1. EDU 417 Cognitive Studies Capstone Instructor: Dr. Maureen Lienau June 9, 2014 EDU 417 Cognitive Studies Capstone Instructor: Dr. Maureen Lienau June 9, 2014

2. The purpose of this presentation is to increase awareness of the benefits of brain-compatible teaching and instruction within the classroom. Research supports the notion that the brain learns best through rich, complex, and multi-sensory environments (Jensen, 2000).

3.  My name is Marilyn Reynolds. I live in California with my husband of 4 years. My home is in Texas, where most of my family still lives. I am a proud mother of 4 children, all adults…and a very proud grandmother of one little girl, who is 7 years old. Needless to say, my favorite thing to do is to fly home and spend family time.

4.  Brain-Based education is best understood in 3 words: engagement, strategies, and principles, (Jensen, 2008). He explains, “It is the engagement of strategies based on principles derived from an understanding of the brain”.

5. TRADITIONAL LEARNING BRAIN COMPATIBLE LEARNING  Molding students was operant conditioning (through rewards and punishment)  Teachers stand at front of classroom and read or lecture. No interaction.  Immediate feedback  Grades determine a lesson learned  Focus on the whole child  Data driven/immediate feedback  Involves every aspect of how the brain learns best according to scientific and research based learning principles  More teacher/student interaction and dialog  An emotional component is present and focused upon

6. GENETICENVIRONMENT  Brain development  Medical conditions  Safety  Relaxed alertness  Threat and stress free  Classroom with the effects of home  Visually appealing  Aromas  Textures  Proper rest and nutrician

11.  The human brain is the ultimate multi- tasking machine, constantly doing many things at once. This is because the brain is geared toward survival and is, in actuality, poorly designed for linear, lock-step instruction (Jensen, 2000).  The brain processes different types of learning through different pathways (Jensen, 2000). He goes on to explain, “For words, text, and pictures, input to the brain arrives from our senses or generated internally.

13.  http://www.brainrush.com/lesson/how- farm-animals-feed-us http://www.brainrush.com/lesson/how- farm-animals-feed-us  Educational games gives immediate feed back  The teach determination  Provide children ethical ways to meet challenges

14.  Is there a future for brain-based learning for students and a future for brain- compatible techniques being taught by our teachers of tomorrow?  The brain of a student is the most important aspect of the body to a teacher, educator and parent, after all; its function or dysfunction determines their livelihood

15. 

17.  Fischer, K. W., Immordino-Yang, M. H., &, (2008). The Jossey-Bass reader on the brain and learning. (1st ed.). San Francisco, CA: Jossey-Bass.  Dow, C. B. (2010). Young children and movement: The power of creative dance. YC Young Children, 65(2), 30-34. Retrieved from http://search.proquest.com/docview/197650365?accountid=32521 http://search.proquest.com/docview/197650365?accountid=32521  Jensen, Eric (2000), Brain-Based learning: The Paradigm of Teaching, (2 nd ed.)  Osborne, C. (n.d.). BRAIN-COMPATIBLE TEACHING & LEARNING. Retrieved from http://ozpk.tripod.com/higherhttp://ozpk.tripod.com/higher  Jensen, E. P. (2008, October 1). A fresh look at brain-based education. Florida Association of School Administrators. Retrieved from http://www.fasa.net/upload_documents/neuroplasticity10.29.pdfA fresh look at brain-based education http://www.fasa.net/upload_documents/neuroplasticity10.29.pdf  McDaniel, R. (2008, July 28). Brain based learning vs. traditional learning. Yahoo Voices. Retrieved from http://voices.yahoo.com/brain- based-learning-vs-traditional-learning-1717969.htmlBrain based learning vs. traditional learninghttp://voices.yahoo.com/brain- based-learning-vs-traditional-learning-1717969.html