Planning and Enabling Inclusive Learning and Teaching - Essay Example

?BRAIN-BASED LEARNING THEORY 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. There is a thin line between being educated and being learned. Brain-based learning is in real sense a no-brainer since the brain in intimately connected and involved with everything that the students and educators do at school. Thus, any disconnect among these paramount factors is an ultimate recipe for frustration as well as potential disaster. 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 best through self-direct learning skills since they translate into more innovation and levels of high complexity when it comes to skills of problem solving. The more personal meaning a learner experiences in combination with any material to be learned, the greater the retention and application will be. An example of a type of enriched learning experience is placing students in small groups and assigning problems that are open-ended, challenging, and related to the real world. Within the groups, students are given tasks that are organized around central themes that can be learned in different ways and require an assortment of abilities. A product is then developed and presented to the class. Individual assignments center around each student's reflections on what they learned and how well the problem is solved and presented to the class. This type of learning engages the entire body and mind and invites learners with various learning methods to engage in the work of learning as well (Call & Featherstone, 2010b, p.47). Learning styles are a combination of various elements, which affect directly on hoe the student learns and therefore there is the need of incorporating individual processing and acquisition of various information during the process of learning. An in-depth comprehension on how the brain functions’, learns and works is vital in understanding of learning styles. Each individual is different since his or her backgrounds, attitudes, feelings, attitudes shape them, and the learning style should ensure that it learns and acquires information individually. Each individual’s brain functions differently which also affects the leaning style and therefore the presentation, content and design of every activity in learning by the students should incorporate the different learning and thinking styles of the learners. The fundamental key point is to effectively perform and design various learning activities that meet the expectations of the learners using a number of learning styles. Learners must be taught on how the brain learns and functions in order for it to process and acquire information (Taylor & Mackenney, 2008, p.46). Learning through movement can increase blood flow to the brain, which helps improves the concentration, memory, organization and physical coordination. Girls and boys seem to have different ideal learning styles in the classroom. Commonly, boys would rather learn kinesthetically, while girls are auditory. Boys have the tendency of preferring non-fiction readings whereas the girls like fiction. In order to keep both genders interested, the educator should observe the roles played by males and females during their teaching in order to ensure lessons effectively enhance the promotion and preference of the boys and girls learning styles. They should also keep as much movement in the classroom as possible in order to assist in keeping the active boys more interested. The educator should try using manipulative and other concrete objects during their lessons in order to benefit the hands on learners in their classroom (Lucas, 2008, p. 04). Finding a common interest among boys and girls can be very tricky. Previous studies have shown that boys prefer math and science, while girls are more willing to read and write. There are various ways to help both genders to learn collectively which include allowing the boys to write about their interests and if the topic is something that they are excited about, then their writing will have much more meaning to them. The educator should take of advantage of lunchtime where students are paired up in accordance to their interest, which are common to them instead of the usual gender setting. This will the students help the learners to comprehend that they share a lot with each other and this will also greatly enhance their bond. The reading in class by the educator should be done aloud in order to attract the attention from those students who dislike reading since such students learn through hearing (Call & Featherstone, 2010a, p.79). In the classroom, music is used since it arouses the brain as well as affecting the brain waves, blood pressure, pulse and the muscle tension. Recent research has shown that students learn best with the use of sound in order to concentrate. Lessons that are upbeat should incorporate music that is has steady beats and quick tempo and calm music is used for work time that is quite. The classroom should ensure that it has different music collections for various lessons. In the brain-based learning style, the vital puzzle piece is fun since it encompasses together other students’ ideas. It gives a sense of ownership and motivation to a students’ learning while making them laugh and smile. The educator should engage the learners in activities that are enjoyable and creative since they provide positive learning experiences. Among the strategies used, include the integration of fun during learning, for example flexing out in the morning, the use of humor in the classroom and allowing jokes from the students in order to set a fun-filled classroom environment. The promotion of teamwork, activities that are hands-on and student self-induced learning are among other significant examples (Darling-Kuria, 2010, p. 