BM&L Selected ERIC
Abstracts on
Brain Based Learning
EJ494020 SP523690
Using Brain-Based Learning Techniques in
High School Science.
Pinkerton, K. David
Teaching and Change, v2 n1 p44-60 Fall 1994
ISSN: 1068-378X
Language: English
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Journal Announcement: CIJMAR95
A physics/chemistry teacher examined how brain-based
learning environments could produce better learning conditions for students. He
used thematic teaching, enriched language, naturally complex, long-term design
and construction projects, and multifaceted assessment tools. The one-year
curriculum indicated that teachers need not sacrifice content mastery for
learning process skills. (SM)
Descriptors: Chemistry; *Classroom Techniques; Cognitive Style; Curriculum
Development; High Schools; Physics; Problem Solving; *Science Instruction;
Secondary School Teachers; Speech Communication; Student Projects; *Teaching
Methods; Tests; *Thinking Skills
Identifiers: *Brain Based Learning
EJ416439 EA524804
Understanding a Brain-Based Approach to
Learning and Teaching.
Caine, Renate Nummela; Caine, Geoffrey
Educational Leadership, v48 n2 p66-70 Oct 1990
Report No: ISSN-0013-1784
Available From: UMI
Language: English
Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORT (142)
Journal Announcement: CIJMAR91
Offers 12 principles as a general foundation for
brain-based learning, including (1) the brain is a parallel processor; (2)
learning engages the entire physiology; (3) the search for meaning is innate
and occurs through patterning; (5) emotions are critical to patterning; (6)
every brain simultaneously perceives and creates parts and wholes; and others.
Includes 27 references. (MLH)
Descriptors: *Cognitive Processes; Elementary Secondary Education; *Learning
Processes; *Neuropsychology; *Teaching Methods
Identifiers: *Brain Research
EJ382585 JC504942
Accentuate the Hippocampus
Robinson, Rita
Momentum, v19 n4 p30-32 Nov 1988
Available From: UMI
Language: English
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal Announcement: CIJMAY89
Explains the difference between rote and
experiential/locale learning, their effects on neurons of the brain, and their
impact on short- and long-term memory. Draws upon brain research to explore the
effects of stress and boredom on learning. Notes programs that employ teaching
methods using brain-based theories of learning. (DMM)
Descriptors: *Experiential Learning; Learning
Processes; *Learning Theories; *Neurology; Retention (Psychology); *Rote Learning;
Teaching Methods
EJ341180 EA520377
Huge Learning Jumps Show Potency of
Brain-Based Instruction.
Della Neve, Charmaine; And Others
Phi Delta Kappan, v68 n2 p143-48 Oct 1986
Available From: UMI
Language: English
Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORT (142)
Journal Announcement: CIJJAN87
Target Audience: Administrators; Teachers; Practitioners
Explains the merits of "brain-compatible"
learning, especially Proster Theory. Describes a pilot program at a New Jersey
elementary school that transformed conventional, graded classrooms into
"multi-teacher interactive learning units" that promote thinking in
terms of programs and patterns. Summarizes pedagogical changes and students'
improved test results. (MLH)
Descriptors: *Class Organization; Classroom Environment; *Cognitive Processes;
Elementary Education; Interpersonal Communication; *Learning Theories; *Teacher
Student Relationship; *Team Teaching
Identifiers: Perry L Drew Elementary School NJ; *Proster Theory
ED335141 PS019761
Making Connections: Teaching and the Human
Brain.
Caine, Renate Nummela; Caine, Geoffrey
Association for Supervision and Curriculum Development, Alexandria, Va. 1991
201p.
Available From: Association for Supervision and Curriculum Development, 11141
Georgia Avenue, Suite 200, Wheaton, MD 20902 (ASCD Stock No. 611-91025,
$15.95).
EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
Language: English
Document Type: BOOK (010)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEDEC91
This book adds to the growing body of knowledge and
research suggesting that educators need to move beyond simplistic, narrow
approaches to teaching and learning. In Part I, "Accessing the Brain's
Potential," current educational practices are examined in light of critical
findings of brain researchers. In Part II, "Facts and Theories about the
Human Brain," topics, theories, and models of brain functions that seem to
address current issues in education and provide implications for curriculum
restructuring and design are considered. Major aspects of research are
reorganized for the purpose of eliciting a useful and practical set of general
principles. In Part III, "Brain-Based Schooling," elements of
instruction that are believed to cause students to use the brain's capacity
more fully to learn are discussed. Citations number 218. (RH)
Descriptors: *Cognitive Processes; Cognitive Style; Creativity; *Educational
Practices; *Educational Principles; Elementary Secondary Education; Emotional
Experience; Helplessness; Higher Education; Integrated Curriculum; *Learning
Processes; Locational Skills (Social Studies); Memory; Self Motivation; Stress
Variables; Student Evaluation; *Student Projects; *Teaching Methods
Identifiers: *Brain Based Learning; Brain Functions; Brain Research; *Natural
Knowledge
ED250155 SE045128
The Effect of Three Types of Brain-Based
Instruction on the Mathematics Achievement and Attitudes of Second Grade
Students.
VanDevender,
Evelyn M.; Rice, Dale R.
4 Sep 1984
16p.
EDRS Price - MF01/PC01 Plus Postage.
Language: English
Document Type: RESEARCH REPORT (143)
Geographic Source: U.S.; Alabama
Journal Announcement: RIEMAR85
Target Audience: Researchers; Teachers; Practitioners
This
study explored the effects of a left-hemispheric, right-hemispheric, or integrated
teaching approach on students' achievement and attitudes. One hundred eighteen
second-grade pupils were randomly assigned to four groups to receive two weeks
of instruction on geometry and measurement with: (1) a formalized,
structured-textbook approach; (2) a variety of hands-on, manipulative
activities without use of a textbook; (3) a textbook and manipulative approach;
or (4) no instruction on the mathematics unit. Half of the pupils took the
pre-tests and half took the post-tests. The greatest gain in achievement and
attitudes occurred with the manipulative approach (right hemispheric), while
the textbook approach (left hemispheric) resulted in the least gains. (MNS)
Descriptors: Educational Research; Elementary Education; *Elementary School
Mathematics; Geometric Concepts; Grade 2; *Manipulative Materials; Mathematics
Achievement; *Mathematics Instruction; Measurement; Student Attitudes;
*Teaching Methods; *Textbooks
Identifiers: *Brain Research; *Mathematics Education Research
BM&L RECEIVED THE ABSTRACTS FROM www.interactivemetronome.com WHERE YOU CAN FIND INFORMATION ABOUT A USEFUL
COGNITIVE TRAINING TOOL FOR PEOPLE SUFFERING FROM ADHD: INTERACTIVE METRONOME
(IM). BM&L IS NOT INVOLVED IN THE BUSINESS OR IN ANY WAY RELATED TO THE
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THAT IM IS NOT “THE ONLY PROGRAM THAT TRAINS THE BRAIN TO STRENGTHEN COGNITIVE
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DEVELOPED ALL OVER THE WORLD SINCE GIANUTSOS FIRST CREATED A PACKAGE OF BRAIN
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