Whole Brain Learning Twelve Principles 1 Brain is

Whole Brain Learning Twelve Principles

1. Brain is a parallel processor n Imagination, thoughts emotions operate and interact simultaneously n teachers need to use variety of approaches to reinforce brain’s holistic approach

2. Learning engages entire physiology n Stress, threat and boredom limit the brain’s ability to learn n teachers should invoke sense of excitement and contextualisation

3. Innate search for meaning n Can only be channelled and focused n lessons need to be meaningful and contextualised

4. Search for meaning through patterning n Brain resists meaningless patterns n students should be allowed to create meaningful and personalised patterns

5. Emotions are critical to patterning n Emotions and cognition cannot be separated - essential for storage and recall of information n n caring emotional climate needed students need time to engage in reflection and metacognition

6. Brain process wholes and parts simultaneously n Neither should be overlooked n n n vocabulary and grammar best in genuine holistic experiences equations and science/math principles in living context social studies in community context

7. Learning involves focused attention, peripheral perception n Class environment, enthusiasm, community, family and technology all affect learning

8. Learning involves conscious and unconscious processes n We learn more than we understand, remember what we experience, not just what we are told n teaching should emphasise active processes of all acquired information

9. We have different learning systems n n Spatial - instant memory of experiences Rote - deals with facts and skills in isolation - requires more practice for recollection n n memorisation is sometimes useful too much interferes with understanding

10. Understanding and Memory n Best when facts and skills embedded in natural, spatial memory. Experiential learning sets spatial memory in motion n teachers need to use real life activities with complex interactive experiences

11. Enhanced by challenge inhibited by threat n n teachers should create state of relaxed alertness and anticipation provide students with life-relating intellectually challenging problems

12. Each brain is unique n Each set of systems (stem, emotional and rational) integrates differently n teaching should be multi-faceted to allow all students to express their visual, tactile, emotional and auditory preferences