Brain+Compatible+Learning+Environments


 * What is Brain Based Learning? **

"Brain based learning is learning in accordance with the way the brain is naturally designed to learn" (Jensen, 2008, p. 4). Brain based learning is not a rigid set of principles, but rather it is the implementation of strategies that are consistent with our understanding of the brain. Jensen (2008) describes brain based teaching as E.S.P! E  à   the active Engagement; S  à   of purposeful Strategies; P  à   based on Principles from neuroscience (Jensen, 2008, p. 4).

As we consider the principles of brain compatible teaching and learning, it is important to consider the learner and the role of the learning environment. First, let's consider learning preference. Throughout this course, we will investigate the role of the brain in the learning process, the preferences of learners, and the need for diversity and novelty in the learning environment.

Learning styles are based on observed behaviors or psychology, not neurobiology, so there is no "basis" in the brain for learning styles. However, it should be noted that learning style preferences and models are very compatible with understanding of learner differences and uniqueness. This makes consideration of learning styles brain "compatible," but not "brain-based" (Jensen, 2000, p. 137).

To better understand our learning preferences, please complete the // learning styles inventory. //

Learning Styles Inventory: [|Learning Style Inventory September 2008.doc] * What characteristic learning preferences are consistent with your self-awareness as a learner? Share with a clock partner.
 * What is a clock partner? The following attachment describes this strategy for extablishing learning buddies and contains a template for your use! [|Learning Partners - Clock Partners.doc]

Before we concretely investigate Jensen’s recommendations for optimal learning environments, please **t** ** ake a moment to recall your most memorable school experience. ** Most remember something affiliated with a strong emotion. It may be humor, embarrassment, excitement or sadness. Regardless of the memory and the emotion, your reflection is powerful. This powerful memory reinforces the importance of cultivating optimal environments for learning both within the school and classroom facilities, and among the members of the learning community. What does am optimal learning environment look like? There are many elements to consider and depending on the age of participants and goals for the space, the learning environment should be customized to meet the needs of individuals!
 * Jensen and Optimal Environments for Learning **
 * Designing an Optimal Learning Environment **

Reflecting on principles from Jensen (2000) Chapter 5 //or// Jensen (2008), Chapter 8, 9, 10 & 11 consider the environment in which you work or plan to work. Re-design this environment to reflect application of recommendation from Jensen’s principles for optimal learning environments. Please design a learning environments applying Jensen's principals! ** Select the forum for your design: **
 * 1) Counseling, Support Group Setting
 * 2) Study Room, Resource Room, Learning Center
 * 3) Classroom in a Head Start, Preschool, Pre-Kindergarten or Early Learning Classroom
 * 4) Classroom in a k - 3 Primary School Setting
 * 5) Classroom in a Grade 4-6 Elementary Setting
 * 6) Classroom in a Grade 6-8 Middle School Setting
 * 7) Classroom in a Grade 9-12 High School Setting
 * 8) Classroom in Higher Education/University Setting
 * 9) Environment for Professional Development or Community Learning



This learning plan was designed using Jensen’s seven stages of Brain Based Planning. To review this learning plan please visit: [|Week 2 Plan Applying Jensen's Brain Based Planning 1-2009.doc] Brain based planning template for your use: [|Brain Based Planning Reflection Template 1_2009.doc] [|Brain Based Planning Reflection January 2008.doc]