Kaufman+Discussion

=Summary of Discussion on Kaufman Article: "Engaging Students with Brain-Based Learning" = Many of the concepts discussed in the Kaufman article were common ideas found in the original resource of the 12 Brain-Based Learning Principles. We highlighted the relevant ideas that our group took away from this article below. Continue to the bottom of the page, to read our individual reflections on the article.
 * The B.R.A.I.N. B.A.S.E.D. strategies helped to outline specific examples of how to implement the brain-based learning in the classroom.
 * It's very important to create an emotional connection for students to have meaningful learning occur.
 * Learning should be contextual to provide meaning and relevance for the students.
 * Ensure a positive experience for the students to avoid what the article calls "student downshifting" when they are no longer able to learn at their optimal state.

An image from the article that provides specific examples of teaching strategies using Brain-Based as the acronym.

=Group Members Reflections =

Keenan- The Kaufman article is a wonderful article about brain-based learning, because it actually talks about how brain-based learning can be implemented inside a classroom. The explanations about positive emotions impact on learning is wonderful. Primarily the idea of the downshifting where students learn less based on levels of comfort, and the teacher's imperative to create comfort zones so that students will be able to extend beyond the comfort zones. I think this is a wonderful idea in the class and should always be encouraged by teachers step by step.

The B.R.A.I.N.B.A.S.E.D. strategies are also very good at providing examples in how to apply brain based learning that are simple to understand. The strategies give the brain a workout and they make brain based learning an activity to train the brain into a learning apparatus.

Megan- After reading the somewhat abstract principles in the our first resource, it was refreshing to read this article by Kaufman, which applied the principles and research so practically to the classroom setting. Three points really stood out to me as I read through the article: learner-centered experiences, emotional connections, and contextual learning.
 * Learner-centered experiences are obviously important, but I find them challenging to create. Probably based on my experiences as a student, my natural tendency as a teacher is to be the center of the classroom. I have to coach myself to pass the power of discovery on to my students. When I am the center of the classroom, I feel as though I can control the situation; when the students are the center, the outcomes are not as controlled. Does anyone else struggle with this? I am slowly learning the balance of guided exploration, so students still arrive at the necessary conclusions but are free to get there in their own way and time. This matches up perfectly with the brain-based research that reveals that learning is much more meaningful and lasting when it is learner-centered.
 * Students need to have a connection with their learning, and one of the ways brain-based research shows that this can be done is through emotional experiences. What are some ways you create these in your classrooms? I try to elicit emotions such as surprise, fascination, and urgency for change. Students always remember surprising results, such as when they are expecting one outcome (the small intestines are only a couple feet long) and it turns out otherwise (the average length of the small intestines is 20 feet! - can you tell we're studying the digestive system?!). I try to encourage fascination at the way numbers work together and create patterns, at the intricacies of our world in science, etc. Urgency for change comes through when discussing environmental issues, which is something I'm very passionate about. These sorts of connections help with retention because the brain stores them in relation to the emotional attachment.
 * Contextual learning stood out to me because I remember thinking the same questions that many of our students think (or ask) today - //why do I need to know this?// It is important that students recognize and understand the //why,// so their knowledge is given some sort of context. This motivates them to learn it and helps them to remember it. This is why I always use story problems when I teach math because it takes the operations and processes beyond numbers and gives them meaning.

Thanks for sharing this article by Kaufman. This was the part of this online-resources assignment that gave our reading and research context and application for me. Brain-based learning applies to grad students too!

Jennifer - The Kaufman article directly relates and extends the information from our original articles on Brain-Based Research. I agree with Kaufman (2008) that it is important that teachers move from an information delivery approach to a more learner centered approach. I believe teachers should consider students personal and diverse backgrounds, cultures, academic ability levels, and personal interests when planning for instruction. Teachers should give students some choice during lessons and allow students to explore and extend concepts as they study them in order to help their brains comprehend complex ideas. I also agree with the article that students should have many opportunities to experience learning themselves with involved hands-on activities. The article explains that students learn concepts better when they have an emotional connection or personal interest in the topic. Personally, I tend to remember concepts better when I have an emotional connection to the material and when I can relate to the information. Additionally, the article's description of "creating an enriched environment for learning" are very insightful and useful to educators. Teachers should consider the many components for creating an enriched learning environment when organizing, planning, and teaching lessons to students.

Amy - Similarly, I found the Kaufman article very explicit in providing relevant examples of the Brain-based Learning Principles in action. It was nice to have the article remind us that teachers are actually conducting brain research regularly without recognizing it by testing out different strategies that are most effective in reaching all learners. I agree with Kaufman, that the information and patterns teachers' find should be shared more widely! With the growing use of social networking and technology, I believe communication between professionals will be made more accessible all the time. Kaufman further supports Caine and Caine's findings that teaching should complement the development of the brain in the physical, emotional and social aspects of learning. Megan brings up a great point that shifting a classroom culture to be learner-centered can give the educator a sense of lack of control. However, I think that a teacher will become much more willing to let the students explore with practice and improved academic outcomes to validate that style of teaching. Jennifer, I think that you are right on when you say that the teachers should consider the student diversity when planning. If an educator uses that information in their planning and instruction, they have a better chance of giving the student a relevance to the topic, and connecting them emotionally with the learning. The article referenced previous research where a teacher was able to achieve the same academic outcomes in half the amount of time of a traditional lecture course by using hands-on experiences in an agriculture class. Our group seems to agree that the 12 Brain-based Learning Principles outline great ideas to keep in mind when planning, but Kaufman's article really helped to provide a clearer picture on what they may look like. Vicki- This article stood out to me during my search for additional resources because of it's relevancy not only to elementary through high school students in our classrooms, but to us as graduate students as well. The charts and pictures presented in the article help thoroughly explain the importance and development of brain-based learning in the classroom through, eliciting emotion, encouraging social activities, engaging students in active learning. This article also discusses Caine and Caine's findings as they are related to all aspects of learning. Caine and Caine are mentioned in the original resource we were provided with, but this article expands on their findings. The chart at the very end of the article summarizes, for me, what we need to do as educators to create an "enriched environment for learning". In order to do this, we need to find a balance between creating an emotional climate, instructional activities, and ensure active processing in every lesson. With out these three elements, we are not allowing for all aspects of learning to be engaged, there for not completely capitalizing on brain learning capacities. The BRAIN BASED teaching strategies provide an explanation of how to engage //all// students, not just most, so that every student is working to their full potential. Kaufman's article about brain-based learning is extremely valuable because it breaks down what it means to stimulate and activate the brain in our students, and as students, in order to allow us to reach our full potential and get the most out of our learning experiences.