Top 10 Brain-Based

Teaching Strategies

EDUC 204
JESSE B. ABABON
MASTERAND
Strategy #10
What Research Says What Should Be Done
■ Physical Movement – Active learning
– Strengthens learning – Go outside
– Improves memory – Move around
retrieval – Stretch
– Enhances learners – Role Playing
confidence
– Movement increases
blood flow and
oxygenates the brain
 Strategy #9
What Research Says What Should Be Done
■ Use collaboration – Breakout spaces
– Brain is inherently – Small groups
social – Cooperative
– Explaining to others learning
makes information – Group and
the students individual
– Feel support of peers accountability
– Small group decision
making skills
– Promotes social
interactions
 Strategy #8
What Research Says What Should Be Done
■ Stimulating Environment – Colored
– Color promotes transparencies
memory and – Colored handouts
motivation – Colorful posters
– Yellow, light orange, – Colored Markers
beige - calming (whiteboards)
– Colorful Student work – Highlight notes
around the room
promotes student
ownership
Strategy #7
What Research Says What Should Be Done
■ Use Humor – Funny stories
– Reduces stress – Jokes
– Boosts immune – Cartoon in class or
system test
– Enhances alertness – Joke around in
and memory small groups
Strategy #6
What Research Says What Should Be Done
■ Incorporate Music – Use as a timer
– Alters brain – Use during
chemistry transitions
– Energizes – Increase suspense
– Calms or tension
– Increase – Welcome to class
effectiveness for – During independent
task completion work
 Strategy #5
What Research Says What Should Be Done
■ Problem Solving – Open ended
questions
– The brain grows by – Higher level thinking
trying to solve problems questions/projects
– Need to find the edge – What if….?
of what students can do – Can you figure this
out?
– Real-world problem – Brain teasers
solving promotes – Graphing
creative and meaningful – Labs/Experiments
judgment
 Strategy #4
What Research Says What Should Be Done
■ Link to Previous Knowledge – Check to see what
– Start with what they students already
know and move forward know
to what they need to – Expand on what
know they understand
– Supply background – KWL
information if necessary
– Motivating to students
– Helps students be more
successful
Strategy #3

What Research Says What Should Be Done

■ Allow Student Choice – Give students choices
– Lowers stress when possible
– Helps release good – Option as to how to
brain chemicals take note – outline,
– Give students the concept map, etc
choice while adult – Which problems to go
remains in control over
Strategy #2
What Research Says What Should Be Done
■ Repetition – Differentiate
– Strengthens previewing and
connections to the reviewing strategies
brain – Interesting
– Synapses are not approaches and
static, adapt to assessments
activity – Video clips, posters,
cooperative
learning, graphic
organizers, etc
And finally….the #1
Brain-Friendly Strategy
What Research Says What Should Be Done
■ Use of Images – Working models
– 80-90% of all – Project based
assignments
information
absorbed by brain is – Varied information
forms
visual
– Assortment of art
– Concrete visual supplies
images contrast,
– Add pics, graphics,
movement and color charts, etc to
attract attention presentations
References

■ Elder, Janet. (July 29, 2008). Twenty-five Brain Frienldy Strategies.

[Electronic Version]. Janet Elder Papers. Available:
http://readingprof.com/papers.html
■ Hileman, Sarah. (January 1, 2006). Motivating Students Using Brain-Based
Teaching Strategies. [Electronic Version]. The Agricultural Education
Magazine. Available:
http://www.allbusiness.com/agriculture-forestry-fishing-hunting/1046039-1.ht
ml
■ Lackney, J. (June 8, 1998). Twelve Design Principles Based on Brain-based
Learning Research. [Electronic Version]. Regional CEFPI Conference workshop
(summary). Available: http://schoolstudio.engr.wisc.edu/brainbased.html
■ Wagner, M. (June 30, 2006). Ten Easy Ways to Help Kids Learn: A Brain-
based Learning Strategy that Really Works. [Electronic Version]. Available:
http://www.classbrain.com/artteensm/publish/10_brain_based_learning_strat
egies.shtml