1. The document discusses education policy, planning, and brain-based education. It defines education policy as principles and decisions that influence education systems and the laws governing them. 2. Educational planning involves preparing decisions for future action to achieve goals through optimal means. Types of planning include administrative, academic, co-curricular, instructional, and institutional. 3. Brain-based education emphasizes how the brain naturally learns based on what is known about brain structure and function at different developmental stages. It focuses on actively engaging learners using strategies informed by neuroscience principles.

1. DR ABDUL KOKORI

2. “The illiterate of the 21st century will
not be those who cannot read and
write, but those who cannot learn,
unlearn, and relearn. ”

3. The philosopher Eric Hoffer once said,
“In times of profound change, the learners
inherit the earth, while the learned find
themselves beautifully equipped to deal
with a world that no longer exists.”
BRAIN CONNECTION ASSOCIATES
.

4. .
What is education policy?
Education policy consists of the principles and policy
decisions that influence the field of education, as well as
the collection of laws and rules that govern the operation
of education systems.

5. WHAT IS EDUCATION PLANNING?
“Planning is regarded as
the process of setting out in
advance a pattern of action
to bring about overall
national policies by the
closest possible articulation
of means and ends.” —
Philips
In the light of above definitions,
it can be highly stated that
planning is the process of
preparing a set of decisions for
action in the future and
directed towards realizing some
goals by the best possible means.

6. 1. Administrative Planning.
2. Academic or Curricular Planning.
3. Co-curricular Planning.
4. Instructional Planning.
5. Institutional Planning:
Types of Educational Planning:

7. .
BRAIN COMPATIBLE EDUCATION
Delivery education in the way the
brain learns naturally

8. .
LEARNING REVOLUTION
the main element of new learning
revolution are two fold:-
a. Brain Compatible Education
Based on Brain Research
B. Power of instant Communication
through Information and
Communication Technology
.

9. WHAT DO
WE NEED TO
KNOW
ABOUT THE
BRAIN
?

10. Neuroscience has disclosed
important information about
the brain and how we learn. We
now know more about how the
human brain processes,
interprets and stores
information than ever.

11. .
Brain-based education
emphasizes how the brain learns
naturally and is based on what
we currently know about the
actual structure and function of
the human brain at varying
developmental stages
WHAT IS BRAIN BASED
EDUCATION ?

12. .
Brain-based education emphasizes
how the brain learns naturally and
is based on what we currently know
about the actual structure and
function of the human brain at
varying developmental stages
WHAT IS BRAIN BASED EDUCATION

13. .
What is Brain-Based
Teaching?
It’s the purposeful
ENGAGEMENT
of effective
STRATEGIES
derived from
PRINCIPLES
from neuroscience

14. .
The growing brain: the human
brain can and does grow new
cells.
The social brain: how
interactions and social status
impacts stress levels.
The hormonal brain: hormones
can and do impact cognition.

15. The hungry brain: what to eat:
the role of nutrition in learning
and memory
The memorable brain: how our
memories are encoded and
retrieved
The chemical brain: which
chemicals do what & how to
activate the right ones

16. The attentional brain: prefrontal
cortex, what really drives attention
and ADD
The emotional brain: impact of
threats on hormones, memory, cells
and genes
The adaptive brain: the impact of
distress, cortisol & allostatic states
The patient brain: the role of time in
the learning process

17. The computational brain: the role of
feedback in forming neural networks
The artful brain: the role of arts and
music
The connected brain: how our brain is
body and body is brain
The developing brain: what to do and
when to do it; value of the first 3
years

18. General Implications
• It shifts the focus from the teaching
process to the learning process.
• The teacher becomes facilitator, guide,
coach, mentor and talent scout.
The role of the teacher changes but is not
eliminated.
• Orchestrated Immersion
The learning environments are created to
immerse students into a full learning
experience.

19. General Implications
• Relaxed Alertness
An effort should be made to
eliminate fear while maintaining a
highly challenging environment.
• Active Processing
The learner consolidates and
internalizes information by actively
processing it.
Reflection time becomes important.

20. General Implications
• The Brain Needs
Nourishment
 Food
 Hydration
 Air Quality
 Light
 Sleep

21. General Implications
• The Brain is a Social Organ
Do something with the
information
Cooperative learning
Hands on learning
Active review
Peer Teaching
Peer interaction

22. General Implications
• The Brain Seeks Safety
 Classroom environment
 School culture
 Relaxed environment
 A sense of security
 Predictable
 Challenges

23. General Implications
• The Brain is Emotional
 Pays attention to emotions naturally
 Music activates brain waves and plays on emotion
 Humor
 Reflection
 Role Play
 Images in the brain

24. General Implications
• The Brain Seeks and Process Information
 Makes it meaningful
 Information in isolation is forgotten
 Information that is interesting is retained
 Connections to prior knowledge
 Connections to real life
 Choices
 Reflection
 Writing across the curriculum

25. The current explosion of new knowledge about the brain is
an invitation to examine our practices, commit ourselves
to drop what is ineffective, and embrace promising new
approaches that are brain compatible rather than brain
antagonist.
And since student mastery of the school curriculum
happens primarily with the brain. It stands to reason that
educators and stake holders should be experts on the
working of that amazing organ (Brain)
IN CONCLUSION

26. According Albert Einstein
“Education is not the
learning of facts, but the
training of minds to
think.”

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