Principles of Brain Compatible Education

1. Principles of Brain Compatible
Education
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As educators, we can use the research on
brain development to plan classes that are
brain-compatible. Knowing how brains
function, we may create the most beneficial
learning environment for our students by
using these ten simple principles:

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Provide an Enriched, Multi-Sensory
Environment for stronger neuronal
connections and better memory.
An enriched environment promotes the
development of brain cells that are larger,
have more dendrites, and therefore
communicate better with one another.

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An enriched environment is created
through .
a multi-sensory and challenging
curriculum that includes multiple entry
points, problem solving, relevant projects,
complex activities, and critical thinking.

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Give Meaningful Feedback that is timely
and specific to encourage positive change.
To learn from an experience, the brain
needs to receive feedback. Without
interactive feedback students are unable to
learn, grow, and develop.

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Meaningful feedback is positive, timely (in
the moment rather than later), frequent,
specific, descriptive, and learner-controlled.

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Include Opportunities for Emotional
Engagement because learning is linked to
experience.
In the brain, emotions, thinking, and
learning are linked. Our experiences
generate emotions, which generate
thoughts and decisions, which generate
responses.

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Allow for Social Interaction as
students learn through collaboration.
Students learn best through collaboration
and peer coaching. Not only does solving
problems together bring more ideas and
choices to the table, but working with
others breaks down barriers between
genders, cultures, and learning styles.

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Using a variety of groupings throughout
the class, such as pairs, trios, and small
and large groups allows students to learn
from each other in a variety of ways.

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Present Developmentally
Appropriate Curriculum that is
challenging yet achievable.
Understanding developmental stages and
providing appropriate curriculum makes
teaching easier and learning more
attainable.

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Inappropriate classroom behavior is often
the result of developmentally inappropriate
curriculum. The curriculum must be
challenging to be engaging but achievable
so students are not frustrated.

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Alternate Teacher Directed with
Student Centered Activities for a
balanced brain and deep learning.
Students who construct and re-create their
own learning are more engaged and retain
information longer than students who are
“fed” information.

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Giving students the opportunity to take
charge of their own learning through
choices, peer coaching, and problem
solving increases motivation,
responsibility, and emotional engagement.

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Introduce Novel Activities to gain
attention.
In the brain, synaptic connections are created
through novelty. Changing repetitive patterns
by introducing new methods, ideas, humor, or
arts activities creates interest and therefore
better attention and focus.

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Repeat Activities for retention.
New connections are hard-wired through
practice and repetition. Too much novelty
leads to confusion and frustration.

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Too much repetition leads to boredom and
disengagement. Find the balance between
novelty and repetition for optimum
learning.

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Offer a Curriculum that is Holistic
and Sequential for efficient and
optimum learning.
Students learn better by studying whole
ideas in context than by studying sub-parts
isolated from actual use. This is why
learning subjects through concepts is more
meaningful than just learning isolated facts

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Students also learn best when the
curriculum is sequential rather than
random. Exploring the concepts
sequentially by focusing on one to two
different concepts in each lesson is more
beneficial than a hit-and-miss approach.

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Prepared by
Ezzeldin Bassyouni
Mohammad Al-Kharabsheh