Introduction
The exposure of our brain plays a significant role in shaping the mental setup at any one time and is fundamental in influencing new learning and acquiring of knowledge. The human mind makes sense from the moment of birth and through it, we make decisions in different situations (Slavain, 1991). Current brain-based research indicates that learning is attained best when connected with the learner’s previous exposures, facts, principles, or clarity of details (Perry, 2000).
Discussion
The bond between past and new learning is established under the concept that knowledge in the brain is stored in an arrangement of connections; and learning shapes from experiences by strengthening certain connections (Slavain, 1991). Passage of electrical current along the nerve cells stimulates these neural connections, enhanced by the discharge of chemicals into the synapse between neighboring cells. The more frequent the stimulation takes place, the more habitual a remembrance or a particular idea becomes.
Meaningful learning, knowledge background, processing, neural connections, relevance, and prior knowledge activation are key principles of brain-based learning. Teachers should present information in clear, organized ways and ensure that concepts are understood; to deliver meaningful learning (Slavain, 1991). Connecting new knowledge to background knowledge builds a firm foundation by opening the best chances for correction to construct new concepts. Teachers need to take time in planning to understand what knowledge students already have to spare them the agony of repeating it or building on the knowledge they do not possess (Cole, 2008). In the ‘brain buttons’, a type of ‘brain gym’, for example, one hand massages two spots below the clavicle, the other resting on the navel. The carotid artery is stimulated by the movements-thus enhancing the flow of blood to the brain. This activates the brain for reading skills and memorization of knowledge in powerful ways (Cernicky, 2009).
Levels of processing is another principle with the initial processing being shallow, extracting only the more superficial features like shape or sound. Next, the input gets processed deeply by analysis of dynamic features. In the theory of processing, memory depends on the depth of encoding (Dewart, 1999). Neural connections are responsible for the proper operation of the nervous system. The first step in their development entails the formation of the neurons followed by an elaboration of axons and dendrites to finally make important connections between the two (Steward, 1989).
Politano (2000) demonstrates the principle of relevance through the question of ‘What Is In It For Me-WIIFM’. They indicate that students become more focused once they establish the relevance of what they are learning. Finally, activating prior knowledge is a powerful principle; with schemata theory indicating that knowledge is packaged into structures termed as schemata. Once a particular schema is activated, a huge store of knowledge becomes available immediately. It assists in making sense, relating information, and determining learning relevance (Tamara, 2004).
Conclusion
There is a sturdy mutual correlation between past and new knowledge. The depth of what one already knows is directly proportional to the level of comprehension and ability to quickly learn new knowledge and comprehend broader topics. Teachers must strive to plan their lessons alongside models that encourage brain-based learning.
References
Cernicky, G. Brain Gym. Web.
Cole, R. W. Educating Everybody’s Children: Diverse Teaching Strategies for Diverse Learners. Alexandria: Association for Supervision and Curriculum Development, 2008.
Dewart, H. An introduction to cognitive psychology: processes and disorders. New York: Routledge, 1999.
Perry, B. D. How the brain learns best. New York: Instructor, 2000.
Polationo, C. Brain-Based Learning With Class. Manitoba: Portage & Main Press, 2000.
Slavain, R. E. Educational Psychology: Theory Into Practice. New Jersey: Prentice Hall, 1991.
Steward, O. Principles of cellular, molecular, and developmental neuroscience. New York: Springer, 1989.
Tamara, J. Adolescent literacy research and practice Solving. New York: Guilford Press, 2004.