ELIZABETH VELTRI

EDU417: COGNITIVE STUDIES CAPSTONE

INSTRUCTOR: JOANNA SAVARESE-LEVINE
DATE APRIL 25, 2016

ELIZABETH VELTRI
My name is Elizabeth Veltri, I am finishing up my bachelors degree in Cognitive
Studies to work with children in their cognitive abilities. I am currently seeking to
have my COTA this year. Being able to help others gives me great satisfaction. I
have been a professional caregiver for 3-5 years. I cared for two women in making
meal preparation, ADLs, and encouraged daily exercise. I also am a certified
Caregiver with American Caregiver Association since 03/2015 and through my
schooling, I have thoroughly studied Alzheimers disease.

OVERVIEW OF BRAIN-COMPATIBLE
LEARNING
Children need to have a plethora of stimuli to grow
into a well rounded adult (Huitt, 2003).
Bringing neuroscience into the classroom will give
an understanding of how children learn. To
accomplish this we use a brain based classroom
(Jensen, 2008). A brain based classroom is full of
cognitive based education for students.
Implementing cognitive strategies into the
classroom will benefit childrens brain functions
(yuecl, 2013).

COMPARE/CONTRAST ACTIVITIES FROM

TRADITIONAL LEARNING FROM BRAINCOMPATIBLE LEARNING/ACTIVITIES

CHART THAT DIFFERENTIATES TRADITIONAL

LEARNING/BRAIN-COMPATIBLE LEARNING
Traditional Learning

Brain Based Learning

Study

Working in small groups

Memorize

record discussions off white

boards around the classroom

Little peer interaction

Enhance small group

student-student interaction

Central focal point at the front

of the room

No Focal Point.

IS A BRAIN BASED CLASSROOM

EFFECTIVE FOR ALL STUDENTS?
Not everyone feels a brain based classroom is best (Jensen,
2013). Yet, understanding how each child learns is essential
to the success of their learning. As the feelings, emotions,
attitudes and backgrounds of individuals are different from
each other, each person acquires and learns information in
different ways (Duman, 2010, p. 2077, para 2). Brian based
learning is vital for education today so every child can find
their own way to learning (McDaniel, 2008). Furthermore, the
traditional way of learning has been around for many years,
but with new knowledge scientist found in the brain, educators
need to put this new knowledge into classrooms.

STUDENTS LEARN BY PROCESSING AND RETAINING

INFORMATION THE INFORMATION-PROCESSING
MODEL

We all process information differently through information we

receive from our environment (Jensen, 2008). All this information
is held in storage bins of memory (Dehaene, 2013). Researchers
put together a model, the information processing model (IPM) in
the 50s to help define these different types of memory (Schraw, &
McCrudden, 2013). Sensory memory is information that comes to
us through our senses from the environment, but the brain only
understands electrical energy (Huitt, 2003). What we see is about
a half a second and what we hear is able to be retained about
3seconds (yuecl, 2013). Working memory, or short term memory is
memory we keep for a brief time (Schraw, & McCrudden, 2013).
Also, working or short term memory can be held for 5 to 15
seconds; which is about 7-9 units of information. Continuing on,
you have long term memory that has unlimited storage capacity.
Knowing the different types of memory will help me introduce new
information to students.

Evidence a brain-compatible classroom improves childrens learning

Brain is a parallel processor,

Learning engages the entire physiology,
The search for meaning is innate,
The search for meaning occurs through
patterning,
Emotions are critical to patterning,
Every brain simultaneously perceives
and creates
parts and wholes,
Learning involves both focused attention
and
peripheral attention,
Learning always involves conscious and unconscious processes,
We have at least two types of memory systems: spatial and rote learning
The brain understands and remembers best when facts and skills are
embedded in natural spatial memory
Learning is enhanced by challenge and inhibited by threat,
Every brain is unique (Ozden & Gultekin, 2008, p. 2, para 4).

