Dr. Gina DiTullio holds a doctorate in Executive Leadership from the St. John Fisher College of Education and brings almost 30 years of diverse experience in the field of education. Her career spans roles as an elementary teacher, instructional coach, mentor, special education administrator, and elementary school principal. She currently serves as the principal of Austin Steward Elementary School #46 in Rochester, New York. Dr. DiTullio was a National Board Certified Teacher (NBCT) and is an esteemed member of both PDK International and the Pi Lambda Theta International Honor Society. Her passion for educational leadership and instructional excellence is reflected in her published work in Kappan Magazine, Edutopia, and SAANYS Vanguard Magazine. Dr. DiTullio is the host and creator of the new podcast, Brainwaves: exploring the intersection of neuroscience and education, which can be found on both Spotify and Apple Podcasts.
Technology has permeated every facet of our lives, making many tasks easier, and even doing some of our work for us. Teachers are constantly battling for students’ attention, often losing that battle to smart phones. Now, educators are trying to navigate the ethical use of artificial intelligence in the field. The impact of technology on the human brain is still being studied, but there is a body of research which is decades old and has increased its capacity to inform education with advances in medical imaging technology. Mind, brain and education science combines knowledge in the fields of cognitive psychology, neuroscience, and education to inform methods of teaching and explore the impact of those strategies on learning, helping to transform the field of education.
As insights from neuroscience increasingly inform educational practices, we are seeing old theories and practices, such as whole language, challenged and new approaches more aligned to the science of learning emerge. And while the science of reading is currently in the forefront of media cycles, many other areas of education are being informed by cognitive neuroscience research. Content areas, such as math and science, and other areas like memory, executive function, and social-emotional development are being informed by research. By aligning instructional strategies with how the brain naturally learns, educators can create environments where students thrive academically, socially, and emotionally. The challenge currently is getting this research into the hands of teachers and interpreting the findings with an eye on implications for practice.
Understanding Brain-Based Learning
Experts in the field agree that the most acceptable term for this field of work is mind, brain, and education science. However, for the purposes of this article, we will be using the term “brain-based learning”, even though experts believe it has been tainted by commercialism and an overgeneralization of the science. Brain-based learning is an educational framework that informs teaching methods by leveraging scientific knowledge about how the brain learns and develops. Every brain is unique, so educators must accommodate those differences, but there are approaches to learning that are effective for most students and can be applied in Tier I instruction. Understanding the basic structures and functions of the human brain, as well as other areas such as the impact of emotions on learning and self-regulation, the brain’s need for challenge and structure, and the capacity of our working memory, can significantly improve lesson design and student outcomes.
Research consistently shows that students taught using brain-based methods outperform their peers in traditional classrooms. In fact, one such study demonstrated that students who were taught in classroom environments which employed strategies aligned to research such as productive struggle, discourse, movement and problem solving scored significantly higher on post-tests recalling and applying previous learning than the control group. Another study showed that in mathematics, students exposed to brain-based instruction not only achieved higher scores but developed a deeper conceptual understanding of the material. This is because brain-based strategies allow students to analyze, synthesize, and apply information actively during lessons, increasing the transfer of that knowledge to long-term memory.
Practical Strategies for Classroom Application
The research consistently tells us that the application of brain-based learning principles leads to increased academic achievement, better behavior, development of appropriate social-emotional skills, and increased motivation. Therefore, it seems logical that applying strategies aligned to those principles would be beneficial to both teachers and students. Let’s examine a few examples from the research.
Active and Experiential Learning
The brain-based learning framework consistently emphasizes the importance of active learning. Passive learning is defined as the process by which students receive information from their learning environment but receive no feedback, and there is no interaction between the learner and the learning environment. Lecture is a common passive learning practice. And while there is some value to lecture and some passive learning strategies, there is a much greater benefit from active learning strategies. Students need to engage actively with challenging tasks, and work in groups talking about learning, trying solutions to problems, recording observations and getting feedback in the moment from the instructor. These types of activities allow for total engagement and participation for students and allow multiple pathways in the brain to become activated, making retrieval of the learning easier. Active, experiential learning strategies also allow students to feel emotions, which also increases the likelihood of that information being transferred to long term memory.
