Brain-based Learning

The field of brain based learning is rapidly growing and beginning to influence many educational institutions. As technology progresses exponentially, the amount of data collected concerning brain structures and functions is amassing. As we learn more and more about brain physiology, hormonal/chemical influences and gene activation, the natural progression is to apply this knowledge to behavior and learning.
It has long been realized that the brain reshapes itself as we learn. This neuroplasticity arises from new neurons forming and connecting as our experience grows. As we learn, these connections increase and the fabric becomes more intricate. In order to make a network capable for more permanent retention, repetition is necessary to imprint the new learning. The old saying ‘practice makes perfect’ is incorrect, as it is necessary to practice as perfectly as possible. It is much more difficult to relearn something as opposed to learning correctly the first time. This is indicative of proper teacher modeling and plenty of guided practice that is essential to students in acquiring new knowledge. Assimilating new knowledge with prior knowledge is vital for teachers to pre-assess and for teachers to point out the new connections. Many theories exist about cognitive functioning, but in brain based learning each child’s learning environment is tailored to their particular style.
All children come to school with a brain that is equipped and capable of learning. Yet each student varies in the way they acquire and process information. This catering to individual learning styles can be a revolutionary medium and provides intrinsic reward for students. A holistic approach regards each child as individual learners and seeks to enable success from the learner on their own terms. In general, brain based learning has influenced education by the following enhancements: learning environments are comfortable with various lighting conditions, brain warm-ups are employed, and schools emphasize proper nutrition, kinesthetic activities and rest periods for increased brain functioning. Lessons are more hands-on in nature, real world applications and environments are utilized when/wherever possible and the students are allowed to develop their strengths while gaining support for their needs. The learning spaces become safe havens and seek to reduce stress and anxiety.
Yet, the real world practicality of such an arrangement is extremely difficult. Funding, technological shortcomings in districts, overcrowded classrooms and limited resources all detract from this model. Furthermore, the leap between what brain researchers discover and the connection to a child’s mind has been overemphasized and not thoroughly researched. It is difficult to conjoin information derived from the investigation of neural processes and structures to actual childhood behavior in a real-world setting.
The most promising aspect of brain based research is the many astounding advances being made with assistive technology to aid the special needs population. As our knowledge of mapping the brain increases, it becomes more likely to interface with computers and machinery to assist those with limited functioning.