MORE ON BRAIN BASED LEARNING

Traditional learning limits the creativity of a childs abilities
whereas brain based learning adds more stimulating activities
into the classroom, encourage imaginary play, encourage the
building of neural pathways in a child's brain by exposing
children to a variety of experiences (Mcdaniel, 2008, para 2).
Teaching thinking skills is the underlying belief that childrens
cognitive skills can be developed when thinking skills and
metacognition are made clear in the curriculum (Jones, 2008).

FACTORS THAT IMPACT LEARNING

Factors within the brain

Frontal lobes of the brain is consciously

aware of all your actions and though
process (Wolfe, 2010).

Deeper in the brain is the Thalamus,

Hypothalamus, Amygdala, and
Hippocampus. These structures are critical
to perception, automatic system,
emotional controller, and immediate
memory (Wolf, 2010).
Factors in strategies
Use a Creative curriculum

The more elaborate information is rehearsed at the moment of

learning , the stronger the memory becomes (Wolfe, 2010, p. 164).

INFORMATION PROCESSING VIDEO

HOW EMOTIONAL FACTORS PLAY A ROLE

IN INFORMATION WE RECIEVE
A stated by School neuropsychologists also
play an important role in curriculum
development, classroom design, and the
integration of differentiated instruction that
is based on brain-behavior principles in
order to provide an optimal learning
environment for every child (Miller, 2004,
para 1).

According to the research,

neuroscientist Dr. Willis (2013)
gathered the brain
records repeated failures and
the brain will stop making an
effort to succeed.

HOW BRAIN BASED CLASSROOM BENEFITS A CHILDS

LEARNING ACKNOWLEDGING GOOD AND BAD FACTORS

MODIFIED LESSON FOR 3RD TO 5TH GRADE

Brain Based Obstacle Course
Activity Objective- Obstacle-Course Olympics
Suggested Time- 30-40 minutes for 2nd-3rd grade
Resources- None
Materials- Pool noodles, Chairs with a sheet over the top, large paper tumble weeds, cups of
water, jump ropes, tape, and blind fold, smooth rocks and rough rocks.
Activity- To begin the obstacle course, children need to jump over the pool noodles, crawl under
the chairs, weave through the tumble weeds, put the blind fold on and carry a glass of water to
the other side of the classroom or yard, feel six rocks and divide them in separate groups
(smooth or rocky), with the blind fold still on jump rope five times, take the blind fold off and walk
on the length of tape heel toe, heel toe.
Modifications/accommodations for children with special needs
To simplify this obstacle course, instead of jumping over the pool noodles, I would have them step
over and not put on a blind fold to carry the glass water, still, they would still need to identify
rocks with the blind fold on. However, if I have a child who is Autistic, they have problems with
fine motor skills (Powell &Driver, 2013). I would not make these children wear a blind fold to
identify rocks. Where children need to talk heel to toe on the tape line, because this increases
balance, I would encourage students to walk the tape line, just not heel to toe. Having these
modifications for children will encourage them to complete the obstacle course and limit the
stress of having to complete a task that would not be appropriate for their skill level.

HOW A BRAIN BASED OBSTACLE COURSE

SUPPORTS
BRAIN-COMPATIBLE
LEARNING
Dont change the lesson, but include brain based learning by simply giving children the engagement
they need to accomplish tasks, strategies on how to accommodate those tasks (Jensen, n.d.). Giving
encouragement to a child is important when students have their friends and their teacher
encouraging them to accomplish or in this lesson finish the obstacle course. Another benefit in
completing the obstacle course increases dopamine in their brain (Wolfe, 2010). Likewise, increasing
dopamine in students allows them to feel good about their success in finishing the obstacle course.
The other brain based learning component, according to Jensen, (n.d.) is strategies. Understanding
that brain based learning is the engagement of strategies based on how our brain works (Jensen,
n.d, para. 1). Finding strategies for children to accomplish the lesson is vital to their success.
According to Jensen, (n.d.) principles one and two are developed in this lesson with physical
education and social experience. When children play with other children, they tend to more involved
with the lesson.
Being physical with lessons increases brain activity. As stated by Hall, (2007) the more muscles
activated while learning new information, the stronger these engrained pieces of information will
become (Mears). When introduced in this way, the more muscle groups and fibers recruited during
physical activities integrated with subject matter concepts, the stronger and more concrete the
learning (para. 5). Furthermore, being physical in lessons increases blood flow and oxygen delivery,
thus increasing mental functioning (para 7). When blood and oxygen are increased through the
brain, other academics are strengthening too. Studies from California have shown reading and
mathematics are increased when physical fitness is highly embraced in the childrens school day
(California Department of Education, 2005; NASPE, 2002) (Hall, 2007, para 9).