Where math and science are concerned, beginning with some sort of question and/or exploration and getting students interested in the task is aligned with what we know our brains are wired for. In lesson design, we would expect the learning intentions to be clearly communicated to students, and then the teacher would activate prior knowledge/background knowledge using any number of different strategies such as: turn and talk, word/concept web, a challenge or activity where students would explore the concept (i.e. work with a partner to light a bulb using the materials provided for you). The point of this is to ignite those pathways in the brain where new learning will be attached, and to evoke some excitement, increasing engagement and the likelihood of the release of dopamine, the neurotransmitter and hormone associated with our brain’s reward system.
Social-Emotional Benefits
Brain-based strategies extend beyond cognitive gains. By creating an emotionally safe and supportive learning environment, teachers help students build resilience, motivation, and a growth mindset. According to Caine and Caine, the ideal state for learning is relaxed alertness, where the brain does not perceive any threat (relaxed) and is also primed and ready for new learning to happen (neuropathways are ignited for learning). Taking time to develop trusting relationships between teachers and students, as well as between peers, is essential to calming the amygdala, the organ in the brain which perceives threats, including physical, social and emotional. Additionally, providing appropriate scaffolds for students to access the content and skills they are learning also increases the likelihood of maintaining the state of relaxed alertness and minimizing the risk of engaging the amygdala and decreasing access to the prefrontal cortex. Learning is still, and always has been, a social activity. And while technology can provide an important supplement, we still learn best when we learn from one another in a safe, collaborative, social setting.
Behavior and Motivation Benefits
Classrooms grounded in brain-based principles tend to have students who exhibit better behavior and higher levels of participation, engagement and motivation. When students feel emotionally connected and valued, they are more likely to be able to regulate their emotions and demonstrate positive attitudes toward learning. Brain-based strategies such as movement breaks, hands-on activities and problem solving, keep students’ brains engaged in the learning and keep motivation at higher levels. Higher levels of motivation and engagement build resilient learners willing to engage in critical thinking, synthesis and analysis, and increases intrinsic motivation because of the release of dopamine. This not only can enhance academic performance but can also contribute to a more harmonious and productive classroom environment.
Conclusion
Implementing brain-based strategies in the classroom offers a host of possible benefits that extend far beyond academic achievement. By aligning teaching practices with the natural processes of the brain, educators can enhance memory formation, foster critical thinking, and support the development of appropriate social-emotional skills. As mind, brain and education science continues to inform educational practice, educators should consider the adoption of brain-based strategies to create more effective, supportive, and engaging classrooms for all students.
References:
Caine, R. N., Caine, G., McClintic, C., & Klimek, K. (2006). 12 brain/mind learning principles in action: The fieldbook for making connections, teaching, and the human brain (Vol. 9). https://doi.org/10.1111/j.1467-9647.2006.00283_4.x
Gozuyesil, E., & Dikici, A. (2014). The effect of Brain Based Learning on academic achievement: A meta-analytical study. Educational Sciences: Theory and Practice, 14(2), 642–648. http://www.edam.com.tr/estp.asp
Mekarina, M., & Ningsih, Y. P. (2017). The effects of Brain Based Learning approach on motivation and students’ achievement in mathematics learning. Journal of Physics: Conference Series, 895(1), 012057. https://doi.org/10.1088/1742-6596/895/1/012057
Rahmatin, L. S., & Suyanto, S. (2019). The use of Brain Based Learning model in classroom. Journal of Physics: Conference Series, 1241(1), 012027. https://doi.org/10.1088/1742-6596/1241/1/012027
Tokuhama-Espinosa, T. (2010). The new science of teaching and learning: Using the best of mind, brain, and education science in the classroom. Teachers College Press.