Brain Based Learning in the Digital Age: A Practical Guide for Teachers

While many techniques of brain based learning work best in a traditional classroom, many of the techniques can also be applied in a digital environment. Personally, my favorite methods are of physical mirroring and movement, but the obvious obstacle is the lack of physical observation. Without that physical connection, teachers often find difficulty connecting with their students. Some techniques are decidedly easier to establish than others, but with desire to increase information efficiency and creativity, it can certainly be achieved.

One of the most effective methods in brain based learning is using repetition to commit information to memory. In the classroom, we can have a more immediate representation of this by using a call and response. For example, in my classroom, when I ask the student to open their book to a page, they must repeat the page number. This serves three purposes: I get an idea of how many students are paying attention, I know the students heard the correct page number, and those students not paying attention have become aware that their classmates are performing an action that they need to catch up to. In a digital classroom, this becomes more difficult. Although we’re unable to do perform an immediate call and response, we can use repetition within assignments. Asking students to write a sentence 50 times might be effective, but a better use of our time is to assign activities that use the same information in different mediums. For example, assign an essay, video project, and Powerpoint presentation about the same topic. The students will be able to use the same information in unique ways, ensuring that they will be well versed in that subject by the end of the assignments.

Tying into that suggestion is multi-sensory input. Students using computers to connect to their classroom digitally innately have access to infinitely more resources than a traditional classroom. They can watch videos, listen to relevant podcasts (the availability of which certainly depends on the subject matter), or read articles, essays, or reviews about the topic. For example, a class about marketing can reference TED Talks, use actual marketing campaigns as illustrations, and read articles about marketing in social media.

Creating a personal connection with the subject matter is a key technique in brain based learning, and, in my opinion, one of the most difficult to achieve. Our minds work in amazing ways, often without us even realizing. I constantly hear songs on the radio that immediately remind me of past relationships, or roadtrips with friends. It’s the emotional connection that brings that information to mind. Those same connections can be established in a learning environment, although the teacher will need to get creative for a digital classroom. A connection can be forced through assignments that involve self-reflection. For example, in a lesson on emotion vocabulary (as I teach in my ELL classes), ask the students to think about their favorite movies, to watch them again and think of the new vocabulary when they experience the emotion. Being in that familiar environment and introducing a new element will help solidify that connection.

The easiest of the BBL methods is patterning. Our brains are constantly looking for patterns, to categorize and connect information in some way. Digital learning presents a great opportunity for students to actively make these connections, rather than waiting for their instructors to fill in the blanks for them. When presenting a lesson, ask students to group information based on certain parameters. Students can use graphic organizers like Venn Diagrams, T-charts, and 5W and 1H map to clarify complex data. For example, when teaching a literature class, assign the creation of a sequence chart to examine key plot points. This will help student to directly visualize the events of the book, and will help the teacher to ensure that all of the key points are observed and understood.

For further information, see these resources:

http://www.ascd.org/publications/books/110018/chapters/Do_Brain-Based_Principles_Apply_in_the_Digital_Age%C2%A2.aspx

http://brainconnection.brainhq.com/what-is-brain-based-learning/

http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/10/response_using_brain-based_learning_in_the_classroom.html

ESL Teaching Strategies for Multiple Learning Levels

Next semester I am likely to teach a fourth grade unit on comparative words.

In all levels of language acquisition, there are many key strategies that can be employed. The most effective is establishing a routine. ELLs that know what to expect when they come into class are more likely to feel comfortable asking questions, participate in discussions, and take non-verbal cues from the teacher to understand the lesson context.

For the lowest level of language acquisition, integrate pictures into the lesson so that the student can follow along and associate the sound of new vocabulary with the idea being taught. For example, when repeating the word ‘stronger’ and showing an image comparing a muscled man lifting a car and a skinnier man lifting a feather, make sure the student makes the correct association with ‘stronger’, rather than ‘weaker’. Use arrows or physically point at the same time as word repetition. Do a quick check with the student to make sure that key words understood, but only after class. Calling on a low level ELL student during class serves to isolate them even further.

For the second lowest level, build on the use of visual aids, and incorporate physical actions to make a point. The word ‘stronger’ might be conveyed easily through a picture, but just as easily through mock arm-wrestling. Students above the lowest level are more likely to understand context clues rather than relying solely on images and key words being spelled out for them. ‘Stronger’ will be conveyed, but also ‘muscle’, ‘win’, and ‘rematch’.

For the second highest level, repetition and worksheets are going to be the most successful tools. At this point, ELLs can understand general concepts and are just at the beginning stages of vocabulary retention. Building up that vocabulary is key, and the best way to reinforce it is through written and oral repetition. Worksheets like fill in the blanks, crosswords, and word searches emphasize spelling and context clues while creating a more interesting way of practicing writing than straight dictation. The grammar of ‘er’ words has likely sunk in at this point, although not as firmly as those students in the highest level of language acquisition.