WHY BRAIN-COMPATIBLE TECHNIQUES IS

BENEFICIAL FOR STUDENTS AND TEACHERS AND
FOR THE FUTURE OF EDUCATION
In conclusion to why brain based learning is helpful for
teachers and their students it strengthens the areas of the
brain that are used for thinking. Embracing each child in their
uniqueness will encourage a childs confidence level. When
we fully grasp the concept of increasing neuroplasticity, will
change the lives of children.

REFERENCES

Driver, M. & Powell, S. (2013). Introduction to Special Education. San Diego,

CA:

Bridgepoint Education, Inc.

Dehaene, S. [WISEQatar]. (2013, October 25). How the brain learns to read
[Video

File]. Retrieved from http://www.youtube.com/watch?v=25GI3-kiLdo

Duman, B. (2010). The Effects of Brain-Based Learning on the Academic

Achievement of Students with Different Learning Styles. Educational
Sciences: Theory & Practice, 10(4), 2077-2103.

Grossberg, S. (2013). Adaptive Resonance Theory: How a brain learns to

consciously attend, learn, and recognize a changing world. Neural
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doi:10.1016/j.neunet.2012.09.017

Networks,

Hall, E. M. (2007). Integration: Helping to Get Our Kids Moving and Learning.
Physical Educator, 64(3), 123-128.

Huitt, W. (2003). The information processing approach to cognition.

Educational
Psychology Interactive. Valdosta, GA: Valdosta State University.
Retrieved from
http://www.edpsycinteractive.org/topics/cognition/infoproc.html

REFERENCES CONTINUE
Huitt, W. (2003). The information processing approach to cognition. Educational
Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved
http://www.edpsycinteractive.org/topics/cognition/infoproc.html

from

Jensen, E. (n.d.). Brain-based learning strategies. Florida Education Association.

Retrieved from http://feaweb.org/brain-based-learning- strategies

Jensen, E. P. (2008, October 1). A fresh look at brain-based education. Florida

Association of School Administrators. Retrieved from
http://www.fasa.net/upload_documents/neuroplasticity10.29.pdf

Jensen, E. (2013) Guiding Principles. Jensen Learning. Retrieved from

http://www.brainbasedlearning.net/blog/

Jones, H. (2008). Thoughts on teaching thinking: perceptions of practitioners with a

shared culture of thinking skills education. Curriculum Journal, 19(4), 309.
doi:10.1080/09585170802509898

McDaniel, R. (2008, July 28). Brain based learning vs. traditional learning. Yahoo
Voices. Retrieved from
https://web.archive.org/web/20121117004700/http://voices.yahoo.com/brainlearning-vs-traditional- learning-1717969.html?cat=4

based-

CONTINUE REFERENCES
Miller, D. C. (2004). Neuropsychological assessment in schools. In C. Spielberger (Ed.),
Encyclopedia of applied psychology. Oxford, United Kingdom: Elsevier Science & Technology.
Retrieved from
http://search.credoreference.com/content/entry/estappliedpsyc/neuropsychological_assessme
nt_in_s
chools/0

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), 17

Petersen, C. I., & Gorman, K. S. (2014). Strategies to Address Common Challenges When
Teaching in an
2014(137), 63.

Active Learning Classroom. New Directions For Teaching

doi:10.1002/tl.20086

& Learning,

Schraw, G., & McCrudden, M. (2013, July 12). Information processing theory. Education.com.
Retrieved from

http://www.education.com/reference/article/information- processing- theory

Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd
ed.).Alexandria, VA: Association for

Supervision & Curriculum Development.

yuecl. (2013, July 18). Information processing model: Sensory, working, and long
memory [Video

File]. Retrieved

term
from http://www.youtube.com/watch?v=uxr29NWQxEA