10 types of brain-based learning

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10 types of brain-based learning

Brain-based learning is a phenomenon that explains how the brain learns. Neuroscientists have figured out that the brain changes every time it learns anything new. Gradually the brain shifts itself from one form to another. Biologically the shifting of neurons and reorganizing of the structure is extremely crucial and is the exact process that is accountable for learning. Psychologists have always believed in the brain as an impressively powerful and complex organ. Most of them agree upon the brain having different methods to learn different types of information.

To this date, medical science has not understood the metrics of the information that our brain saves 24/7 365 days every-year. Recent studies reflect that every brain may have an integral unique code. The statement makes it vibrantly impossible to convert memories into our 3-dimensional world. As the researchers further digress about cells in the brain that do not have mass. Commonly known as grey matter, the mass-less cells in the brain function in a continuous pattern controlling the core cognitive functions of the brain. Whereas, the infamous neurons are responsible to transfer information from one place to another within the body.

Science students often blame these grey matter cells for opting to Take My Class Online. As often researchers believe these mass-less cells initiate pleasure-seeking activity. They also define cognition as a human want.

PARALLEL LEARNING:

The brain is a parallel processor that allows humans to analyze the problem in multiple ways. It means the students are capable of multi-tasking at the same time. Therefore, teachers should be able to provide a wide variety of methods and approaches to make students learn more intensively. Moreover, teachers shall encourage and conduct activities that include not only auditory and Visual but Kinesthetic components as well. Parallel learning will help students associate their problems with a real-life situation.

PHYSIOLOGICAL LEARNING:

This type of learning allows students to learn by the methods they think will be best suited for them. The purpose of this learning is to make the students learn at the end means of it does not matter. Management shall organize seminars for the students to explore opportunities and choices of their own to make decisions that are best suited to solve the given problem. The students will learn more effectively if institutions understand what students need. Rather than providing open-ended problems, teachers must look for challenging techniques to express knowledge and talent.

ENVIRONMENTAL LEARNING:

Researchers at Harvard suggest that students tend to learn fast and effectively when the search for meaning is innate. Teachers should provide students with a rich environment. A rich environment means students can express more. Several ideas would come in handy including, multiple variables such as lightning, music, temperature, furniture, seating arrangements, room décor, eco level, noise level, and audience. All of these variables affect the learning of students and challenge every learner. Students tend to associate things with their surroundings and learn faster than usual.

PATTERN LEARNING:

Instructors guide teachers to create patterns for students so they can relate the previous activities with the ongoing activities. For this form of learning to be effective, the teachers must encourage students to ask questions. The questions can be personal so, they can create a link with their personal life. The teachers should also promote questions with examples, examples that include certain pictures, symbols, or themes to relate to the problem or discussion. Pattern Learning will create personal relevancy among learners and subject.

COGNITIVE LEARNING:

Learning is always fruitful when emotions are involved. Therefore the teachers must develop a strong relationship with students, interact with them on a personal level. The interaction between teachers and learners must be daily. The teachers should emphasize cooperative learning that will help students to involve in the projects. When the students think that the content of the course has an emotional value, they will consider it to be more crucial. Storytelling is one of the best ways to implement cognitive learning.

AUTOMATIC LEARNING:

Our brain is capable of learning and processing consciously and unconsciously. The teachers should provide a sufficient amount of visual aids and audiobooks that would help the students learn and memorize the content more effectively. After the conscious minds follow rational and analytical thinking, the unconscious mind follows no logic. With the right designs and instructions given to the learners, they can have higher chances to achieve the goals and remember them longer than usual. A commonly observable example of automatic learning would be Online Course Help programs

STIMULUS LEARNING:

The learners are more eager towards learning when they know that the outcome has rewards. The students know that stimuli have the potential to reward them in any way. There are many ways to introduce rewards and incentives among students. The teacher can add an element of surprise by introducing new methods of learning and provide them with problems that have multiple solutions. The teachers should engage students in different games that allow students to apply the course information unconsciously.

ACTIVE LEARNING:

The teachers should encourage the classrooms to be active recipients rather than being passive. The students should be able to provide the relevant information rather than be on a receiving end. The teachers need to get students actively involved through physical and mental activities. The students will learn faster by performing a physical task rather than reading it from a given coursebook. Moreover, energy levels also affect the learning process. The energy level of the students increases with the blood flow while performing physical and mental tasks. The students will become more confident, will improve memory and retrieval.

REPETITIVE LEARNING:

The learners will not be able to remember the content if they do not go through it once. Repetition and relevancy in the course will allow the students to relate the content most effectively. Teachers should provide them with pre-exposure of the topics, an overview of the content, direct exposure, concluding the concept, and then revising it with the students after an interval.

SPATIAL LEARNING:

An effective teacher should be able to provide the students with real-life examples and bring guest speakers to provide them with the relevant experience. One should enrich over time and procedures internalized and activated by relevant experiences. The memory will trigger with the help of examples that they could remember and apply in the real world.