...Session R4F The effect of brain-based instruction to improve on students’ academic achievement in social studies instruction Assist. Prof. Bilal Duman Muğla Univeristy Faculty of Education Department of Educational Science E-mail: bduman@mu.edu.tr 48000 Kötekli/Muğla/TURKEY Office: +90 0252 211.1816, Fax: +90 0252 .223. 84.91, Mobile: 0535.896.12.38 Abstract -The purpose of study is to compare social studies instruction based on the brain-based instruction (BBI) and traditional teacher-centered method, and to search the effects of BBI on elementary school sixth grade in social studies instruction students’ academic achievement and motivation In the study which is designed as an experimental research; traditional teaching, and brain-based instruction have been selected as independent variables, and academic achievement have been selected as dependent variables. The research design consists of pre-test, post-test, one experimental group and one control group The sample of the study consisted sixth grade students which were selected randomly from two separate classes of Türdü 100th year Primary School in Muğla. One of these classes has been randomly assigned as “experimental group” and the other one as “control group” of the study. Instruction in the control group was carried out in accordance with traditional teacher-centered method and in the experimental group instruction was done in accordance with brain-based learning and teaching principles. Data from dependent variables...
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...Learning Theories • The Technological Revolution • The Spectrum of Learning Theories • Behaviorism • Constructivism • Fitting the Other Theories into the Spectrum • Theory of Multiple Intelligence • Learning Theories and the Brain • Brain Structures • Implications for Learning Theory • Implications for Multimedia • References This chapter takes a brief look at the two major categories of learning theories (behaviorism and constructivism), the major theorists within those categories, and the implications of those theories for the use of multimedia and communications and information technology for learning purposes. A separate section within the chapter provides a brief overview of learning based upon neuroscience and recent discoveries about the functioning of the brain. A series of links are provided to further resources on learning theory, neuroscience, and the brain. [pic] Our Technological Revolution and the Implications for the Way We Learn We have all experienced a learning moment when we were so focussed or engulfed in the learning, that everything else did not matter. Candidly, the raison d'être or motivation for our focus may have been that we had a boss or teacher breathing down our neck or an impending exam was to quantify our level of knowledge or intelligence or a particular moment necessitated that a skill be learned very quickly. Regardless of the motivating factors for this moment of focussed learning...
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...Learning Theories • The Technological Revolution • The Spectrum of Learning Theories • Behaviorism • Constructivism • Fitting the Other Theories into the Spectrum • Theory of Multiple Intelligence • Learning Theories and the Brain • Brain Structures • Implications for Learning Theory • Implications for Multimedia • References By Darren Forrester & Noel Jantzie Kilde: http://www.acs.ucalgary.ca/%7Egnjantzi/learning_theories.htm This chapter takes a brief look at the two major categories of learning theories (behaviorism and constructivism), the major theorists within those categories, and the implications of those theories for the use of multimedia and communications and information technology for learning purposes. A separate section within the chapter provides a brief overview of learning based upon neuroscience and recent discoveries about the functioning of the brain. A series of links are provided to further resources on learning theory, neuroscience, and the brain. [pic] Our Technological Revolution and the Implications for the Way We Learn We have all experienced a learning moment when we were so focussed or engulfed in the learning, that everything else did not matter. Candidly, the raison d'être or motivation for our focus may have been that we had a boss or teacher breathing down our neck or an impending exam was to quantify our level of knowledge or intelligence or a particular moment necessitated...
