The Global Aspects of Brain-Based Learning
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| Title: | The Global Aspects of Brain-Based Learning |
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| Language: | English |
| Authors: | Connell, J. Diane |
| Source: | Educational Horizons. Fall 2009 88(1):28-39. |
| Availability: | Pi Lambda Theta, Inc. 4101 East Third Street, Bloomington, IN 47401-5599. Tel: 800-487-3411; Fax: 812-339-3462; e-mail: office@pilambda.org; Web site: http://www.pilambda.org/horizons/publications%20index.htm |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Adult Education Higher Education |
| Descriptors: | Multiple Intelligences, Brain, Educational Strategies, Learning Strategies, Theory Practice Relationship, Emotional Intelligence, Educational Principles, Teacher Education Curriculum, Classroom Techniques, Global Approach, Neuropsychology, Student Diversity |
| Geographic Terms: | United States |
| ISSN: | 0013-175X |
| Abstract: | Brain-Based Learning (BBL) can be viewed as techniques gleaned from research in neurology and cognitive science used to enhance teacher instruction. These strategies can also be used to enhance students' ability to learn using ways in which they feel most comfortable, neurologically speaking. Jensen (1995/2000) defines BBL as "learning in accordance with the way the brain is naturally designed to learn" (p. 6). Perhaps the most important aspect of BBL is that it encompasses and combines specific types of research-based academic interventions as well as applied aspects of emotional learning. During the past 20 years the field of BBL has grown tremendously. It is reasonable to expect that its research and applications to teaching and learning will continue to expand in the United States and in many countries around the world. The newest multiple intelligence (MI) brain research has threefold advantages: first, it provides educators access to brain research to make academic brain-based connections to teaching and learning. Second, it allows educators to design classroom and school environments that accommodate a growing diverse group of student learners. Finally, it is becoming clear that BBL research and strategies provide a solid foundation for educators around the world to create successful Learning and the Brain Communities, a type of "community" based upon two principles: (1) creating a learning atmosphere that intentionally welcomes and accepts all learners and (2) using effective, research-based academic BBL strategies to enhance student learning. |
| Abstractor: | ERIC |
| Number of References: | 40 |
| Entry Date: | 2010 |
| Accession Number: | EJ868336 |
| Database: | ERIC |
| Abstract: | Brain-Based Learning (BBL) can be viewed as techniques gleaned from research in neurology and cognitive science used to enhance teacher instruction. These strategies can also be used to enhance students' ability to learn using ways in which they feel most comfortable, neurologically speaking. Jensen (1995/2000) defines BBL as "learning in accordance with the way the brain is naturally designed to learn" (p. 6). Perhaps the most important aspect of BBL is that it encompasses and combines specific types of research-based academic interventions as well as applied aspects of emotional learning. During the past 20 years the field of BBL has grown tremendously. It is reasonable to expect that its research and applications to teaching and learning will continue to expand in the United States and in many countries around the world. The newest multiple intelligence (MI) brain research has threefold advantages: first, it provides educators access to brain research to make academic brain-based connections to teaching and learning. Second, it allows educators to design classroom and school environments that accommodate a growing diverse group of student learners. Finally, it is becoming clear that BBL research and strategies provide a solid foundation for educators around the world to create successful Learning and the Brain Communities, a type of "community" based upon two principles: (1) creating a learning atmosphere that intentionally welcomes and accepts all learners and (2) using effective, research-based academic BBL strategies to enhance student learning. |
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| ISSN: | 0013-175X |
