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.
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