Behaviors in the Classroom
Brain-Compatible Strategies
Cathleen Galitz
Grand Canyon University TCH-517
September 8, 2012
“It was six men of Indostan
To learning much inclined,
Who went to see the Elephant
(Though all of them were blind),
That each by observation
Might satisfy his mind.”
John Godfrey’s Saxe’s famous poem, “The Blind Men and the Elephant” illustrates how a diverse group of highly educated people could easily come away from mountains of brain-based research with entirely different opinions about how to best implement their knowledge in the classroom. By focusing on very different parts of their subject, each blind man argues loudly about whether the elephant is like a wall, a fan, a rope, a spear, a tree, or a snake. Likewise educators must be wary of taking single pieces of research to extrapolate about what is best for all students in all classrooms.
With that caveat in mind, I will share my thoughts on brain-compatible strategies using research that I found in first five peer-reviewed articles as well as from other readings associated with this class. In an article entitled “Brain-Based Education in Action” Eric Jensen offers practical advice to educators on how to use “strategies that are based on real science, not rumor or mythology.”(2011) Using studies linking physical activity with cognition, Jenson shakes his head at the reduction of physical education in schools as a result of No Child Left Behind. He links physical goals to academic achievement in his book Enriching the Brain: How to Maximize Every Learner 's Potential. “Now all this brain stuff may sound good, but does this evidence translate to the real world? What happens to student achievement when schools engage kids in quality physical education? First, it improves self-concept and reduces stress and aggression. Second, it improves academic performance. Various states have
Cathleen Galitz
Grand Canyon University TCH-517
September 8, 2012
“It was six men of Indostan
To learning much inclined,
Who went to see the Elephant
(Though all of them were blind),
That each by observation
Might satisfy his mind.”
John Godfrey’s Saxe’s famous poem, “The Blind Men and the Elephant” illustrates how a diverse group of highly educated people could easily come away from mountains of brain-based research with entirely different opinions about how to best implement their knowledge in the classroom. By focusing on very different parts of their subject, each blind man argues loudly about whether the elephant is like a wall, a fan, a rope, a spear, a tree, or a snake. Likewise educators must be wary of taking single pieces of research to extrapolate about what is best for all students in all classrooms.
With that caveat in mind, I will share my thoughts on brain-compatible strategies using research that I found in first five peer-reviewed articles as well as from other readings associated with this class. In an article entitled “Brain-Based Education in Action” Eric Jensen offers practical advice to educators on how to use “strategies that are based on real science, not rumor or mythology.”(2011) Using studies linking physical activity with cognition, Jenson shakes his head at the reduction of physical education in schools as a result of No Child Left Behind. He links physical goals to academic achievement in his book Enriching the Brain: How to Maximize Every Learner 's Potential. “Now all this brain stuff may sound good, but does this evidence translate to the real world? What happens to student achievement when schools engage kids in quality physical education? First, it improves self-concept and reduces stress and aggression. Second, it improves academic performance. Various states have
References: Duman, B. (2010, Autumn 2010). The effects of brain-based learning on the academic achievement of studemts with different learning styles. Educational Sciences, 10(4), 2077-2103. Jensen, E. (2011). Brain-based education in action. (2 ed., Vol. D , pp. 4-6). Bloomington, IN: Educ HOriz 90. Jensen, E. (2006). Enriching the brain: How to maximize every learner 's potential. San Francisco,: Jossey-Bass. DOI: www.josseybass.com Kagan, S. (2008, Summer). Kagan structures simply put. Kagan Online Magazine, DOI: www.kaganonline.com/free_articles/dr..kagan/ASK38.php McCall, L. (2012, Spring). Brain-based pedagogy in today’s diverse classrooms: a perfect fit— but be careful!. The Delta KappanGamma Bulletin, 42-47. Wilmes, B. (2008, Summer). Coming to our senses: Incorporating brain research findings into classroom instruction. Education, 128(4), 659-666.