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    BBL

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    Fide De los Santos
    This document discusses research on brain-based instructional practices in reading and literacy. It outlines key topics like learning as a process, articles on the topic, and brain-based education. Brain-based learning is described as a learner-centered approach that maximizes learning by addressing whole personal traits through relaxed alertness, orchestrated immersion, and active processing techniques. These techniques engage both brain hemispheres simultaneously through physical movement, socialization, differentiation, chunking learning, creativity, emotional connections, and stress management.

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    BBL

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    Fide De los Santos
    61 views17 pages
    This document discusses research on brain-based instructional practices in reading and literacy. It outlines key topics like learning as a process, articles on the topic, and brain-based education. Brain-based learning is described as a learner-centered approach that maximizes learning by addressing whole personal traits through relaxed alertness, orchestrated immersion, and active processing techniques. These techniques engage both brain hemispheres simultaneously through physical movement, socialization, differentiation, chunking learning, creativity, emotional connections, and stress management.

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    This document discusses research on brain-based instructional practices in reading and literacy. It outlines key topics like learning as a process, articles on the topic, and brain-based education. Brain-based learning is described as a learner-centered approach that maximizes learning by addressing whole personal traits through relaxed alertness, orchestrated immersion, and active processing techniques. These techniques engage both brain hemispheres simultaneously through physical movement, socialization, differentiation, chunking learning, creativity, emotional connections, and stress management.

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    61 views17 pages

    BBL

    Uploaded by

    Fide De los Santos
    This document discusses research on brain-based instructional practices in reading and literacy. It outlines key topics like learning as a process, articles on the topic, and brain-based education. Brain-based learning is described as a learner-centered approach that maximizes learning by addressing whole personal traits through relaxed alertness, orchestrated immersion, and active processing techniques. These techniques engage both brain hemispheres simultaneously through physical movement, socialization, differentiation, chunking learning, creativity, emotional connections, and stress management.

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    RESEARCH ON

    BRAIN-BASED
    INSTRUCTIONAL PRACTICES
    IN READING & LITERACY
    FAITH SANTOS DR. JUDE BAUTISTA
    PHD READING EDUCATION PROFESSOR
    OUTLINE

    • Learning as a process
    • Articles on Brain-Based Instructional Practices
    • Brain-Based Education
    • Instructional Techniques Associated with BBL (Brain-Based Learning)
    ARTICLES

    • GÖZÜYEŞİLa, Eda. (2014). The Effect of Brain Based Learning on Academic Achievement: A
    Meta-analytical Study. Educational Consultancy and Research Center. Niğde University.
    • Ramakrishnan, Jayalakshmi. (2018). Brain-based Learning Strategies. International Journal of
    Innovative Research and Studies.
    • Salem, Ashraf Atta Mohamed Safein. (2017). Engaging ESP Students with Brain-Based Learning
    for Improved Listening skills, Vocabulary Retention and Motivation. English Language Teaching,
    10 (12), 185-195.
    • Winter, Renee. (2019). The Benefit of Utilizing Brain-Based Learning in Higher Education Online
    Environments. Journal of Instructional Research, 8 (1), 82-91.
    LEARNING AS A PROCESS

    • Learning is a complex process, despite the advent of several teaching and learning theories,
    approaches and strategies. The ultimate goal teachers aspire to achieve is to get their students
    involved and hopefully engaged in the lesson through carefully selected teaching practices.
    Teachers’ success to use effective instructional practices is a guarantee to maximize students’
    learning and optimize their motivation, involvement and engagement. Spada and Lightbown (1999)
    argue that learners have clear preferences for their learning, if teachers take into account learners’
    individual characteristics and preferences, they can create better learning conditions that triggers
    meaningful learning. Therefore, paying a due attention to the learners’ personal characteristics,
    learning styles, and traits exaggerate the possibility of leaning meaningfully.
    BRAIN BASED LEARNING APPROACH (BBLA)

