Brain-Based Learning in Elementary English Classes

Topics: Brain, Human brain, Neuron Pages: 6 (1952 words) Published: December 4, 2013


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 aids, senses, smaller classroom sizes and hands on activities. In an infant’s developing mind, neurons compete to find a spot in the brain, attaching themselves to the pathways within the brain. These neurons are sometimes rejected, leaving no choice but to deteriorate over time as the other neurons begin their stages of maturity (Semrud-Clickmen, 2007). As brains continue to grow, motor and sensory skills begin to build up as visual and auditory systems begin to expand. When a child’s cortex and auditory system are ready, they can then begin to emerge themselves in learning how to read. Reading directly correlates with being able to decipher between how sounds can have same or different tones, rhyming abilities and being able to apply what is taught towards knowledgeable understanding of problems (Semrud-Clickman, 2007). During the early and late elementary years, the fiber between each of the neurons, called myelin, grows and becomes more strongly connected to being able to compile memories and create connections towards learning skills and fundamental aspects taught within the classroom. The individual begins to learn more academically as the neural pathway fiber grows and socially as automatic responses towards the five senses increases one’s awareness (Semrud-Clickman, 2007). As students enter into their middle school years, individual thinking becomes increased in classrooms due to how the brain chemically recognizes what is most important to be kept for long-term memory as opposed to remembering something for a short-term sentence. Technology has played a major role in allowing doctors, researchers and scientists to examine the brain and all it’s many functions not visible from the exterior of the body. Such types of advanced technology include a CT or CAT scan, MRI, PET scan, a magnetoencephalography; MEG, electroencephalography; EEG and an fMRI (Salkind, 2008). All of these strong types of machinery have successfully been able to view brain activity...

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