Twelve Brain Principles That Make the Difference by Brian M. Pete

Author:Brian M. Pete
Language: eng
Format: epub
Publisher: Skyhorse
Published: 2015-01-15T00:00:00+00:00

Figure 6.1. The olders and the elders.

PART THREE: INTERACTIONS WITH LEARNING

For the third quadrant, Interactions With Learning, three of the Caines’ principles that apply are Principle 7, The brain involves the entire physiology; Principle 8, Each brain is unique; and Principle 9, Learning is social and embedded in experience. All three seem aligned with the idea of active and interactive learning that accompanies authentic experiences.

Principle 7’s premise that the brain involves the entire physiology speaks to the idea that teaching includes facilitating learning through awareness of the mind/body connection. Hungry, tired, stressed learners are not as open to the learning situation. Skillful teachers are aware of this physical aspect of learning.

Similarly, knowing that the brain is uniquely organized by a person’s experiences is also critical for effective teaching. Principle 8 emphasizes that it is because each brain is wired differently and each brain continues to change its structure and its chemistry through a process called plasticity (Diamond & Hobson, 1998) that teaching presents a daunting challenge for educators. To tap into the various entry points in these unique brains, teachers often apply Gardner’s (1983) framework of multiple intelligences as a necessary component of classroom practice.

And, finally, this quadrant embraces the concept of facilitating learning by recognizing the need for social influence (Vygotsky, 1978) and the power of experiential learning (Dewey, 1938). In essence, quadrant 2, according to the authors, says, “We teach,” whereas quadrant 3 says, “They learn.”

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