Brain-Based Learning in Elementary English Classes
Brain Based Learning in Elementary Language Arts Classrooms
Abstract
Brain-based learning is a useful teaching method designed so that educators can better understand the young adolescents mind and apply this information into their classrooms, resulting in improved academics and emotional standings. English, or Language Arts, is one of the many subjects experimented in the efficiency of brain-based education. Research has shown that students placed within smaller learning environments maintain higher grade point averages, academic achievements, test scores, memory and a stronger bond with peers, including the teacher, in classroom settings due to concentrating tactics. Many are convinced that this method is time consuming and adds on extra work for the instructor to comply to. The other side of the spectrum argues that although it may seem like much more work, brain-relevant learning has proven to be more effective and create a better student outcome along with a stronger classroom relationship.
Brain Based Learning in Elementary Language Arts Classrooms
All brains and their many functions do not mature at the same time. Developmental skills are gained and conclude which abilities have been reached through the different stages of maturity such as, before birth, pre-school years, early elementary years, late and elementary and middle school years. The human brain is solely comprehended based off of maturation factors, which are mainly influenced in the “pre” years; pre-natal and pre-school (Kelly, 2011). The understanding of how the brain works and its functions is one of the primary factors in essentially being able to determine the methods to be used in educating elementary students. Brain based learning should be practiced in classrooms for it’s effective approach of improving students’ memory, creating a higher academic achievement level through the strong use of visual
Abstract
Brain-based learning is a useful teaching method designed so that educators can better understand the young adolescents mind and apply this information into their classrooms, resulting in improved academics and emotional standings. English, or Language Arts, is one of the many subjects experimented in the efficiency of brain-based education. Research has shown that students placed within smaller learning environments maintain higher grade point averages, academic achievements, test scores, memory and a stronger bond with peers, including the teacher, in classroom settings due to concentrating tactics. Many are convinced that this method is time consuming and adds on extra work for the instructor to comply to. The other side of the spectrum argues that although it may seem like much more work, brain-relevant learning has proven to be more effective and create a better student outcome along with a stronger classroom relationship.
Brain Based Learning in Elementary Language Arts Classrooms
All brains and their many functions do not mature at the same time. Developmental skills are gained and conclude which abilities have been reached through the different stages of maturity such as, before birth, pre-school years, early elementary years, late and elementary and middle school years. The human brain is solely comprehended based off of maturation factors, which are mainly influenced in the “pre” years; pre-natal and pre-school (Kelly, 2011). The understanding of how the brain works and its functions is one of the primary factors in essentially being able to determine the methods to be used in educating elementary students. Brain based learning should be practiced in classrooms for it’s effective approach of improving students’ memory, creating a higher academic achievement level through the strong use of visual
References: BAŞ, G. (2010). Effects of Brain-Based Learning on Students ' Achievement Levels and Attitudes Towards English Lesson. Ilkogretim Online, 9(2), 488. Retrieved from ilkogretim-online.org.tr Cartwright, K Caviness, L., Salkind, N (Ed.) (2008). Brain-relevant education. Encyclopedia of Educational Psychology. 112-120. doi:10.4135/9781412963848.n31 Frey, N., & Fisher, D Hernandez, N, (2008). Learning about Learning: Brain Research May Produce Results in the Classroom. The Washington Post. Retrieved from www.washingtonpost.com Jensen, E (2013) Kelly, A. E., (2011). Can Cognitive Neuroscience Ground a Science of Learning? Educational Philosophy and Theory, 43(1), 17-23. 10.1111/j.1469 5812.2010.00702.x Wilmes, B., Harrington, L., Kohler-Evans, P., & Sumpter, D Semrud-Clikeman, M. (2013). Research in Brain Function and Learning: The importance of matching instruction to a child 's maturity level. American Psychological Association, 1-9. Retrieve from http://www.apa.org/education/k12/brain-function.aspx?item=1