The Challenges Involved in Brain-Based Learning

Brain-based learning has become very popular among K-12 educators. You'll find in-services and continuing education courses about brain-based learning in elementary and secondary schools across the United States. There are also many different programs for sale to educators that claim to use brain-based learning techniques to remediate students. Brain-based learning is a fascinating subject, but it can be difficult to implement. Questions also remain about its efficacy.

Research

• There are many studies that demonstrate neurological concepts such as different types of learning taking place in different parts of the brain. Studies that prove brain-based learning theories as applied to the classroom are rarely done. Teachers need to exercise caution before making the assumption that neurological research can be applied to the classroom.

Brain-Based Learning Programs

• There are many supplemental learning programs based on brain-based learning ideas, which are often referred to as Neurolinguistic Programming (NLP). The individuals who sell these programs stand to make quite a bit of money from them. Unfortunately, there are not replicated studies that support the efficacy of most of these programs.

Cost

• If administrators and teachers buy into the premise behind brain-based learning, then invariably a supplemental learning program and assessments will be purchased. These programs and assessments are quite costly and can represent a large portion of a school budget.

Practicality

• Often, teachers administer assessments designed to measure areas of strength and weaknesses that students have and then apply brain-based techniques to help the student learn. A challenge that immediately presents itself is how to keep track of each individual learner's needs as well as how to implement various brain-based learning techniques in the classroom when one technique may benefit some individual students but not others.

Misconceptions

• Teachers may be relying on "facts" about brain-based learning that may be popular misconceptions. For example, the idea that more brain synapses mean more intelligence is present is a popular one.

  John T. Bruer, president of the James S. McDonnell Foundation, points out that "young adults do not become less intelligent or less able to learn once they start to lose synapses."

  Several assumptions about brain-based education do not necessarily hold up to academic scrutiny.

Conclusions

• "Cognitive and educational studies are the best sources for educators looking to improve their students' cognitive and educational outcomes," states cognitive psychologist Daniel T. Willingham. This statement suggests that rather than relying on educational theories about brain-based education, teachers should rely on concrete research when developing curriculum and classroom applications.