"Nature’s biological imperative is simple: No intelligence or ability will unfold until, or unless, it is given the appropriate model environment.”
– Eric Jensen (2000)
Just like most other learning theories, brain-based learning supports and extends from other learning theories. The brain-based theory separates itself from other theories, however, because it involves applying an understanding of how the brain works to instruction that promotes active learning by maximizing brain stimulation. Just like Jensen stated in the above quote, brain-based learning is about setting up the appropriate environment for learning. There are many brain-based learning approaches that can be employed in online middle school courses to create the right environment for improving student learning. Three examples that I have found vital in my traditional classroom, and which also extend to an online learning environment, include providing students with choices, evoking student emotions and planning kinesthetic activities.
Choices and Student Interests:
These are really two different brain-based approaches, but they both involve relating to students on a personal level. They also include helping students see the relevance and take ownership of their own learning. In my own experience, students put a lot more effort into assignments that they choose to complete. I started implementing creative vocabulary projects where students can choose whatever type of product they can conceive of, and not only do they prove to me they understand the content at a very high level, but they also surprise me with their creativity and ingenuity. Just this school year, I have had students create a vocabulary tree (yes, an actual tree filled with ornaments of pictorial vocabulary representations), an original music video (where the students actually wrote their own music track and lyrics), a vocabulary video game and a giant QR code paining made up of tiny QR codes linked to original webpages for each vocabulary term. My students actually ask to do creative projects for each unit now and they remember what they learn from each unit because students eagerly share their projects with the class, which means there is extra class review of the content. Allowing students to choose their own products within certain guidelines is a strategy that could be easily incorporated into an online classroom. Also, incorporating student interests in the classroom can be a powerful online learning tool. For example, if you are a Science teacher, you could group your students by their sports interests and they could explain the Science behind the sports. This would also increase their stake in learning your content and it would facilitate appropriate socialization in your online course.
Evoking Emotions:
I have personally found that my most memorable lessons are those that evoked my students’ emotions. Brain research has shown that “the ability to think is highly dependent on mood and emotional state” (Jensen, 2008, p. 82). We are emotional beings and emotional responses animate us (p. 88). “We remember events that tap into our emotions” (p. 232). These facts can be translated directly to learning and teaching, both traditionally and online. There are many ways to awaken the emotions of students in an online environment, including group discussion forums and blogging, employing music, video and images throughout instruction, sharing personal stories, providing positive reinforcement and constructive feedback, connecting to student interests, etc.
Kinesthetic Learning:
This is another brain-based approach that I enthusiastically support. In addition to auditory and visual learning, students need the opportunity to actively engage themselves in the content through movement. They should be able to touch or connect with the world through hands-on learning experiences. This is easy for me to incorporate as a Science teacher, especially when we do experiments and review games and activities in class. Online teachers can also use this strategy, even if it takes a little more creativity or planning to employ kinesthetic learning activities. For Science classes, digital or at-home labs can be assigned. For all subjects, printables that involve cutting out, rearranging or interactions with the paper can be sent to students. Students could make videos acting out the content or demonstrating other learning tasks. Field trips can be planned for or recommended to virtual students. These are just a few examples of how kinesthetic learning can take place in an online course.
Reference
Jensen, E. (2008). Brain-based learning: the new paradigm of teaching (2nd ed.). Thousand Oaks, CA.: Corwin Press.