Currere encourages educators and learners to undertake an autobiographical examination of themselves.
Pinar suggests that the term currere, the infinitive form of curriculum, implies the framework for the autobiographical reflection on educational experiences that ultimately shape individual's self-understanding in our democratic society. In relation to curriculum Pinar states, "The method of currere reconceptualized curriculum from course objectives to complicated conversation with oneself (as a 'private' intellectual), an ongoing project of self-understanding in which one becomes mobilized for engaged pedagogical action—as a private-and-public intellectual – with others in the social reconstruction of the public sphere".
Currere encourages educators and learners to undertake an autobiographical examination of themselves.
Pinar suggests that the term currere, the infinitive form of curriculum, implies the framework for the autobiographical reflection on educational experiences that ultimately shape individual's self-understanding in our democratic society. In relation to curriculum Pinar states, "The method of currere reconceptualized curriculum from course objectives to complicated conversation with oneself (as a 'private' intellectual), an ongoing project of self-understanding in which one becomes mobilized for engaged pedagogical action—as a private-and-public intellectual – with others in the social reconstruction of the public sphere".
Rote learning can be defined as a memorization technique based on repeating the material again and again till you get through with it and begin to memorize.
The idea behind the rote learning is that one will be able to quickly recall the meaning of the material the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, and active learning.
Rote learning is generally based on only repeating of the topics, and not the clear understanding of the topics. Rote learning methods are generally used when quick memorization is required, such as learning one's lines in a play or memorizing a telephone number, also some students opt for rote learning instead of meaningful learning method with the clear understanding of the subject.
Rote learning is widely used in the mastery of foundational knowledge.
Outlines 10 results of brain research and implications for the classroom. Based on 2008 piece by E. P. Jensen entitled: A Fresh Look at Brain Based Education. Retrieved 04 03, 2010, from Phi Delta Kappan: http://www.pdkintl.org/kappan/k_v89/k0802jen.htm
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.
Rote learning can be defined as a memorization technique based on repeating the material again and again till you get through with it and begin to memorize.
The idea behind the rote learning is that one will be able to quickly recall the meaning of the material the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, and active learning.
Rote learning is generally based on only repeating of the topics, and not the clear understanding of the topics. Rote learning methods are generally used when quick memorization is required, such as learning one's lines in a play or memorizing a telephone number, also some students opt for rote learning instead of meaningful learning method with the clear understanding of the subject.
Rote learning is widely used in the mastery of foundational knowledge.
Outlines 10 results of brain research and implications for the classroom. Based on 2008 piece by E. P. Jensen entitled: A Fresh Look at Brain Based Education. Retrieved 04 03, 2010, from Phi Delta Kappan: http://www.pdkintl.org/kappan/k_v89/k0802jen.htm
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.
Given the breadth and diversity of related scientific findings, brain-based learning may take a wide variety of forms from school to school or teacher to teacher.
This article was prepared for The Education Hub by Dr Cynthia Borja, member of Conexiones: Plataforma de Ciencias del Aprendizaje.
Original article is in The Education Hub website https://theeducationhub.org.nz/research-guide/the-brain-emotions-and-learning/
RESUME:
Learning occurs when an individual has a relatively permanent change in behaviour, cognition, brain function, abilities or knowledge as a result of experiences. Over the past two decades, advances in neuroscience have revolutionised the way we think about the connection between learning, emotions and the brain. We now have extensive evidence that emotions and learning are inextricably connected. We know that ‘we feel, therefore we learn’
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.
Psychology of learning is a branch of psychology that focuses on understanding how individuals acquire, process, and retain knowledge. It explores the cognitive, behavioral, and emotional processes involved in learning new information and skills.
This field of study investigates various theories and models of learning, such as behaviorism, cognitive psychology, social learning theory, and constructivism. It explores how external factors, such as the environment and experiences, as well as internal factors, such as attention, memory, motivation, and intelligence, influence the learning process.
Psychologists in this field examine how different types of learning occur, including classical conditioning, operant conditioning, observational learning, and problem-solving. They investigate how individuals acquire and store information in their long-term memory, as well as how they retrieve and apply it when needed.
Furthermore, the psychology of learning also analyzes the impact of various teaching methods and strategies on learning outcomes. It aims to identify effective instructional techniques that facilitate optimal learning experiences and help individuals reach their educational goals more efficiently.
.
