Educ 5210 Unit 5 Written Assignment

Running head: EDUC 5210 Written Assignment Unit 5 1
EDUC 5210 Written Assignment Unit 5
University of the People

EDUC 5210 Written Assignment Unit 5 2
BRAIN – BASED LEARNING STRATEGIES

The Adolescent brain can be characterized as the ‘Actively evolving’ brain.
Since the Pre-frontal cortex, sometimes known as the ‘reasoning brain’ responsible for
decision-making, planning and control impulses is still developing, teenagers have to rely on
the limbic system ‘emotional brain’ to make decisions and solve problems. However, the short-
coming of this is the association of the limbic system most especially the amygdala to emotions,
instinctive behaviour and impulses, leading to mood shifts and inexplicable ‘acting out’.
The adolescent brain is also greatly influenced by the changes in the environment, and sensitive
to its surroundings so much that it readily associates learning development with peer pressures
of fitting in. It links learning to the emotional reconciliation of what it perceives as right or
wrong and what is profitable or not.
This discovery was fascinating because it shed light on the reasons for some of the learning
outcomes of my lessons, and actions of my learners as well as teenagers I have come across.
LESSON TOPIC: Caring for the Elderly

SUBJECT: Citizenship
STRATEGIES TO IMPROVE STUDENT SUCCESS

METAPHOR, ANALOGY AND SIMILE: This strategy links past experiences or
knowledge with present learning. Concrete experiences are key to the success of this strategy
as cited in …… ‘Without concrete experiences, symbolic and abstract learning has little or no
meaning. Because abstract thought processes are not well-developed until late adolescence
(around age 18 to 20), the most effective teaching styles encompass methods that create
concrete experiences within the boundaries of the school setting’.

STRATEGY APPLICATION
The lesson above is a topic in Citizenship which discusses caring for the elderly. Focusing on
respecting them, listening to them, sharing and communicating with them and caring for them.
Younger children would generally participate actively in this lesson because they have
grandparents or elderly loved ones with whom they share memories. For an adolescent, a field
trip to an Old Peoples Home would be needed to further drive this lesson, because a concrete
experience has been provided. Furthermore, it stimulates the limbic system by providing
emotion which drives attention which ultimately drives learning. This is further reinforced by
Schunk when he states that ‘Emotion and motivation can be used constructively to produce
better learning’ (Schunk, 2010. p. 61)
There is, however, a danger in making such an activity too frequent and repetitive, as it may
result in the development of such negative emotions as sadness, over-worrying. Scheduled and
properly spaced activity visits achieve the purpose of service-learning, without the negative
outcomes.
STRATEGY 2
THINK, PAIR and SHARE - This strategy allows for peer-to-peer learning connections,
where learners interact and share ideas. Adolescents prefer each other’s company, and do not
want to appear incompetent as their sense of self is still developing. Active discussions in pairs
help to foster learning. Schunk also states that ‘Students who collaborate to solve problems
become aware of new ways that knowledge can be used and combined, which forms new
synaptic connections’. (Schunk, 2010. p. 67)
Learners would willingly and actively share, and develop healthy competition between each
other, especially because they are being watched by their peers.

STRATEGY APPLICATION: Using the same lesson ‘Caring for the elderly’ as a
reference point, and following the visit to the Old People’s Home.
Writing a reflective journal on this topic as a task would be more achievable after paired active
discussions have taken place. Talking about personal experiences and drawing from the
concrete experience provided, would provide adequate information needed to allow learners to
write a rich and purposeful journal. Ideas and new ways to make their lives easier and more
enjoyable could also be included, based on not just what they witnessed, but on interaction
with the elderly folk. The only downside to this strategy is that it might encourage peer
dependency, but ultimately, the advantages far outweigh this disadvantage.
STRATEGY 3: WAIT TIME
Giving student’s time to process their responses a few minutes will allow more thinking time,
which brings about a good level of interaction/discursiveness in your lesson. Because the
prefrontal cortex is still developing students rely on their limbic system (instinctive reaction)
when responding. As far as brain development is concerned, this varies for male and female
adolescents.
STRATEGY APPLICATION: When asking for peer feedback or assessment on the work
done, allow some time for students to think through their responses. Encourage them to reflect
on the work, and use the criteria provided in peer assessment before responding. Also, give
clear instructions as this will improve the participation level as well as the quality of their
responses.
Applying these strategies would positively affect the outcome of this lesson as it accommodates
the complexity of the evolving adolescent brain. Planning and delivering lessons taking into
cognisance these, and other brain-based learning strategies would be beneficial not just to the
learners, but the teacher as well.

References
Schunk, D.H. (2010). Learning Theories: An Educational Perspective. (6th ed.). MA: Pearson.
SPOTS Manual for Learning Strategies: The Adolescent Brain – Learning Strategies and
Teaching Tips. (p. 7 – 10)

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Running head: EDUC 5210 Written Assignment Unit 5 1

EDUC 5210 Written Assignment Unit 5

University of the People

BRAIN – BASED LEARNING STRATEGIES

wrong and what is profitable or not.

LESSON TOPIC: Caring for the Elderly

STRATEGIES TO IMPROVE STUDENT SUCCESS

concrete experiences within the boundaries of the school setting’.

better learning’ (Schunk, 2010. p. 61)

synaptic connections’. (Schunk, 2010. p. 67)

other, especially because they are being watched by their peers.

dependency, but ultimately, the advantages far outweigh this disadvantage.

STRATEGY 3: WAIT TIME

learners, but the teacher as well.

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