The brain-based teaching approach (BBTA) is a strategy grounded in brain learning principles designed to optimize the learning process by aligning with the brain's natural functions. It advocates three primary instructional techniques: relaxed alertness, orchestrated immersion, and active processing, all aimed at enhancing engagement and retention. BBTA addresses diverse learning styles and aims to improve students' conceptual understanding and motivation in subjects like physics.

1. BRAIN BASED TEACHING
BY
Dr.S.Jerslin

2. CONCEPT
• Brain-Based Teaching Approach is a strategy
implemented based on the Brain Based Learning
Principles developed by Caine and Caine (1991),
Caine et al. 2005, Jensen (1996) and Sousa
(1995, 1998) through related brain research. It
was designed in such a way so that the approach
will be more compatible(friendly) to the
structure, tendency and optimum(best)
functions of the human brain and to ensure the
effectiveness of the individual learning process
(Caine and Caine 1991; Sousa 1995, 1998; Jensen
1996; Caine et al. 2005).

3. MEANING
• Although all teaching processes essentially are
brain based, compared to other methods, the
BBTA is a strategy specifically created to
value the true potential of the brain in a
learning process (Caine and Caine 1991; Caine
et al. 2005

4. Con…
• Unlike traditional methods, this approach is based on
the theory that everyone keeps on learning, as long as
the human brain is not prohibited from undergoing its
routine processes (Caine and Caine 1991; Jensen
1996).
• The assumption is made based on the fact that the
human brain is an organ of extremely high potential
and that every student is able to learn effectively, if
their brain is given the opportunity to function in an
optimum manner.
• Children of all learning styles will benefit from this
kind of teaching approach.

5. 3 INSTRUCTIONAL TECHNIQUES
• The BBTA advocates three instructional
techniques: relaxed alertness, optimum state of
mind for meaningful learning where learners
experience low threat and high challenge;
orchestrated immersion, enriched environment
for learning that provides great opportunities for
learners’ development; and active processing,
which is the art of digesting, thinking about,
reflecting on and making sense of experience and
also the consolidation of what has been learnt
(Caine and Caine 1991; Caine et al. 2005).

6. BBT PRINCIPLES
• Brain-Based Learning Principles According to
this theory (Caine and Caine 1991; Jensen
1996; Sousa 1995, 1998; Caine et al. 2005),
each education should integrate all of these
elements:

7. (1) Relaxed alertness – emotional
climate
● The brain learns best in its optimal state.
● The brain’s bio-cognitive cycle influences the
learning process.
● Emotions are critical to the brain’s patterning
(out line/model) process.
● Learning is enhanced by challenge and
inhibited(subdued) by threat.
● Positive climate stimulates brain function.
● Appropriate environment, music and aroma
excite brain activity.

8. (2) Orchestrated(complied)
immersion-Instruction
● The brain is unique and is a parallel processor
(able to perform several activities at the same
time).
● Search for meaning comes through brain
patterning process.
● The brain processor works in wholes and parts
simultaneously.
● Complex and active experiences involving
movements stimulate the brain development.
● Learning engages the whole physiology.

9. (3) Active processing – strengthening
● Learning involves both focused attention and
peripheral perception.
● Learning involves both conscious and
unconscious processes.
● Learning always takes place in two memory
approaches – to retain facts, skills and
procedures; and/or making sense of experience.
● The brain can easily grasp and remember facts
and skills embedded in its memory space.

10. BBT
The integration of these learning optimum-state
elements is believed to be able to fulfill
various learning requirements while fostering
interest among students.
Based on these characteristics, the BBTA is
expected to be a new breakthrough in dealing
with the issues related to students’ conceptual
understanding of subjects.

11. • Ref: The effectiveness of Brain-Based Teaching
Approach in dealing with the problems of students’
conceptual understanding and learning motivation
towards physics
• Salmiza Saleh
• To cite this article: Salmiza Saleh (2012) The
effectiveness of Brain-Based Teaching Approach in
dealing with the problems of students’ conceptual
understanding and learning motivation towards
physics, Educational Studies, 38:1, 19-29, DOI:
10.1080/03055698.2011.570004 To link to this article:
https://doi.org/10.1080/03055698.2011.570004