To summarize, there are at least twelve principles of brain-compatible learning that have emerged from brain research.
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Uniqueness – every single brain is totally unique.
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Impact of threat or high stress can alter and impair learning and even kill brain cells.
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Emotions are critical to learning – they drive our attention, health, learning, meaning and memory.
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Information is stored and retrieved through multiple memory and neural pathways.
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All learning is mind-body – movement, foods, attentional cycles, drugs and chemicals all have powerful modulating effects on learning.
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The brain is a complex and adaptive system – effective change involves the entire complex system.
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Patterns and programs drive our understanding – intelligence is the ability to elicit and to construct useful patterns.
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The brain is meaning-driven – meaning is more important to the brain than information.
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Learning is often rich and non-conscious – we process both parts and wholes simultaneously and are affected a great deal by peripheral influences.
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The brain develops better in concert with other brains – intelligence is valued in the context of the society in which we live.
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The brain develops with various stages of readiness.
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Enrichment – the brain can grow new connections at any age. Complex, challenging experiences with feedback are best. Cognitive skills develop better with music and motor skills.
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Implications for Instruction
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The brain learns best in cycles of 10-20 minutes, depending on the age of the learner. Interrupted breaks of 2-5 minutes should be allowed for reflection and processing new information.
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Teachers need to spend time helping learners connect new learning to their prior experiences. Learners must make sense of new information by first generating examples and relating content to what they already know rather than passively receiving or copying ideas.
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Learners need time for metacognitive activity to reflect and process their own learning. This can be done through journal writing, partner discussions, learning logs, or observation journals. Learners can work in small groups or pairs to teach each other or generate questions for further study and discussion.
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Be aware that learning involves both focused attention and peripheral perception. Temperature, lighting and physical comforts are just as important as visual and auditory stimulation.
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Try for an environment that is the "real world."
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Classrooms need to be enriched, multisensory environments; i.e., posters, displays of student work, and models.
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Use field trips, mentoring with business and community, and resource people who visit classrooms and talk about their experiences.
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Provide music and art experiences. This will enable learners to make the connections so vital for meaning to take place.
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