Neuroscientists think about cells. Psychologists think about frames of mind. Educators think about students. A Mind, Brain, and Education scientist can think on all three
levels, and as a result has more viable and effective solutions than other professionals
concerned with the teaching-‐learning process. This article considers some of the different viewpoints that are afforded by wearing the new MBE hat and suggests that anyone concerned with improving education should use this view.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
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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.
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
Discoveries about the brain can help teachers individualize learning. But first we must sort the truth from the hype.
Designing educational experiences without an understanding of the brain is like designing a glove without an understanding of the human hand. This analogy is attributed to Leslie Hart, pioneering author on braincompatible learning in the 1980s. Since Hart made this analogy, there have been many advances in scientific understandings of how the brain operates. Teachers who are passionate about reaching students should be eager to use advances in neuroscience to design better educational experiences.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
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
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. COÎViîNGTO OUR SENSES:
CLÂSSROOiyi INSTRUCTÍON
BARBARA WILMES, PH. D.
LAUREN HARRINGTON, MASTER'S CANDIDATE
PATTY KOHLER-EVANS, E D . D .
DAVID SUMPTER, PH. D .
University of Central Arkansas,
Conway, Arkansas
The following paper addresses the responses that the learner has
to changes in the learning environment that enhance instruction.
While theorists have supported the notion that instruction
embedded in sensory-filled, brain-based and hands-on activities,
classrooms remain unchanged in many, if not most interactions.
What can we do to wake up teachers and administrators to make
these modifications? We believe as educators we must "come to
our senses" to bring about best quality learning environments.
The following section of this paper supports why we have come
to the conclusion that sensory and brain based teaching strategies
can no longer be left behind.
For many years scientists viewed the supporting notions of the increased role of
brain as somewhat inflexible, subject to brain activity in learning. Findings suggest
genetic control. Recent research, howev- that heredity provides 30-60 percent of our
er, indicates that the brain is quite adaptable brain's wiring, while 40-70 percent is due
over the individual's lifespan. Many to environmental factors (Jensen, 1998).
researchers now consider environmental Educators have a significant moral and eth-
influences to be more significant than ical responsibility for enhancing the
hereditary factors. These findings have lifetime potential of an individual, espe-
considerable implications for educators as cially since schools are places that learners
they directly affect pedagogical strategies reside for an average of six hours, 180 days
used in the classroom. for 13 years of their lives (Jensen, 1998).
Teachers can no longer ignore the fmd- Before teachers begin to incorporate
ings and implications of brain-based positive changes in the learning environ-
research in the educational environment. ment, negative influences in the learning
The cognitive development of children is environment must be altered or removed.
affected by a multitude of diverse factors, If undue stress, for example, is present,
but educators have been slow to recognize brain-based practices will be less success-
the impact that brain-based research pro- ful. Teachers often resort to scolding and
vides in our awareness of the role of the threats to motivate students. "Finish your
brain in learning. Since the 196O's, work or else!" or other similar exhorta-
research in this area is more convincingly tions are often ineffective. Other similar
659
2. 660 / Education Voi. 128 No. 4
strategies such as finger pointing, humili- strategies into the classroom to produce
ation, sarcasm, the use of unrealistic more effective learning.
deadlines, and other demeaning methods,
also have dubious impact. Enhancing the Visual Environment
The teacher-student relationship which Brain research demonstrates that human
best facilitates learning is characterized by eyes are capable of registering 36,000 visu-
"trust, safety, and mutual respect"(Jensen, al messages per hour and that over 80
1998). According to Jensen (1998), there percent of all information that is absorbed
is no evidence to suggest that the use of by the brain is visual in nature (Optimal
threats effectively meets long-term acad- Environments, n.d.). Therefore, it is criti-
emic goals. To the contrary, there is cal that educators consider the significant
substantial evidence to suggest that nega- role visual factors play in learning. There
tive types of stress can prohibit learning. are several brain-based principles that are
It is believed that such stress causes the useful in creating an enriched visual envi-
"fight or flight" syndrome for many stu- ronment involving movement, contrast and
dents. Conant (2001) stated that glucose, color. There are several ways to access the
the fuel of the brain, travels from the cen- brain's inherently fast access to these prop-
ter of the brain where reasoning and erties. An excerpt from Brain-based
thought occur and goes to the muscles dur- learning, (n.d.), published at the Brain
ing stressful situations. For instance, if an Store, a website in conjunction with the
instructor reprimands a student in front of Jensen Learning Center, offers the fol-
the class, this action may trigger the "fight lowing suggestions for teachers: When
or flight" syndrome." Once stress or fright speaking to a group, the teacher needs to
develops, it may take some time for the move around the room, increasing and
body to recover, making it difficult to decreasing distance from the audience.
