Introduction
Brain-based learning is a current teaching approach based on neuroscientists research that suggest that biologically driven framework for creating effective instruction should be adopted by teachers when giving instructions and teaching children. The approach acknowledges that at different development stages, children have certain brain power that can absorb certain issues. Depending with the age and social setting, instructors should adopt educational techniques that are brain-friendly to facilitate learning and memory.
The main reason why there are some schools that perform poorly than others is because teachers fail to know the best way to handle and teach their students; every student has potential thus the most important thing is to ensure that there is an environment that can improve the absorption power of students (Sylvan and Joanna 1-7). This paper analysis how brain-based education system can be used to improve the degree of performance in poorly performing schools; to discuss the topic, the paper will focus on strong points of the system.
Principles of Brain-based learning
The brain is complex but has powers to perform different tasks at the same time; however the parallel structure of the brain needs to be aligned and well instructed. The theory beliefs that the brain has multiple areas that stores information, however for an effective learning, the entire body should be part and parcel of the learning.
The concept is of the opinion that the brain is a social organ that is affected by the environment and the general structure of learning environment; brain can be subjected to stressing moments and when stressed then learning is hampered (Kondoh 40). The following are the pillars that can be used to facilitate learning in poorly performing schools:
- Instructions and Curriculum
Brain is soothed by music and arts; the approach is based on the notion that attention follows the emotions that someone has. With this notion, then when someone’s mind is not emotionally sound, then chances of being attentive to learning and other this is affected. Music and art are known to have the potential of tapping emotional areas in ones brains, lowers stress and thus boosts learning, understanding and memory.
Under the frameworks of music, instructors should note the possible intervention mechanisms as:
- Music as carrier: when music is playing, it has an effect of encoding human brain thus creating and environment of relaxing. Interventions of music should be made for learning students to ensure that their brain remain fresh and attentive.
- Arousal: when music is playing, it has an effect of relieving the brains thus energizing and calming down the brain
- Primer: neuroscience research has shown that music has the power of preparing specific pathways for learning content. Other than making the brain prepared, it has an effect of improving ones immune system. With such a research, teachers should use music to prepare students to absorb more information into their system.
Teachers should understand their students that when they seem to be worn outs and stressed, then have games, arts and other outdoor activities that are likely to relax the students. Different environments calls for different approaches and so does the music that can reduce stress in children. For instance, in traditional settings, teachers should know the kind of music that restores peace and reduces stress on the people.
When engaging in different art physical activities, the actions make avenues of expression and emotional connection and release in children; they need to be engaged in art and activities that involve the use of ones intelligence. In the same angle of art, when someone is taught something and gets the chances to have a hand-on experience, then they are less unlikely to forget the thing. In modern ways where there is technology, teachers should adopt some audio-visual delivery mode that can improve students’ memory.
In poorly performing schools, teachers should adopt different teaching methods that improve students’ memory; they should use policies like PowerPoint, fieldtrips, art analysis, metaphoric icons or images and other forms of art that can improve students’ capabilities. When dealing with matters of art, there is need to have a wide knowledge of the culture of the people that the students come from (Duman 2080).
- Use more diverse forms of assessment
This is the notion that teachers need to have a well illustrated performance and growth model that students have for a certain period of time; since students have different brain power, teachers should have a standard testing and assessment method that can assist in analyzing the trend and improvement pattern that a certain student has. With the well elaborated analysis then teachers will know the specific areas to intervene and sometimes students that require special address.
In poorly performing schools, the rate of performance may be attributed it the gauging and comparisons level that the students are given that may make them believe they are weaker than others. For example when examined and rated with other better performing schools, they may feel they are less wise causing them psychological stress and influence.
The best way to reduce such chances is to have teachers assessing their students according to the rate of delivery they have given, with such an approach, and then the progress of the child will be noted and improved accordingly.
Other than the traditional assessments methods, that has been used as standard ways of accessing students delivery mode, there is need to have other methods both verbal and written self-assessments. Such integrated systems are likely to improve academic growth, interdisciplinary, and realism in assessments; such systems are likely to improve performance of poorly performing schools (Worden, Christina and Kurt 10).
- Learning Environment
According to Brain-based learning, learning can be improved when social aspects of human life is considered; the environment that children are brought up in have and effect on the perception, attitude and the degree of absorption that the child will have.
Poorly performing schools should involve even the community and the people around them when teaching their students; community should offer an optimal learning environment for students. For example, there is a high tendency to find those schools that perform poorly to be located in environments that the people value less education, the community may even hold a negative perception towards the schools that children are going; the totality of these factors creates unfavorable learning environments (Naq 542).
Conclusion
Poorly performing schools can improve their performance rate by adopting brain-based education method; according to the method, teachers should ensure their students brains is relaxed using interventions like music, art, and simple metaphoric simple icons or images. Other than preparing the brain for learning, instructors should ensure that the learning environment is favorable for learning.
Works Cited
Duman, Bilal. “The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles.” Educational Sciences: Theory and Practice 10.4 (2010): 2077-2103. Print.
Kondoh, Michio. “Linking learning adaptation to trophic interactions: a brain size-based approach.” Functional Ecology 24.1 (2010): 35-43. Print.
Naq Nawaz Khan, et al. “The Impact of Brain Based Learning on Students Academic Achievement.” Interdisciplinary Journal of Contemporary Research in Business 2.2 (2010): 542-556. Print.
Sylvan, Lesley J., and Joanna A. Christodoulou. “Understanding the Role of Neuroscience in Brain Based Products: A Guide for Educators and Consumers.” Mind, Brain & Education 4.1 (2010): 1-7. Print.
Worden, Jennifer M., Christina Hinton, and Kurt W. Fischer. “What Does the Brain Have to Do with Learning?.” Phi Delta Kappan 92.8 (2011): 8-13. Print.