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...Brain-Based Teaching Methods/Solutions for Collegians in Poverty Abstract “The convergence of low literacy levels, poverty, an aging population, immigration, and the globalization of business means that working with the growing and significant segment of the population that comes from generational poverty is no longer just a moral obligation, it has become an economic imperative.” (Krodel, Becker, Ingle, and Jakes, 2008) This quotation highlights the plight of impoverished adults seeking a college education. Hampered by This paper first addresses key learning influencers such as memory, perception, emotion and cognition as they are affected by generational poverty. Then, the principles of brain-based learning are applied to suggest andragogy which mitigates these affects. The community college has been highlighted by no less than Barack Obama as one means to lift the mantle of poverty from those whose development and educational opportunities have been severely limited by virtue of their economic circumstances. In a June, 2009 appearance, the President noted that "community colleges are an essential part of our recovery in the present and our prosperity in the future." Its universal access, local influence and community reach make the community college an ideal institution to undertake this role. And, here in Cleveland, Ohio, this role is particularly critical. In 2012, Cleveland, Ohio was once again designated one of the “Poorest Big Cities in America,” a title it...
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...Gender Roles in Teaching Liberal Studies 3000 Section 2 November 30, 2011 Abstract: This research paper covers the history of teachers in the classroom based on the factor of gender. The paper then discusses the effect that gender roles have on students, teachers and classrooms. Gender Roles in Teaching Try to think back to childhood, and ask the question how many male teachers did I have? The response to this is predominately low according to the National Education Association, who state that males only make up twenty-five percent of teachers today. It’s important for children to have teachers who are positive role models. Children benefit from having access to both male and female mentors throughout their early childhood education and school years. (Martin 2005). Currently, men make up only twenty-five percent of the elementary teaching workforce and the number of men teaching in early childhood services is even smaller. The NEA also states that at the secondary level, forty-five percent of teachers are male. It is apparent that these sectors of education need more male teachers to address this imbalance and give children the opportunity to learn from quality teachers of both genders. Children at all levels – early childhood, elementary and secondary, need positive role models so that they can become successful adults. Some of the factors that disinterest males from entering the teaching profession are: stereotyping...
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...Cognitive Information Processing versus Brain-Based Learning Germaine Milliner University of Phoenix This paper is a comparative analysis of cognitive information processing and brain-based learning. It will also detail their similarities and differences. Cognitive information processing studies the way an individual learns. According to Gredler (2009), it also includes “a variety of processes whereby individuals perceive, encode, remembers, recall and apply information or knowledge”. My understanding of this is that, learning is an individual awareness to the things going on around him from his prior experiences, memory, recalling the information and how it is applied. Gredler (2009 cites), “The brain is not a passive consumer of information.... The stored memories and information-processing strategies of our cognitive system interact with the sensory information received from the environment, selectively attend to this information, relate it to memory, and actively construct meaning for it. (Wittrock, 1990, p. 348).” The brain is a very active user of information. Our prior knowledge and experiences collaborate with the sensory information or stimuli from the environment, processes it, store it in long term memory, which then is recalled when needed. According to Ozell (2009), this concepts see answers to four questions, such as: “(1) How is the information taken from the outside? (2) How is the new information processed? (3) How is information stored in long term...
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...common but ignored learning impairment in the U.S that affects both children and adults is bilingual dyslexia. Compositions in this field go unrecognized, because of misdiagnosis in children and adults. Therefore little information is known about this (LD). The more commonly (LD) known is dyslexia. Dyslexia presents itself in the subcategories of the brain that process information via visual, auditory, and kinesthetic comprehension. This general form of (LD) typically identifies with difficulty in reading comprehension with problems in recognition of words, decoding, and spelling (Editorial Team, NCLD). This affects both visual and auditory sectors of the brain. So, what is bilingual dyslexia? Bilingual dyslexia is the difficulty of recognizing phonemic sounds within two or more language systems. This specific learning disability (SpLD) affects both adults and children who are multilingual. (Dulude, 2012) states, this difficulty is crippling to children based on a low phonemic awareness because of no prior experience with reading. What is the demographic of children and adults that bilingual dyslexia effects in the U.S? What are the differences in dyslexia across languages? 1. Within the demographic of language, English speakers have the highest presence of dyslexia than any other. (Dulude 1)...
