Brain-compatible curriculum is based on how the brain naturally learns. It takes into account factors like cognitive development and how students learn at different ages. The brain learns through forming connections between neurons. It is also a social, emotional, and meaning-making organ. An effective curriculum acknowledges each individual's unique brain and provides appropriately challenging learning experiences.
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
Maikling Tugmang Ganap Na Tula
IV. Ang Pagbigkas Na Tradisyon Sa Tuluyan
III. Ang Pagbigkas Na Tradisyong Patula, Inaawit At Isinasayaw
presentation in filipino about tanaga, diona, pabula, parabula, and etc.
Walker's deliberative approach emphasizes the process of curriculum development. The ways of proceeding were not predetermined but negotiated and documented as stakeholders worked towards completing the task.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
This is an open distance learning material about brain based learning, wherein, there is content, activities, reinforcement, and an answer key. It is an entire package of learning material for self learning purpose.
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
Maikling Tugmang Ganap Na Tula
IV. Ang Pagbigkas Na Tradisyon Sa Tuluyan
III. Ang Pagbigkas Na Tradisyong Patula, Inaawit At Isinasayaw
presentation in filipino about tanaga, diona, pabula, parabula, and etc.
Walker's deliberative approach emphasizes the process of curriculum development. The ways of proceeding were not predetermined but negotiated and documented as stakeholders worked towards completing the task.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
This is an open distance learning material about brain based learning, wherein, there is content, activities, reinforcement, and an answer key. It is an entire package of learning material for self learning purpose.
Brain-based learning
Is an approach to teaching based on research in neuroscience. It suggests that our brain learns naturally. This theory is based on what is currently known about the structure and function of the brain at the varying stages of development.
Brain-Based Learning: Definition, History, and Principles
Brain-based learning uses neuroscience to create an informed curriculum and lesson design. The goal? Speedy and efficient learning. The research that informs this method centers around the brain’s ability to change, remap, and reorganize itself while someone is learning new information, according to Education Reform. This ability is influenced by things like exercise, diet, and stress level. A person’s emotional state also impacts their learning ability.
When information is presented in effective ways, the brain is able to function better, its resilience is increased, and its overall working intelligence is improved. Research has also shown that the brain physically changes while learning. Thus, the more new skills are practiced, the easier learning becomes.
Using this research as a springboard, teachers implement brain-based learning principles in the classroom. They specifically focus on reducing stress, effectively delivering material, increasing students’ movement, and building in opportunities to practice. While the principles remain the same no matter the age of a student, people do begin to learn differently as they mature. So, the delivery methods of these principles adapt accordingly.
History of Brain-Based Learning
Neurological research gained momentum in the 1990s. Up until this point little was known about neural pathways, and the left and right brain theory, introduced in the 1960s, was decades old. From the 1990s up to the present day, scientists have discovered more about the brain than in all other centuries combined, according to the Global Digital Citizen Foundation.
In 1994, Geoffrey Caine and Renate Nummela Caine’s research concluded that students had increased retention and understanding of topics when in a brain-based teaching environment. Since then, brain-based learning has become a more common practice in schools.
Principles
The core principles of brain-based learning follow. Each principle lays out a formula for better retention and learning among students.
Health and Exercise
The more active and engaged students are physically, the better their learning outcomes. This requires more than a midday recess or a walk between classes. Allowing students to take walking breaks during lessons and throughout the day, for example, revitalizes students, increases their attention span, and better prepares them to retain information.
Positive Emotions
The happier students are, the more they are willing to learn and think effectively. Affirmations from the teacher are one way to raise student self-esteem. In the past two decades, neuroscience research has proven the traditional classroom isn’t as stimulating for student learning as it could be. Enter brain-based learning, an innovative approach to education based on scientific research. It involves a teaching method that limits lectures and encourages exercise breaks, team learning, and peer teaching.
Guided Response Review at least two of your classmates’ posts .docxJeanmarieColbert3
Guided Response:
Review at least two of your classmates’ posts and extend their learning by asking them to clarify their understanding, share an example or experience. Share an insight or something you learned from reading your classmates’ posts or from the text that helps to clarify your thinking.