14). In order to achieve a structured academic learning, the teacher should ensure that the environment is clear of any foreseeable dangers. The atmosphere created by the teacher for the students has a significant influence to the student’s learning. To achieve maximum potential from the students’ brains, the teacher should set up an atmosphere, which will contribute in maintaining a positive environment. Threatening environments set in motion the stress-response system. In addition, this cycle is swift and provide for a short-term, high-energy response. Thus, the entire system is regulated to offer the much-required capacity in dealing immediately with situations and then returns quickly to a capacity, which is conducive for learning (Darling-Kuria, 2010, p. 26). There are a number of methods, which a teacher must take into consideration in maintaining a positive learning environment. Among these methods are coloring the classroom since it has a vital impact on the brain’s reaction and they include situations where primary students use colors that are high-contrast such as yellows, reds, and oranges. If the teacher does not have control over this situation, he/she should ensure to sweatshirts and/or keep blankets in the classroom. This mainly applies to those students who experience cold consistently. In addition, another method involves the allowance of fresh air into the classroom especially when the outside temperature is desirable. Additionally, the teacher should keep the classroom neat and orderly. The teacher educator must strive to be a role model for the learning institution in order to influence the students to follow suit. Stress in the learning environment, such as demands to perform within tightly structured periods or under circumstances that do not agree with the learner, discourage the learning process, and restraining creative thinking and memory retention. Integrating stress-relieving activities, however, is helpful for sustaining a brain-based approach that pleases the needs of the learner in an environment, which is supportive and not suppressive. These activities include stretching and other physical activity breaks, practice, and training in emotional managing skills. The teacher should make the classroom comfortable and the students should feel as if they are in a home environment by the creation of a zone that makes the learners safe, successful and relaxed (Call & Featherstone, 2010a, p.102). Lighting can also have an effect on the students learning process since they stimulate the mind. Various studies have shown that natural light enhances and promotes attentiveness as well as positive attitude to a student. Thus, natural light is important in the classroom for effective learning and this is done by way of opening the windows and the use of skylights where possible (Darling-Kuria, 2010, p. 67). Seating plays a vital role in a student’s achievements as well. Sitting in the usual uncomfortable classroom seat and desk combination all day can deter learning. To reduce distractions to the brain, students should have options of the type of seating they prefer such as desks and chairs, rugs, beanbags, video game chairs or pillows. The educator can try changing the seating regularly in the room to continue to raise the attention and interest to the students, and be aware of the students sitting on the outside and the back of the room as they generally receive the least amount of attention (Taylor & Mackenney, 2008, p.118). Establishing goals for each student to achieve personally will enhance the teacher’s ability to measure how well or not so well, a student believes they can do. The educator is responsible for student instructions on noble methods of establishing their individual goals, what is required to work in the direction of their goals and the final achievement of them. Thus, the educator acts as a guide to the students in their goal achievements and they are supposed to ensure that students work with the right mind-set and motivation. The teacher should always give feedback; the more feedback a student receives the better chance he/she has in staying on the right course to achieving their goal. One example is to post a Goal Chart in the classroom to allow students to develop their own goals and see them daily, but make sure the goals are specific, measurable, attainable, realistic and timely (Call & Featherstone, 2010b, p.174). In conclusion, the teacher should have high expectations for everyone in the class. Expectations can make or break a student’s enthusiasm to learn. In order to have a positive effect on all students, the teacher must have high expectations for every person in their class. They must present themselves in an energetic light and have the faith that the students can complete what needs to be accomplished. When the teacher’s attitude and expectations are high, the students will feel safe and will want to live up to those expectations (Maed & Ba, 2011, p. 22). Reference List Call, N., & Featherstone, S. (2010a). The thinking child resource book: brain-based learning for the early year’s foundation stage. London, Continuum International Pub. Group. Call, N., & Featherstone, S. (2010b). The thinking child: brain-based learning for the early years foundation stage. London, Continuum. Darling-Kuria, N. (2010). Brain-based early learning activities: Connecting theory and practice. St. Paul, MN, Redleaf Press. Lucas, B. (2008). Engage your brain for learning. Alexandria, VA, American Society for Training and Development. Maed, J. D. S & Ba. (2011). Whole Brain Learning Theory in Education. New York, AuthorHouse. Taylor, G. R., & Mackenney, L. (2008). Improving human learning in the classroom theories and teaching practices. Lanham, Md, Rowman & Littlefield Education. Read More