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...win without fighting.” With this quote I see education as being the opponent to the technology that is taking the attention of children from education. Bring in the technology and use it to teach, Education should surrender the old ways of teaching and bring in a new way with technology being an ally. There are people out there that are against this idea of the students playing games in class because video games are harmful to the brain. I am going to tackle that one right here and now with saying that in my research I have found both positive and negative things about the affects video games have on the brain and the physical body. According to Patricia Wolfe in her book brain matters 2nd edition she states “well-designed educational Video Games can be natural teachers by focusing on critical skills, providing immediate feedback and adapting to the individual learners, and providing opportunities to practice to the point of mastery.” (Wolfe 103) in his book “The Educated Parent: Child rearing in the 21st century” Joseph Sclafani states that Video games also can help transfer knowledge or skills to the real world. Gamers repeat actions as they play, and repetition is one precondition for long-term potentiation—the strengthening of brain-cell connections through repeated use that is thought to underlie memory storage and learning.(166) To cite a...
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...Brain Based Learning For many years science and education have concentrated on learning and the mind, but today’s neuroscientists and educators are seeing learning from a different scope – the brain. From this viewpoint, learning is creating links – by linking the information in which the student has prior knowledge or interest, the student is able to expand upon this and learn something else which he can relate it to. For example, in a history class when discussing Native Americans, a teacher may ask the students relate prior information they have on Native Americans. This can come from personal experiences - like seeing a burial ground, or finding an arrowhead; it can even be a movie the student relates it to. By doing this the teacher is making a personal connection between prior information the student has already attained and processed, and linking it to the information to be discussed in the class (Slavin, 2009) . Another learning stimulus that creates a learning link would finding something the student is interested in. This can be illustrated in the same scenario – students in the southern states often find Indian relics in their own backyards, piquing their interest in what happened right where they stood hundreds of years ago. By linking the information in which they have a personal interest with the information taught, once again a connection in learning within the brain is created (Watts, 2009). Importance of Meaningful Learning Innately the...
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...Behaviorism Behaviorism is based on the belief that behaviors can be measured, trained, and changed. (1) Behavior is the response to stimuli. It is mainly concerned with observable behavior, not internal events such as thinking and emotion. Humans learn behavior from their individual environments through classical and operant conditioning. Classical Conditioning. Classical Conditioning is “the alteration in responding that occurs when two stimuli are regularly paired in close succession: the response originally given to the second stimulus comes to be given to the first” (2). Pavlov’s Dogs. Ivan Pavlov was a Russian physiologist in the 1890s who did studies on dogs creating “Pavolovian Conditioning” also know as classical conditioning. In his studies he began to look at the correlation between dogs salivating in response to being fed. A dog salivating in response to being fed is not a learned trait but a reflex. The dog salivating is an unconditioned response, which means it requires no learning (3). Pavlov started measuring the salivation secretions in response to being fed (3). Through his studies Pavlov saw that any object or event that the dog associated with being fed would make the dog salivate. “Classical conditioning is "classical" in that it is the first systematic study of basic laws of learning / conditioning” (3)....
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...The Principals' Partnership http://www.principalspartnership.com/ Sponsored by Union Pacific Foundation Research Brief Brain-based Learning Question: What does brain-based research say about how adolescents learn? Summary of Findings: The 1990s was declared as the Decade of the Brain by President Bush and Congress. With the advancement of MRIs (Magnetic Resonance Imagining) and PET (positron emission tomography) scans, it has become much easier to study live healthy brains. As a result, the concept of "brain-based learning" and how to utilize it to meet the needs of students, has become an integral part of the current research and literature. The researchers caution when incorporating new information into the classroom, to use good sense about implementing what is known about good instructional practices. Major Conclusions: Basic Brain Information: The adolescent brain: • is a parallel processor-it talks to and communicates with both hemispheres • is pattern seeking-it looks for prior knowledge to which to connect new information • is naturally curious, looks for novelty and will embrace meaningful and complex investigations • is unique and thrives when given choices • takes in information in the immediate and peripheral environment • learns from an emotional base • learns when it feels physically and emotionally safe • learns information from whole-to part-to whole • learns best from a stimulating, however, not an over stimulating, environment, which is optimal for more...