CLASSMATE 1:
Danielle Kaiser
Sensory Contributions to Learning
Understanding that sensory input contributes to learning can help teachers see the need to include multi-sensory modalities into lesson design and delivery. Our senses are intertwined with our brain and memories, therefore they influence the way we learn. They also play a large role in memory retrieval. The brain activates multiple sensory areas when information is presented for a particular object (Willis & Mitchell, 2014). This shows that the brain stores sensory information throughout the brain. This also means that the brain uses our senses for learning. To enhance brain storage teachers should be using a variety of sensory modalities to ensure students are able to register more sensory information related to the learning. The retained sensory information will be connected throughout the brain. The brain uses dendrites to connect all the different sensory memories pertaining to a particular topic (Willis & Mitchell, 2014). Once this is understood when we look at students with developmental delays we can see how using multisensory modalities can help them. If I am teaching a student with emotional delays I may focus on different ways to hold that particular student’s attention. Students with emotional delays may need more information or hands on experiences to create meaning for what they are learning. According to LeDoux (1994), emotions drive attention, create meaning, and have their own learning pathways (Jensen, 2005). An example would be if we were learning about plants I would talk about plant life cycles and watch a short video showing the life cycle of a plant. Then I would have student’s plant 2 seeds one in soil in a cup and another on a wet paper towel in a plastic bag. The plants in cups would be placed in the window sill and the bags tapped to the window. The students would water the plants as needed to learn how to nurture them. They will be able to see all the steps as the plants in the bags grow. This would involves many of the senses to aid in sensory learning and students would be involved in the process.
Resources
Jensen, E. (2005).
Teaching with the brain in mind
. Alexandria, VA: Association for Supervision and Curriculum Development.
Willis, J., & Mitchell, G. (2014).
The neuroscience of learning: Principles and applications for educators.
San Diego, CA: Bridgepoint Education.
CLASSMATE 2 :
Elsie Goycoolea
Many learning strategies make use of our senses to promote knowledge acquisition. For instance, many online classes include audio-visual material alongside required readings in an attempt to provide a more comprehensive learn.
Soraya Hakimi. Brain and Cognitive Development.pptxSorayaHakimi1
brain and cognitive development is a dynamic and lifelong process. Early experiences set the foundation, but the brain's ability to adapt and learn continues throughout life. Understanding the factors that influence this development is crucial for optimizing cognitive abilities and promoting well-rounded learning and growth in individuals of all ages.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Outline
2
Introduction
What is Brain Compatible Curriculum?
Anatomy of the brain
How learning happens in the brain?
Brain-Compatible Learning Principles and
Their Implications for Education
3. Introduction
3
Curriculum is about providing a set of opportunities
for learning. However, the meaning of learning is
changing. Thus, our concept of learning will affect
the opportunities we provide for the students.
Findings from brain researches have influenced the
concept of learning.
So, our knowledge about the brain could have an
impact on our knowledge about the curriculum.
John Bruer (1997) states our emerging
understanding of the brain may eventually be able to
contribute to education, to links brain structures with
cognitive functions and with instructional goals and
outcomes.
4. What is Brain Compatible
Curriculum?
4
According to (Jensen,2000), Brain Based Learning is
defined as Learning in accordance with the way the
brain is naturally designed to learn.
Brain-compatible curriculum is a curriculum that is
based on the latest scientific research about how the
brain learns, including such factors as cognitive
development—how students learn differently as they
age, grow, and mature socially, emotionally, and
cognitively.
5. Anatomy of the brain
5
An average adult human brain is a 1.36kg organ
governs intelligence, creativity, emotions, memory
and controls body movement, and function of
other body organs.
It composed of cerebrum 85% , cerebellum 11%
and brain stem 4%. It receives information from
our 5 senses. It can assimilate, store, and retrieve
information.
Cerebrum composed of right
and left hemispheres.
In general, 92% people typically
favor the use of left side of their
brain.
6. How Learning happens in the brain?
6
More than 100 billion neurons that a normal
newborn baby has.
Learning occurs when two neuron communicate with
each other. Neuroscientists emphasize that learning
occurs when a neuron sends a message to another
(Hannaford, 1995, Jensen, 2000, Sprenger, 1999;
2002, Sousa, 2000).
Neurons are information messengers. They use
electrical impulses and chemical signals to transmit
information between different areas of the brain, and
between the brain and the rest of the nervous
system.
7. Brain-Compatible Learning Principles and Their
Implications for Education
7
Renate & Geoffrey (1991, 1994) stated the core
principles of brain-compatible learning and
connections between teaching and the human
brain.
Educators have to take this knowledge in to
account and attempted to apply it to education,
terming it brain-compatible learning.
Brain-compatible learning is not a program to be
installed within education. It is a set of principles
that may guide our educational decisions.
