applying brain -based instructional principles in online courses

Applying Brain-Based Instructional Principles in Online Courses

Krista Terryterrykp@appstate.eduInstructional TechnologyAPPALACHIAN STATE UNIVERSITY

Amy R. Trawicktrawickar@appstate.eduProgram Director, Higher EducationAPPALACHIAN STATE UNIVERSITY

Session GoalsBy the end of the session, participants will be able to

Use specific brain-based instructional principles to foster meaningful online learning

Specify technologies that can be used to facilitate active and authentic learning experiences in an online environment

Identify strategies for translating existing practices to an online environment

Brain-Based Learning

instruction that is intentionally designed in accordance with how the brain is naturally designed to learn (adapted from Jensen, 2008, p. 4)

Synapse

Dentrites

Axon

BRAIN-BASED INSTRUCTIONAL PRINCIPLES

Activate Prior Knowledge

Show Patterns/Organize

Knowledge

Support Deep Meaning /Active

Processing

PRINCIPLE 1: Activate Prior Knowledge

Why: New knowledge must be connected to

existing knowledge in order to be retained

Focuses attentionGives the instructor information about

misunderstandings/assumptions early in the unit

PRINCIPLE 1: Activate Prior KnowledgeInstructional Strategies:• At the beginning of the unit, invite

students to create a mind map of what they know about the topic (either individually, in groups, or as a class).

• Conduct a brief class survey to see what students know.

• Create a KWL chart (either individually, in groups, or as a class)

PRINCIPLE 2: Show Patterns/Organize KnowledgeWhy:

The brain categorizes and links new information into existing patterns, adapting the latter as necessary to assimilate or accommodate new information.

Ultimately, the student’s brain must do its own work to organize knowledge.

Conscious, visible patterning (e.g., as through concept mapping) aids the nonconscious work the brain is engaged in.

PRINCIPLE 2: Find Patterns/Organize Knowledge

Instructional Strategies:• Post advanced organizer for the unit prior to

the beginning of the unit.

• Invite students to create a mind map of the topic, using the headings/subheadings from the text. Fill in details as the students progress through the unit.

• At the end of a unit, have students create a mind map of the unit content. Compare with one they created at the beginning of the unit.

PRINCIPLE 3: Support Deep Meaning and Active Processing

Why: Activating more parts of the brain increases

likelihood of retaining information in long-term memory.

Long-term memory is enhanced when the following are addressed: relevance, emotion, context (Jensen, 2008).

Long-term memory is enhanced when the information makes sense (on the surface) and has (personal) meaning (Sousa, 2011)

Moderate to High Very High

Very Low Moderate to High

Is M

ean

ing

Pre

sen

t?

Is Sense Present?

NO

NO

YES

YES

Likelihood for Long-Term Memory

PRINCIPLE 3: Support Deep Meaning and Active Processing

Instructional Strategies:• Frame the relevance of the unit,

connecting to emotions and student experience/goals.

• Encourage students to incorporate color and images into their mind maps.

PRINCIPLE 3 (cont’d): Support Deep Meaning and Active Processing

Instructional Strategies:• Engage students in collaborative and

creative projects.

• Incorporate reflective logs: 1) What did we learn today about ____?; 2) How does this connect or relate to what we already know about ___?; 3) How can we use this information/skills in the future? (Sousa, 2011)

BRAIN-BASED INSTRUCTIONAL PRINCIPLES

Activate Prior Knowledge

Show Patterns/Organize

Knowledge

Support Deep Meaning /Active

Processing

Key ResourcesBraidic, S. (2009). Fostering successful learning communities to meet the diverse needs of

university students by creating brain based online learning environments. International Journal of Information and Communication Technology Education. 5(4), 18-55.

 Caine, G., & Caine, R. (2006). Meaningful learning and the executive functions of the

brain. In S. Johnson and K. Taylor (eds.), The Neuroscience of Adult Learning: New Directions for Adult and Continuing Education, 110, 53-62. San Francisco, CA: Jossey Bass.

Cercone, K. (2006). Brain-based learning. In E.K. Sorensen & D. O. Murchu, (Eds.), Enhancing learning through technology (pp. 292-322). Hershey, PA: Information Science Publishing.

Jensen, E. (2008). Brain-based learning. Thousand Oaks, CA: Corwin Press.

Sousa, D. A. (2011). How the brain learns (4th ed.). Thousand Oaks, CA: Corwin.

Taylor, K., and Lamoreaux, A. (2008). Teaching with the brain in mind. Third Update on Adult Learning Theory: New Directions for Adult and Continuing Education, 119, 49-59. San Francisco, CA: Jossey Bass.

 Tokuhama-Espinosa, T. (2011). Mind, brain and education science. New York: Norton.