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...areas of the brain associated with language and communication skills (Mechelli, et al., 2004). The brain is made up of white and gray matter, two types of tissues that are visible to the human eye. White matter is made up of fibers that function to facilitate communication between the body and gray matter. White matter gets its name from the myelin, a white, fatty substance that acts as an insulator, surrounding each axon. Gray matter is made up of cell bodies which function to send sensory and motor information to the Central Nervous System to create a response to a stimulus. Research and experiments done by a group of scientists test the density of gray matter in different individuals. Their experiment was conducted on eighty three people: twenty five were monolinguals, twenty five became bilingual at an early age, and thirty three became bilingual between the ages of ten and fifteen and have practiced the language regularly for at least five years. The scientists used voxel-based morphometry to record the differences between the brains of each individual. A voxel is a three-dimensional equivalent to a pixel, and voxel-based morphometry is a brain imaging technique that examines each voxel to find differences in volume. These tests showed that gray matter density in the inferior parietal cortex was greater in bilinguals than monolinguals. The tests also reveal that proficiency in a second language is associated with gray matter density in the same region of the brain. Their experiment...
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... | |Personal/Professional Development Essays & Real Life Application of Adult Motivation Principles | |Interacting with Colleagues and Parents | |Part 1: The Effective use of Conflict in Small Group Discussion | |Scroll down to: Prevention; Detection; Action; Communicate Effectively; | |Researchers have found that conflict, in small discussion groups, can lead to the discovery of new ideas and | |opinions. Through efforts to maintain group norms, effective group members can reduce the negative effects of | |conflict by Prevention, Detection and Action. | |New ideas and opinions help discussion groups ready for productive and effective outcomes. In their book on | |organisation behaviour, Hersey & Blanchard noted: As the group gains experience, knows each other better, and | |attains some expertise, it will progress to a higher stage of readiness. (1988) i To advance to a higher state | |of readiness, all group members should have an opportunity express their ideas and opinions without fear of | |censure. According to Wood: Failure to express disagreement and avoiding discussion of conflict producing issues| |leads to ineffective problem solving and poor...
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...between the level of language acquisition and degree of mathematical rigor. According to Haylock and Cockburn (2007; 119), individuals understand mathematical ideas by making connections between language, symbols, pictures and real-life situations. This statement comes as a support for the idea that language effects the ability to solve mathematical problems. Further, Euclid (1956; 46) indicates that "Just as procedural mathematics courses tend to focus on plug and chug with an emphasis on symbolic manipulation, so conceptual mathematics courses focus on proof and argument with an emphasis on correct, clear, and concise expression of ideas. This is a difficult but crucial leap for students to make in transitioning from rudimentary to advanced mathematical thinking. At this stage, the classical tritium of grammar, logic, and rhetoric becomes an essential ally. It is shown in this statement how important language accuracy and constant development of language...
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...educational technology for our schools? Do computers really help students learn? How can students and teachers best learn from the World Wide Web and its content? These questions are not new, nor unique to the dawn of Internet-connected schools. Earlier technologies, from textbook and illustration to film, television, and multimedia computer, have prompted similar ponderings. If technology is to have a significant role in schools, we need assurance that it works. More emphatically, we need confidence that use of educational technology results in learning. Research, both historical and contemporary, suggests that technology-based instruction can and does result in learning. Witness these examples of television, multimedia, and computer technologies delivering content to support learning: • Watching the television program Blue’s Clues has strong effects on developing preschool viewers’ flexible thinking, problem solving, and prosocial behaviors (Bryant, Mullikin, McCollum, Ralastin, Raney, Miron, et al., 1998). • Court TV’s Choices and Consequences program reduced middle school students’ verbal aggression — including tendencies to tease, swear at, and argue with others (Wilson, Linz, Federman, Smith, Paul, Nathanson, et al., 1999). • Viewing Sesame Street was positively associated with subsequent performance in reading, mathematics, vocabulary,...
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