9. 9
1. All learning is Physiological
Learning engages the entire physiology.
We are “holistic” learners-the body and mind
interact. Current brain research has revealed that
the body and mind are a partnership.
Adequate sleep, good nutrition, and regular
exercise are critical components of thinking
(Sylwester, 2003). They first promote
neuroplasticity and neurogenesis. Second, they
keep cortisol and dopamine (stress and
happiness hormones, respectively) at appropriate
levels.
Implication in education and curriculum: Use
different senses and body
10. 10
2. The brain/Mind is social
There is set of brain regions that are dedicated to
social cognition. Social cognition in human brain
allows to make inferences about what is going on
inside other people—their intentions, feelings, and
thoughts.
Implication in education and curriculum
All students have the capacity to comprehend more
effectively when their needs for social interactions and
relationship are engaged and honored. So that there
is a need to stimulate social interactions in the
curriculum
3. Emotions are critical for learning
Connection between Learning and Emotion
Emotion is the gatekeeper to learning and
performance
Students’ emotional states influence their learning.
11. 11
4.Search for meaning is innate
Learning is Meaning-driven
Meaning is more important to the brain than
information.
Humans are naturally programmed to search for
meaning. It resists meaningless patterns.
School’s Curriculum: allow students to have a sense of
identity and explore who they are
5. Search for meaning occurs through
patterns
Patterning or chunking information assists the brain to
mentally ‘place’ or sort new information in a way that
has meaning. This allows for greater internalization
and recall of this information can be maximized
(Wagmeister & Shifrin, 2000).
School’s Curriculum: helping students attach sense
and meaning to new information, resulting in more
efficient storage in long-term memory.
12. 12
6. Learning is developmental
When planning, designing, and implementing educational program,
curriculum designers and educators must consider the
characteristics of learners with respect to their developmental stage
in life.
Piaget's four stages
Stage Age Goal of
learning
Implication in
education and
curriculum
Sensory motor Birth to 18–24
months old
Object
permanence
Preoperational 2 to 7 years old Symbolic
thought
Teach by songs,
dialogue, play,
story,
Concrete
operational
7 to 11 years old Operational
thought
Learn basic skills
of reading, writing,
calculating
Formal
operational
Adolescence to
adulthood
Abstract
concepts
Communicating,
logical, abstract
thinking
13. 13
7. Each brain is unique and uniquely
organized.
Each human being has unique DNA. ... Since each
brain is unique and develops in its own way,
students will learn and develop at their own pace.
All kids are gifted!
According to Howard Gardner’s theory, Multiple
Intelligences Theory has significant implications for
educational performance.
The types of intelligences are: Verbal/Linguistic
Intelligence, Mathematical/Logical Intelligence,
Musical Intelligence, Spatial/Visual Intelligence ,
Bodily/Kinesthetic Intelligence, Interpersonal
Intelligence, Intrapersonal Intelligence, Naturalist
Intelligence
School curriculum: should acknowledge the gifted
14. 14
8. A brain is a parallel processor
The brain can perform several activities at once.
It processes information coming through smelling,
tasting, hearing and seeing at once.
Renate & Geoffrey (1991, 1994) claim that
thoughts, emotions, imaginations, predispositions
operates simultaneously.
The brain has the capacity to function on many
levels and in many ways simultaneously.
Implication in education: many different styles of
learning can be employed in the complex nature
of brain of the learner’s.
15. 15
9. The brain functions as a whole , not in parts
The brain always working as a whole,
simultaneously processing information in both the
left and right hemisphere.
School curriculum: needs to engage both
hemispheres of the brain
16. 16
10. Learning involves both focused attention
and peripheral perception
The brain learns from its environment. Everything
that goes into the brain (both important and
unimportant) is processed.
Implication in education: Educators should pay
attention what they do and say in the classroom.
There should be clear and conscious
communication.
11. Learning always involves both conscious
and unconscious
Learning may not happen in the class, may
happen hours, weeks, months later. When
learning takes place, it becomes both a conscious
and unconscious process.
Implication in education : giving sufficient time to
reflect on and process experiences
17. 17
12. Learning is enhanced by challenges and
inhibited by threat
The brain learn optimally when appropriately
challenged.
Stress/threats impacts learning negatively. During
anxiety the chemical called cortisol alerts the
body that stress is present. The brain shuts down
higher-level processing (Sousa, 2003).
In School’s Curriculum:
Moderate stress can be
introduced in many ways