breathe normally, much less to learn. Other strategies include using visual dis-
While humans use this defense mechanism plays to demonstrate content, using
in life-threatening situations, it can he authentic objects so that students can feel
counterproductive when used in the class- as well as see them, color code student
room. Stress hormones can reside in the materials, and turn off the lights momen-
body at high levels for several days, tarily for introspection.
depending on the severity of the situation.
Similar findings suggest that chronic stress Using Color and Lighting in Instructional
in the environment may produce excess Settings
glucocorticoids, which are toxic to neu- Color in the visual environment is par-
rons (Conant, 1988). Once the ticularly important because of its powerful
environment is balanced, educators can impact on the brain. Color provides elec-
begin to manipulate the environment. The tromagnetic radiations, similar to that
following section of the paper will address produced by x-rays, infrared, and
manipulating the environment to include microwaves. Each color has its own wave-
sensory-filled, brain-based instructional length and affects our bodies and brains
3. Corning to Our Senses ... / 661
differently. One study attempted to see if and elicit feelings of peacefulness. The
colors in the environment had any influence colors yellow, light orange, beige, and off-
on children's learning capacity. Several white are useful for optimal learning
classrooms with low ceilings were paint- because they seem to stimulate positive
ed in different colors. IQ tests were given feelings (Brain-based learning, n.d.).
before placing students into different col- Researchers have also noted a strong rela-
ored rooms. Students who were placed in tionship between memory and color. A
light blue, yellow, yellow-green, and recent study in Brain-based learning, ( n.d.)
orange environments increased their IQ measured the relative value or verbal cue
scores by 12 points on average. Those against color cues in learning memory. In
placed in white, black or brown rooms testing memory for verbal cues and mem-
made lower scores when given new IQ tests ory for colors, learners remember
(Katt, 1997). Color also effects emotions. associations with colors more accurately
In the book. Power of Color, by Morton than those with mere black-white patterns.
Walker (1991) the following responses Thus, educators could increase learner's
were most common among tests subjects: potential by linking new information to
Red tends to raise blood pressure, pulse color whenever possible. This strategy if
rate, respiration, perspiration, and excites used frequently could enhance learning in
brainwaves. It also stimulates appetite, a the classroom. Writing the featured
reason that many restaurants use the color phoneme or entire words in different col-
red. Orange is similar to red but less pro- ors, for example, may improve reading and
nounced in its effect. Blue tends to lower spelling abilities by helping the learner
blood pressure and pulse rate. Brain waves effectively visualize the word.
tend to decline. Blue is considered the Lighting, like color, can have impact
most tranquil color. There may be times on learning effectiveness. Most studies
that a blue environment may be helpful in show that soft, full spectrum lighting is
learning, such as in a classroom with hyper- optimal for learning. But in educational
active students. However, for the regular classrooms today, standard ñorescent light-
classroom, blue may be a bit too calming ing is the most frequent light source. In
for most students. Green is also a fairly one study, the researcher replaced standard
calming color, though less so than blue. It florescent bulbs with full spectrum light-
has similar impact on student learning. ing in several elementary classrooms. He
Yellow is the first color that the brain dis- observed a 65 % drop in absenteeism
tinguishes. It is associated with a certain among the affected students in Brain-based
degree of stress and apprehension, yet stim- Learning, ( n.d.). In his study offiveCana-
ulates a sense of well being and optimism. dian schools, Henry (1999) found that
It could be helpful in goal-setting for stu- natural light is more beneficial than tradi-
dents as well as for review activities. tional lighting. With daylight, student
Overall, researchers have found that bright attendance improved, tooth decay
colors tend to increase creativity and ener- decreased due to Vitamin D exposure, aver-
gy. Dark colors, conversely, lower stress age growth of students was one and a half
4. 662 / Education Vol, 128 No. 4
centimeters more than in classes with arti- in classrooms.
ficial light, and scholastic performance Place tennis balls on the legs of
increased. Unfortunately, educators have chairs preventing them from bang-
little input into school design including ing against tables and other chairs.
light fixtures. Teachers can help reduce Keep windows and doors shut.
the harmful effects of artificial light by Place a rubber strip around the door
replacing fiuorescent light bulbs with indi- to block hallway noise.
rect and full spectrum lighting, and when Let students use earplugs to conceal
possible, and keeping widows uncovered, extraneous sound.
allowing natural light to filter into their Use earphones with tapes for indi-
own classrooms. vidual learning.
