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As such, various researches have been conducted over the years in relation to this method of teaching. One of them dealt with finding the correlation between the use of the brain-based learning and the learning process and the the effect on the students confidence (Politano & Paquin, 2000).
As earlier mentioned, the topic of brain-based learning has seen various researches and one of the areas has touched on the students’ learning process. As such, the research on the teaching method has focussed on how the brain functions in enabling the students to learn new concepts and skills over a given period and exposure. For example, the concept of neuroplasticity, an area researched under the brain-based learning, shows that there exist neural connections in a brain that are capable of remapping and reorganizing themselves the moment a person is exposed to new things to learn or new experiences. It has also been found that the learning process of a person is dependent on the brain’s capacity to handle various activities at a go. Additionally, research on the brain-based learning explains that the same type of information is likely to be stored in various parts of the brain. As such, the brain-based learning depends on the emotional state of the learner during the learning process, which can be facilitated by factors such as diet, stress and exercise among other conditions. For this, it is evident that the use of brain-based learning technique highly enhances the learning process of the students (Politano & Paquin, 2000, p. 123).
In regard to the confidence, brain-based learning has been found to be efficient in reducing anxiety in learners who are struggling with activities such as reading, pronunciation or any other learning-related activities. As such, tutors can use this technique to seek the right opportunities that can be used to emphasize the ability of the learner towards the achievement of the brain that they would want. Brain-based learning may also
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Case Study: Work based learning Introduction It is often said that the learning occurs during childhood and may last until the death of a person. Within my work placement, I work in a public nursery school, with children in the range of 1 – 6. My duty is to help and assist them to do stuff that are needed for their studies, physical and intellectual development.
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.
Information deemed relevant by the brain's control mechanism is processed and stored along a neural connection. Over the course of our lives, experience provides us with new information which is processed simultaneously up from the senses and down from the memory.
One of the key purposes of brain-based learning is establishing a link between learning and real life experiences of the student (Caine, & Caine, 1991).
The origins of brain based learning can be traced back upon the cognitive learning theory. The main feature of cognitive approach is the principle of conscious information processing: it focuses upon "learners' ways of receiving, storing retrieving, transforming, and transmitting information" (Merriam and Caffarella, 2001).
The process of learning encompasses “cognitive, emotional, and environmental influences and experiences” in order to enhance “one’s knowledge, skills, values, and world views” (Learning Theory 2009). The main objective of learning theories is to provide a conceptual framework that explains the complex process of learning.
In modern times, students are encouraged to understand their personal learning style in order to maximize one’s learning potential. While some individuals may only need to read to understand a lesson, others may need to hear
This research study conducts a qualitative analysis using a phenomenological approach in the investigation and exploration of brain-based learning theory strategies for learners with ADHD. In this regard educators with
ploy brain-based strategies in the classroom to improve their students’ performance are apparently better able to influence the learners fully on social, motivational and cognitive levels.
The study will therefore be designed in such a manner to evaluate two characteristics
For example, the concept of neuroplasticity, an area researched under the brain-based learning, shows that there exists neural connections in a brain that are capable of remapping and reorganizing themselves the
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