Brain-based learning strategies aim to engage students through principles derived from neuroscience. These strategies can improve learning for students with emotional disabilities by creating an environment that encourages participation over perfection and makes the classroom stress-free. Data should be collected before and after implementing brain-based strategies to assess their impact on factors like time off-task, behavior referrals, and teacher perceptions. However, reliably implementing strategies with fidelity can be challenging due to unforeseen schedule changes and disruptions. Resources for brain-based learning provide games, leadership practices, and strategies to engage students holistically.

1. TURN ON YOUR BRAIN
Directions: In the following line of letters, cross out six
letters so that the remaining letters — without altering
their sequence — spell a familiar English word.
B S R I A X L E I T N T E R S
Hint: If you're having difficulty, go back and read the
directions very carefully.

2. “How can brain based teaching
strategies improve learning for
students with Emotional
Disabilities?”

4. What is Brain Based Learning?
It’s the
Purposeful
Engagement of
effective
Strategies
derived from
Principles of
neuroscience!

7. Environment
Challenge/Threat Emotions
“Zone of Proximal Development”

8. Emotions trigger the chemicals
active in the axon-synapse- dendrite
reaction. This permits or inhibits
communication between the cells.

9. Emotions
Encourage Participation, Not
Perfection.
Make the Classroom Stress Free
Practice “Active Listening”- Adult

10. Modalities
Guess the Theme Song!

11. Visual
Processing
&
Memory

12. Sunglasses Bat Pen
Hose Crayon Rock
Oil Tower Solar Panel Clothes Line
Hanger Light Bulb
Soda Can Banana Safety Pin
Travel Mug Coffee Mug
Water Bottle Ring Recycling Can
Bobby Pin Rocks Glass Bottle

14. “Social Brain”
Conversation allows our brains
to formulate better memories
and connect more deeply with
information.

16. Whole
Person

17. Engagement

18. PLAN OF ACTION
Determine data source:
Reading Levels? Reading Fluency? Behavior
Referrals? Own data source? (Student Time
on/off Task)
Teach Brain Based Learning Strategies to Staff
Provide Access to Materials for
implementation
Offer feedback and guidance to teachers
Take Post-Implementation Data

19. Time off-task during lesson
Before Intervention
After Intervention
Teacher Interview about practices
Teacher Questionnaire: Success of Strategies
Behavior Referral Database

20. Data Collection
Outside Person to collect observations
Leading to more disruptions
Students no longer comfortable in environment
Validity in which teacher use and implement strategies
Reliability of Data Collection Software and Referral
Process
Students exhibit differing behavior initially during new
activities- length of study

21. Teacher Thoughts
“After taking a brain based learning course my students
enjoyed many of the brain break activities and have asked to
use them again. Unfortunately due to constant unforeseen
schedule changes and disruptions I have not practiced the
strategies with fidelity.”
-5th Grade Math/Science Special Education

22. Resources
Biffle, C. (2015). Whole brain teaching: 122 amazing games!: Challenging kids,
classroom management, writing, reading, math, Common Core/state tests.
Yucaipa, CA: Whole Brain Teaching LLC.
Dickmann, M. H., Stanford-Blair, N., & Rosati-Bojar, A. (2004). Leading with the
brain in mind: 101 brain-compatible practices for leaders. Thousand Oaks, CA:
Corwin Press.
http://www.elementarymatters.com/2012/02/ten-brain-based-learning-
strategies.html?m=1&crlt.pid=camp.58WX3uIMjB0m
http://www.edutopia.org/neuroscience-brain-based-learning-emotional-safety
http://www.polk-
fl.net/staff/teachers/reading/documents/Read180Day2/Tuesday2/PracticalA%20_
Moore/PracticalA%20_Moore%20[Compatibility%20Mode].pdf