Sounds in the Environment Using Music in Classrooms
The hearing environment is also high- Music is an element that may also be
ly important in helping learners achieve heard throughout the day. The role of music
maximum capability. What might describe in learning is well known. Music "enrich-
a sound-enriched classroom? Classrooms es the human intellect and spirit. It can
incorporating brain-based principles provide solace or joy; it can entertain or
involve a great deal of communication. educate. And music is a universal language,
Cooperative learning and real-world appli- which helps bind together the human com-
cations are crucial to a successful munity (Campbell and Brewer, 1998),
brain-based classroom. According to stud- Music certainly has a unique way of inte-
ies on noise levels, learners have divergent grating many elements of the brain. It
preferences. Some desire complete silence; appeals to emotional, cognitive and psy-
others may prefer a busy, noisy environ- chomotor elements of the brain, and several
ment (Brain based learning, n.d.). studies show a link between music and
Instructors should be sensitive to both pref- increased learning (Brain-based learning,
erences to ensure optimal learning. n, d.). Unfortunately, despite the evidence
Extraneous noise can be very distracting for its value, often music and other art pro-
to those who need a quieter environment, grams around the country have been
while others may feel very productive in reduced or cut from the curriculum.
this atmosphere. Since many classroom Listening to music engages the entire
designs have not changed over the past 20 brain (Jensen, 1998). Furthermore, med-
years, those who prefer silence are often ical research has shown that the nerves in
"out of luck." Old air conditioning units the ear have more extensive brain connec-
and poor acoustics often add to other tions than any other nerves of the body.
already existing external noises. Research also indicates that music direct-
Possible ways teachers can reduce class- ly effects pulse rate, blood pressure, the
room noise include the following: nervous system, and glands of the body
Place area rugs in discussion areas (Neuman, n, d.). Music can be used for
to soften sound level and movement arousal, as a carrier of words, and as a
5. Coming to Our Senses .../ 663
primer for the brain (Jensen, 1998). mental awareness." They further suggest
Arousal refers to the increases and that music can be used in the classroom to
decreases of attentional neurotransmitters. accomplish various learning goals includ-
The theme from "Rocky" would be an ing:
example of "perk-up" music and a soft creating a relaxing atmosphere,
piano melody would be more relaxing. establishing a positive learning style,
Soft background music, some studies show, providing a multi-sensory learning
results in substantial improvement in read- experience that enhances memory,
ing comprehension (Jensen, 1998). increasing attention by creating a
Music is used as a carrier when the short burst of energizing excitement,
melody acts as a vehicle for the words. developing rapport,
Words of songs are very easily remem- providing inspiration,
bered because of this strong musical and adding an element of fun.
connection, and, therefore, are often used
as educational tools. Toddlers, for exam- The Teacher's Helper (n. d.), an online
ple, learn the letters of the alphabet through educational resource, suggests using active
the familiar "Alphabet Song. Another concerts where the instructor introduces
example of song-based learning is the tune new learning material to classical music
of "Twinkle, Twinkle, Little Star." All in a theatrical manner. This strategy can
musical songs do not necessarily produce deliver 60% of the content in 5 % of the
the results educators desire, such as Win- time! What teacher couldn't use that kind
ston cigarettes and the slogan, "Winston of help in enhancing academic instruc-
Tastes Good Like a Cigarette Should." This tional time? The power of music to bring
ad is remembered today even by those who about learning is immense (Newman, n.
were not smokers, and even though ciga- d.).
rette ads have been missing from media What benefits can be found from the
for a number of years (Teacher's Helper, use of oral or the use of sound-based
n. d.). Academic content put with music methodology in the classroom? Stahl and
is powerfully connected to the brain. One Yaden (2004) reported strong correlations
of the most powerful ways music enrich- that involved memory and recall tasks pair-
es the environment is its ability to prime ing a TV episode and aurally presented
neural pathways. Neurons fire constant- stories. Konoid, Juel, Minden-Cupp and
ly. The difference between "neural chatter" McKinnon (2000) found in a longitudinal
and clear thinking lies in the speed, study of 213 children that oral language
sequence, and strength of the connection. development significantly related to growth
For this reason, some people are primed by in phonological awareness in kindergarten
certain types of music to help them get a children.
task completed (Jensen, 1998). Campbell Benefits may also be seen when atten-
and Brewer (1998) stated that music is rec- tion is given to oral language skills as they
ognized as a "vital, easy, and simple tool relate to written word knowledge, to com-
for dynamic improvement in body and prehension and to phoneme awareness.
