to exemplify numbers up to 100 by means of the base ten models by grouping.
Suggested Time: 1 week (60 minutes each day)
Resources: From One to One Hundred by Teri Sloat
Exploring the Numbers 1 to 100 by Mary Beth Spann
100th Day Worries by Margery Cuyler
One Hundred Ways to Get to 100The M&Ms Count to One Hundred by Barbara Barbieri McGrath
Materials: 100 count bag of buttons (1 st station)
100 count bag of fruit loops (3 rd station)
100 count bag of buttons (2 nd station)
100 count bad of noodles (5 rd station)
100 count of m&ms (4 th station)
The Hundredths Chart
Treats to celebrate 100 days
Lesson: Students will use different counters to discover means of counting to 100
1st station will utilize buttons to count to 100 by 1s to reach the 100th mark
2nd station will utilize buttons to count to 100 by 2s to reach the 100th mark
3rd station will utilize noodles to count by 5s to reach the 100th mark
4th station will utilize m&ms to count by 10s to reach the 100th mark
5th station will utilize noodles to freestyle different count patterns to reach the 100 mark
For a final project to close the lesson, the students will compose a poster displaying the number 100 however they

choose.

Conclusion
Brain

compatible learning give noteworthy psychological focal

points to students, conversely with conventional learning
situations. Children learn best when they are inundated into the
branch of knowledge which draws in the greater part of the
their senses. this included the five senses which are seeing,
smelling, touching, hearing, and tasting. Educators can keep
students attention by moving about the classroom as they
educate. This approach stimulated their brain cells and swaps
them to learn innovation.

References

Cirelli, C. and Tononi, G. Is sleep essential? PLoS Biology, vol. 6, no. 8, p. e216,
2008. View at Publisher View at Google Scholar View at Scopus

Designing brain-compatible learning. : 3. ed. (2006). Thousand Oaks, Calif.: Corwin Pr.

Erlauer, L. (2003). The Brain-compatible classroom. [electronic resource] : using what

we know about learning to improve teaching. Alexandria, Va. : Association for
Supervision and Curriculum Development, c2003.

Radin, J. L. (2009). Brain-Compatible Teaching and Learning: Implications for Teacher

Education. Educational Horizons, 88(1), 40-50.

Wolfe, P., (2010) Brain matters translating research into classroom

practice 2nd addition, Book acquisitions & publishing Alexandria VA