BRAIN-BASED LEARNING THEORY Institution Applying Theories and Principles for Planning and Enabling Inclusive Learning and Teaching Learning which is Brain-based is the purposeful engagement of various fundamental strategies that apply to the way the brain works in regard to education and learning…
The best way to understand Brain-based education is through three words namely: principles, strategies and engagement. Thus, learners have to be engaged and it has to be done with strategies, which are real science based (Darling-Kuria, 2010, p. 02). Brain-based learning effectively ensures to produce a more efficient learning process, which assists the student through comprehension on how the brain delivers, and learns the valuable learning environment possible. Therefore, brain-based learning is the vigorous engagement of strategies that are purposeful on principles, which are effectively derived from neuroscience. Brain-based learning is done in accordance to the way the brain is designed naturally to learn. This study will extensively discuss the various merits of the curriculum, which are taught through instructions, where it is taught, how it taught, the environment, how it measured, and the assessment (Call & Featherstone, 2010a, p.05). A research done recently shows that adults have a paramount role in facilitating for the children an early environment that is stimulating. There is therefore a need of the classrooms to have a link that is nearly close to the real-world environment. The curricula being taught should include problem layers, cultural and many sensory layers that effectively stimulate and excite the noble neural networks of the brain. It is also evident that an individual cannot learn in the same way to the other people and thus each individual has his/her own learning style. Evidently, artificial stress on the children is inevitable if the children are forced to learn under ineffective conditions, which greatly interfere with how they learn. These conditions reduce and depress their performance results as well as their motivation. Educators should therefore ensure to embrace the children as individuals and not as a collective class that deserve uniform practices since they are supposed to incorporate diverse teaching skills (Taylor & Mackenney, 2008, p.18). Additionally, educators must provide complex instructions, which effectively enhance and develop learning profiles individually. Complex instruction is multifaceted and it involves providing a variety of resources, groupings, instructional materials, and assessment instruments. Additionally, structured classroom time devoted to emotional and social skill building, group problem solving, and team building strengthens academic learning. Research conducted recently on learning and brain indicates that the brain effectively responds more to learning environments that are enriched and which involve as many of its processing centers as possible. Thus, educators have to allow the children to have rich experiences and then give them time and opportunities to make sense of their experiences by finding and reflecting connections in how things relate to each other. Lessons stimulating emotions, senses, and memory aid cognition and future retrieval in real world situations (Call & Featherstone, 2010b, p.35). The student usually benefits from a type of captivation in which wide selections of motivations are integrated so that the experiences are more genuine and engaging. These experiences should have problem-solving skills in learning different theories and facts since they are personally and meaningfully rewarding to the learners and thus being more inspiring and rewarding. Learners learn ...
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