6. 664 / Education Voi. 128 No. 4
Thus, it is imperative that teachers con- Obviously, not all aromas produce the
sistently schedule adequate time for same effects. Certain aromas are linked to
children to talk, discuss, and for them to increased performance. Peppermint and
hear good oral language models with a lemon scents are known to energize. One
widely spoken language vocabulary. study showed that groups exposed to the
Another method using sound to pro- aroma of peppermint were able to solve
duce brain activity changes was reported puzzles 30% faster than the unexposed
by McCandleiss and Posner (2003) of a control group (Brain based learning, n. d.).
study using Fast For Word, a process of Popcorn and fresh coffee signify a mood
rapidly changing auditory information to change and raise anticipation. Vanilla,
draw attention to changes in speech chamomile and pine are great for perfor-
streams. This method, using amplification mance jitters before tests to create a
of sounds, has been found to increase brain relaxing atmosphere. The scent of pine is
activity in the posterior areas of the brain used to put travelers at ease going through
that are related to sounding out visual customs at London's Heathrow Airport
words. It would seem that teachers should (Wallace, 2000).
use auditory changes in pitch and intensi- Educators can reinforce memory by
ty to enhance children's reading print for using the same aroma while introducing
any academic content that may be the infonnation that will be used during
addressed. the exam. Although the exact mechanism
responsible for the effects of odor on mem-
Using the Sense of Smell ory is not known, memory seems to be
Smell is the least obvious of the sens- enhanced when associated with odor (Lipp-
es in its value to enrich the learning ner, 1999).
environment; however, its impact is also Pleasant smells can improve cognitive
powerful. Wallace (2000) cited this quote functioning. When exposed to pleasant
from Oliver Wendell Holmes, "Memories, odors of powder, spiced apple, and lemon,
imagination, old sentiments and associa- college students performed word con-
tions are more readily reached through the struction and decoding tasks under stressful
sense of smell than any other channel." and no stress environments better than
Scientists now recognize that they only those not exposed to the fragrances. In
know a fraction about olfaction and its rela- addition, one study showed that a combi-
tionship to learning. What they have nation of floral aromas was associated with
discovered so far about the nose has prac- double the speed of learning (Lippner,
tical applications for learning. The use of 1999). To boost learning in the classroom,
aromas produces similar effects as music educators should use essential oils rather
in the learning environment. Both can than artificial ones (Wallace, 2000). There
energize, set or change a mood, relax, rein- are also "scratch and sniff' labels and other
force memory, and make the surroundings scented papers available to help connect
more pleasant and welcoming (Wallace, learning to aromas. Computer technolo-
2000). gy has utilized aromatherapy effectively.
7. Coming to Our Senses .../ 665
scented papers available to help connect many benefits; teaching new information
learning to. aromas. Computer technolo- through song and music maximizes the use
gy has utilized aromatherapy effectively. of teaching time; and incorporating aro-
Digital scent technology has made it pos- mas with new learriirig has been shown to
sible to send and receive "e-smell" increase recall.
messages. Websites now have the capa- Enriching student learning through
bility to release a customized scent using sensory strategies in a brain-based
(Wallace, 2000). Imagine the possibili- environment is one of the easiest and most
ties!! Although this technology is not rewarding ways for an instructor to begin
widely available and is rather costly, to improve the learning environment and
instructors can very easily, and inexpen- academic outcomes for all children!
sively enhance the learning environment Teachers can no longer ignore the signif-
using aromas. Furthermore, as an added icance the sensory environment and to fail
bonus, the use of aromas can also energize to implement the fore mentioned, well-
or relax the instructor! researched sensory and brain based
teaching strategies. We educators must
Conclusions "come to our own senses" and implement
Scientists and educators alike have pro- the senses through brain-based environ-
duced volumes of evidence and studies that ments and activities if we are to maximize
demonstrate the significant impact that the learning opportunities for children!
environment has on learning. But why are
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