For the highest level, only suggest minimal changes to the lesson. Focus on writing and creativity more than the big picture. Teacher observation is crucial at this stage, as it is very easy to assume a high level ELL isn’t struggling with the material, when in fact they may simply be hiding it well. Group work is effective, and allows a focus on creativity rather than grammar repetition. An assignment to list as many ‘er’ words as possible, as well as recognize which ones are ‘more ____’ is perfect for pair work, as long as progress is monitored to ensure mutual effort by the students.

Special Education, or lack thereof, in Korea

This assignment was a bit tricky for me, as special education is completely absent in my school (which I’ll address later in the assignment). Instead, my interview is with Jin Jung Ah, an English teacher who holds extra classes before school for low-level students. These students do not have disabilities, certainly not diagnosed ones, but it’s the closest thing to extra help that is offered at my school.

According to Korean Law, “schools may not discriminate or refuse admission based on learning difficulties or special needs,” and “there must be at least one school in each province to cater for children with special learning needs.” In Daegu, there are 8 schools for the disabled, with more than 1400 students shared between them.

However, in my personal experience here at Sawol Elementary, learning disabilities of any kind are completely ignored. There are several students at my school who I suspect to be developmentally delayed or suffer from ADHD, but nothing is done about this. When asked, my co-teachers seconded my suspicion, but then shrug it off. The student is then loaded with the same amount of work as low-level students, even though he or she cannot complete these assignments without assistance. On an individual level, I’m not sure how these students operate in their home lives, but their teachers aren’t aware of any special training or additional lessons they receive specific to a disability.

Let’s separate from disabilities for a moment to look at education for low-level students. In my elementary school, Jin Jung Ah is an English teacher, my co-teacher, who offers extra classes before school starts for students struggling with the material. These lessons are informal, mostly consisting of self study from personal textbooks, and of the 34 students recommended to attend, only 5 students do so on a regular basis. Students are automatically recommended into the classes if they fail to meet the “basic line” of the standard test in grades 4 through 6.

The signs of a struggling low-level student are similar to those of a disabled student, Jung Ah notes. “They don't answer correctly to the simple basic questions. They don't understand the teacher's lesson or remember it well. They have difficulty focusing on the studying.” These are all symptoms listed in the IDEA language, although the law has much more emphasis on recurrence and consistency of these problems.

Extra classes are the school’s way of informally dealing with low-level students. A much more effective way would be a full RTI process, as used in IDEA action, but unfortunately no such law exists in Korea. Instead, the provisions made for special cases are in the form of alternative methods. “Teachers in charge of the subjects respectively teach the students after school, or before the regular class and they have a test 2 times a semester. The school offers the additional text book and teaches them during vacations to help their knowledge.”

Jung Ah, along with most teachers, realizes that there is a need for Special Education in our school. She believes the reason we lack a specific program is due to budget constraints and parent hesitation. In her words, “being a parent for a disabled child is not accepted easily.” It seems many parents would rather assume their child is stupid rather than investigate what could be a more serious problem, something that is very difficult for us to hear in this day and age.

When asked about the degree of parent involvement regarding special help, Jung Ah’s only comment is “The parents can refuse the extra lessons for their children. Sometimes the students feel shame about the extra studying.” In combination with her previous answer, a picture begins to develop. Again, this is only a case study in one elementary school, but that information is hard to reconcile with the progressive language of the disability laws that created special education schools in the country.

As mentioned earlier, an American law heavily referenced in special education cases is IDEA (Individuals with Disabilities Education Act). Unfortunately, IDEA is not an international law. And even more unfortunately, my knowledge of special education is limited from my time in South Korea. So let’s look into how IDEA continues to shape special education as we know it.

Throughout the 8 steps in IDEA involved in referring a student into special education, it’s important to have constant contact and updates between all teachers involved with the student, and the parents. From initial recognition that there might be a problem, through the response to intervention process, to actual execution and evaluation of the individualized education program, teachers and parents need to be involved in every single step.

Most important, I feel, is the pre-referral (Response to Intervention)step. Before implementation of IDEA, this RTI process may have been overlooked or skipped over completely, but I think that taking the time to fully evaluate a specific student, know to which degree help is needed, is vital. Determining what tier a student calls into is important to decide to what degree intervention is required.

Beyond the IEP, there are many other considerations to make. The question of if they can adjust the curriculum to suit the student without changing schools or going beyond the classroom is huge. A change in routine affects students of all ages and abilities, but especially so those with disabilities. Not to mention the social aspect of changing their learning environment could have lasting effects.

It’s possible that my school is an odd duck in this regard, but I find it unlikely that in 8 years of operation, there has never been a single reported case of special needs (a fact adamantly conveyed by my vice principal). More likely, a child presenting with a disability would never make it to public school, but would be sent to the specialty school upon presenting symptoms.

With all of the information and research available today about the various disabilities found in students around the world, it’s no surprise that I’m optimistic about the role of special education in the future. Although working in Korea doesn’t put in me in the best frame of mind on this subject, I’m decidedly more hopeful about the rest of the world. Assistive devices are becoming more common and affordable, the general public is becoming more aware of the issue, and teachers are working together more constructively to create personalized learning for those who need it.