The Twelve Principles of Brain Compatible Learning
As Frank Smith said in his book, Insult to Intelligence, “Learning is the brain’s primary function, its constant concern, and we become restless and frustrated if there is no learning to be done.” Our Middle States
Reaccreditation project “Illuminating Minds through Brain Compatible Learning” centers around this concept using the following twelve principles of brain-based learning developed by Renate and Jeffrey Caine.
1) The brain is complex.
According to Jensen & Caine, the brain is a multi-tasking tool and therefore, instruction should utilize a variety of methods and strategies. Teachers in all grade levels at Notre Dame de Lourdes School develop different educational techniques in order to support the brain’s complexity. Ball toss, Charades, Brain Breaks, Pantomime, Role Playing, and Simon Says are some examples you could see on a walk- through of our classrooms.
2) The brain is social.
Learning is greatly affected by emotions. Making our students feel welcome and comfortable is an important part of who we are. In order to reduce stress levels, students are made aware of teacher expectations through welcome messages and posted agendas. From Morning Meetings to Peaceful Conflict Resolution, students are provided a forum to express their opinions in a safe environment. Interactive bulletin boards, cooperative learning, and peer conferencing are some of the ways our students relate with one another.
3) Search for meaning is innate.
Stability and familiarity are paramount to a safe and effective learning environment. Schedules and rules are posted, classroom and hallway etiquette is discussed and modeled, appropriate and timely feedback is provided to ensure all students are aware of what is expected of them.
4) Meaning occurs through patterning.
Every effort is made to integrate the curriculum with the student’s personal experience here at Notre Dame de Lourdes School. Hands-on activities, thematic units, and visual aids are some activities to help students connect the concrete to the abstract. In addition, we invite Guest Speakers, Readers, and “Scientists” into our classrooms so that students can make meaningful, real-life connections to learning.
5) Emotions are critical to patterning.
According to current research, students’ feelings and attitudes impact and determine future learning. In general, the environment needs to be supportive and marked by mutual respect and acceptance both within and beyond the classroom. To integrate this principle, our faculty warmly greets their students each morning and follows the school’s peaceful conflict curriculum and bully prevention program.
6) Brains create parts and wholes.
In the past, classroom instruction has focused on teaching to the strengths of the left and right hemispheres of the brain separately. However, recent research has shown that they work in unison. Both hemispheres organize information in different ways and work as a whole to process this information. To this end, our teachers use thematic units, graphic organizers, maintenance sheets and the writing process to demonstrate how parts and wholes are related.
7) Learning involves both focused and peripheral attention.
The brain absorbs information through direct attention as well as from peripheral signals. When teaching and communication take place, the brain responds by using all of its senses. Classrooms at Notre Dame de Lourdes maximize unconscious signals through relevant displays, sounds and scents. Through their own interest, enthusiasm and modeling, our teachers engage the interest of students so that the unconscious signals appropriately relate to the importance of the topic. Examples include bulletin boards related to current curriculum, calming music and stimulating aromas. Classrooms are clear of clutter that may distract the students.
8) Learning involves conscious and unconscious processes.
The brain actively processes information, both consciously and unconsciously. Therefore time is allotted to allow students to reflect on what they have learned and experienced and to develop personal meanings. To incorporate this principle into the classroom, teachers have included brain breaks, interactive copybooks, laptops and journals into their lesson plans.
9) We have at least two ways of organizing meaning.
Research indicates that we have a natural, spatial memory system that allows for “instant” memory of experiences. An example of this would be where and what we had for breakfast this morning. However, facts and skills are organized differently for the brain and need much more practice and rehearsal. As educators, we are cognizant of the fact that memorization is important, but we must not ignore the personal experience of the student. The use of games and puzzles such as Jeopardy, Vocabulary Beach Ball and Multiplication Rap reinforces this concept.
10) Learning is developmental.
Learning is developmental and its success depends on using all of the senses and immersing the learner in a multitude of complex and interactive experiences. Here at Notre Dame de Lourdes School, we believe in the use of real-life activities. Nature Walks, Scientist for the Day and our Eighth Grade Wax Museum are just some of the ways that these ideas are integrated into the curriculum.
11) Complex learning is enhanced by challenge and inhibited by threat.
The brain downshifts under perceived threat and learns optimally when appropriately challenged. In this school teachers and administrators create a state of relaxed alertness in students. This combines general relaxation with an atmosphere that is low in threat and high in challenge. We begin each day by greeting every student and conducting class meetings where all are welcome to share their ideas. Older grades meet periodically with younger grades for prayer, special projects and fun activities.
12) Each brain is uniquely organized.
Although we have the same set of systems, including our senses and basic emotions, they are integrated differently in every brain. Subsequently, our school provides choices that are varied enough to stimulate individual interests so that each student can meet the challenges found in life. Learning Centers, KWL charts, student-created rubrics and presentations provide opportunities for student involvement. The more we learn, the more unique we become.
In conclusion, we hope that through the use of brain-based learning students will develop the skills needed to store, sort, and retrieve information as well as to make the connections necessary to acquire knowledge.