Learning Unit 2

Brain based learning and learning styles

Learning Outcome
 In this learning unit the focus will be on the parts of the brain, brain functions as well learning styles
and the implications thereof for the teaching and learning context.
Assessment criteria
Students will demonstrate achievement of this session outcome by being able to;
 Provide a simple overview of how the brain works and how the parts relate to learning;
 Apply the 12 principles of brain based learning to the learning process;
 Analyze the dimensions of Kolb’s learning style model as well as Felder-Silverman’s learning style
Model;
 Distinguish between the various multiple intelligences that Gardner suggests and the implications it
holds for teaching and learning;
 Distinguish between deep and surface learning and how it relates to what the teacher does in the
classroom context.
How learning takes place in the brain.
 In your own words, write a short paragraph explaining how learning takes place in the brain by
referring to the following terms: Brain; Neuroplasticity; Neurons; Synapse; Neurotransmitters;
Synaptic connections; Short term memory; Long term memory

 In the brain we have neurons (about 86 billion…)

 Neurons communicate with each other through a space between them, called a synapse using
neurotransmitters.
 One neuron can have thousands of synaptic connections with another neuron (about 10 15
connections….. More than the number of stars in our galaxy!)
 Synaptic connections and neurons can change over time
 Depending on the intensity and the reoccurrence of the signal that the synapse receives, the
strength of the synaptic connection will change.
12 Brain-based principles (Caine and Caine,
1990) applied to teaching and learning

1. Uniqueness – Every single brain is totally unique and becomes more unique as
we age.
2. A threatening environment or stress can alter and impair learning and even
kill brain cells.
3. Emotions are critical to learning – They drive our attention, health, learning,
meaning, and memory.
4. Information is stored and retrieved through multiple memory and neural
pathways that are continually being formed.
5. All learning is mind-body – Movement, foods, attention cycles, drugs, and
chemicals all have powerful modulating effects on learning.
6. The brain is a complex and adaptive system – Effective change involves the
entire complex system.
7. Patterns and programs drive our understanding – Intelligence is the ability
to elicit and to construct useful patterns
8. The brain is meaning-driven – Meaning is more important to the brain than
information.
9. Learning is often rich and non-conscious – We process both parts and
wholes simultaneously and are affected a great deal by peripheral influences.
10. The brain develops better in concert with other brains – Intelligence is
valued in the context of the society in which we live.
11. The brain develops with various stages of readiness.
12. Enrichment – The brain can grow new connections at any age. Complex,
challenging experiences with feedback are best. Cognitive skills develop better
with music and motor skills.

Source: https://susanfitzell.com/12-brain-based-learning-principles/
 Learning Styles
Kolb (1984)

Source: https://sites.google.com/site/learningstylesolt528/_/rsrc/1474213590412/kolb-s-learning-style/
1074930.png
Learning Styles
Felder-Silverman (1988)

Source: https://www.google.com/url?sa=i&url=https%3A%2F%2Flink.springer.com%2Fchapter%2F10.1007%2F978-981-15-0108-
1_13&psig=AOvVaw3YN86xZc3aPVlkbvdgPXWp&ust=1636105751507000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCNDJ8Ku3_vMCFQAAAAAdAAAAABAq
Learning Styles
Gardner (1993)

Source: https://blog.adioma.com/wp-content/uploads/2014/03/9-types-of-intelligence-infographic.png
Deep Learning vs Surface Learning

Source: https://pbs.twimg.com/media/Dh3Pup0WkAACt6d.jpg