    • Teaching practices that cope with the way learners think and feel are the most effective ones to
    “enhance learners’ motivation, thereby increasing their academic achievement” (Kok, 2010).
    Among effective teaching approaches is the Brain Based Learning Approach (BBLA), it refers to a
    learning method which concerns the characteristics the brain is naturally designed to learn (Jensen,
    2000). It is a teacher facilitated approach that utilizes learner’s cognitive endowments as it is based
    on brain-based learning principles (Thomas & Swamy, 2014).
    TEACHER-CENTERED VERSUS LEARNER-
    CENTERED
    • Traditionally, teaching strategies focused mainly on what teachers do or able to do at classroom
    with no attention to the learners’ characteristics. On the contrary, Learner-centered approach to
    teaching and learning pay a due attention to what learners can do to maximize their learning rather
    their teachers. Respress and Lutfi (2006) view that traditional teaching approaches, students rush to
    learn through a basic curriculum designed with homogenous learning styles with no consideration
    of students’ learning styles and preferences. This leads to lack of enjoyment, boredom, and
    underachievement.
    BBLA’S LEVERAGE OVER TRADITIONAL
    APPROACHES
    • Unlike traditional approaches to teaching and learning that inhibit learning through ignoring brain’s
    natural learning processes, learner- centered approaches such as BBLA, maximizes learning as it
    addresses learners’ whole personal traits, it is a holistic approach towards learning. Jensen (1996)
    states that Brain Based Learning favors the brain’s natural operational principles so as to attain
    maximum attention, understanding, meaning and memory.
    12 MAIN BRAIN COMPATIBLE
    LEARNING & TEACHING PRINCIPLES
    • the 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
    • the brain processes parts and wholes simultaneously
    12 MAIN BRAIN COMPATIBLE
    LEARNING & TEACHING PRINCIPLES
    • learning involves both focused attention and peripheral perception
    • learning always involves conscious and unconscious processes
    • learning depends on both spatial memory system and a set of systems
    • understanding and remembering best achieved once facts and skills are embedded in
    natural and spatial memory
    • learning is enhanced by challenge and inhibited by threat, and also each brain is unique
    (Moghaddam & Araghi, 2103).
    BRAIN-BASED EDUCATION

    • Brain-based Learning Theory is based on the structure and function of


    the brain
    • Purposeful engagement of strategies that apply to how our brain works
    in the context of Education
    • Brain-based Learning Strategies engage both hemispheres of the brain
    simultaneously
    INSTRUCTIONAL TECHNIQUES ASSOCIATED
    WITH BRAIN-BASED LEARNING (BBL)

    ORCHESTRATE RELAXED ACTIVE


    D ALERTNESS PROCESSING
    IMMERSION

    INTERACTIVE ELEMENTS
    BRAIN BASED LEARNING IS A STRATEGY THAT DEPLOYED TEACHING PRACTICES VIA
    THREE INSTRUCTIONAL TECHNIQUES; RELAXED ALERTNESS, ORCHESTRATED IMMERSION,
    AND ACTIVE PROCESSING (CAINE & CAINE, 1991).

    • Relaxed Alterness: Providing relaxing teaching/learning environment creates optimal emotional and
    social climate for learning. Relaxed though challenging teaching environment with minimal threats
    provides effective learning practices (Gulpinar, 2005). Learners’ interest in the material taught
    optimizes their learning, and relaxed brain triggers learn. Therefore, teachers should do their best to
    eliminate fear in learning environment (Caine, Caine, & Crowel, 1999; Gozuysil & Dikicl, 2014;
    Thomas & Swamy, 2014).
    • Orchestrated Immersion: Effective teaching practices involve student’s concentration on the
    contents they learn. Learners also have to use memory to explore the content that is characterized
    with holistic and correlative nature (Caine & Caine, 2002).
    BRAIN BASED LEARNING IS A STRATEGY THAT DEPLOYED TEACHING PRACTICES VIA
    THREE INSTRUCTIONAL TECHNIQUES; RELAXED ALERTNESS, ORCHESTRATED IMMERSION,
    AND ACTIVE PROCESSING (CAINE & CAINE, 1991).

    • Active Processing: Learners with active brains achieve meaningful learning through memory work
    that relate new objects to the ones already exists in the cognitive structure (Duman, 2007). Thus,
    teachers should allow learners to consolidate and internalize information through active processing
    (Caine & Caine, 1991).
    BRAIN-BASED STRATEGIES

    • Physical Movement
    • Socialization
    • Embrace Differentiation
    • Chunk Learning
    • Encourage Creativity (Art Curriculum)
    • Make emotional connections (Amygdala)
    • Teach Stress Management
    • Study Brain Development
    • Online Learning

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