Michelle Tinant



Brain-Based vs. Traditional Classroom LearningMichelle TinantConcordia University, PSY 511September 2014Brain-based learning is based upon scientific research about how the brain learns. It refers to teaching methods, school curriculum, lesson designs, and school programs. It focuses on how students learn differently as they grow, age, mature socially, emotionally, and cognitively (Hidden Curriculum, 2014). Each individual reaches cognitive milestones at different rates and times in their life. Unfortunately, in the traditional classroom this isn’t taken into account. In a typical traditional classroom students are grouped according to age, not necessarily ability at all times. For example if you are in the age range of 9-10 you are probably in the fourth grade in most traditional classrooms. All these students, even though might be at different cognitive levels, are all taught in similar ways. The idea of learning at the appropriate cognitive level, versus age, would be an outstanding method for students to reach their maximum cognitive potential!In both the traditional classroom and brain-based learning classroom the teacher should always be prepared prior to teaching with differentiation in mind for his/her students. Depending on the activity in both types of classrooms the desks might be in groups of separated for individual practice. This often times depends on the personality of the teacher and how they like to manage their class. Those that like students to communicate and don’t mind some noise most likely will have students paired or in cooperative groups. Contrary though to teachers who like it quiet may have students arranged in rows, this would probably be more consistently seen in a traditional classroom. In addition, both classrooms try and always engage student’s minds and body for an optimum learning experience. Both brain-based and traditional classrooms practice elaboration and memory strengthening to check for learning accuracy as well.A major strength in brain-based learning that is lacking in a traditional classroom setting is the settling time of new information. Jensen (2005) states, “After a learning session, do what you can to give students a way to let the content settle. Take time for breaks, walks, or a short nap (p. 148-149).” In the traditional classroom time seems to be very limited and never enough of it. Teachers and administrators often feel the pressure of high stakes testing to fit in as much information to our students that they have time for. Simply, stopping to “smell the roses” while the new information processes aren’t done very frequently. With understanding more how the brain works I hope to design lessons and methods more selectively for optimum student relevance. Encouraging physical activity is one area I hope to focus more on. Many of my students go outside and sit at recess, so I am going to initiate a walking club. I have several pedometers and we can easily log the miles walked, for those who don’t want to play on equipment, and turn it into a math lesson. I also need to make sure I’m adequately reviewing and allowing students time to process new information. A great quote to think about in Jensen (2005), “Too much, too fast, it won’t last.” The biggest challenge I see with allowing students proper time to process is not covering as much content as I’m supposed to. The downfall is that student’s probably won’t do as well on all areas of our mandatory state test, but I think the areas that we cover they will understand at a much deeper level than ever before. Applying brain-based learning strategies will help students develop a better mathematical foundation instead of skimming the surface like I’ve always done before. “A mile wide and an inch deep” is how I’ve always described our curriculum. I hope to go deep sea diving with my students from this point instead.REFERENCESHidden Curriculum (2014, August 26). In S. Abbott (Ed). The Glossary of Education Reform. Retrieved from: , E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria, VA: ASCD.Michael, J. (January, 2009). Disadvantages traditional classroom. Retrieved from: ................
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