Increasing elementary level academic performance through brain-based teaching strategies

Abstract

The purpose of this study was to assist upper elementary students achieve better academically. This study included a comprehensive review and critical analysis of research and literature concerning the brain, the learning process, factors affecting retention of learning, success stories involving brain-based learning, suggestions for optimal learning, and skepticism/caution. Conclusions were drawn and recommendations were given to educators and administrators. Research has suggested that the brain is a very complex organ. Scientists have determined that the human brain is divided into two hemispheres, the left and right. Each hemisphere is responsible for processing information differently. Within each hemisphere, the brain is further divided into lobes. The occipital, frontal, parietal, and temporal lobes have been identified as the locations where learning takes place. Each lobe is responsible for different types of learning. In order for learning to take place, the brain must make emotional connections with the information being processed. In other words, you must be involved in the learning process. The greater the emotional connection, the better chance the brain has at learning or mastering the material. If, however, the brain experiences stress, the brain will likely “downshift” and focus on survival needs rather than acquiring the learning material. The researcher has reviewed several success stories have been identified in which students have been taught using brain-based strategies. These success stories include students from all ethnic and socio-economic backgrounds within the United States. In addition to the review of success stories, the researcher also identified several brain-based teaching strategies that could be incorporated into the upper elementary classroom. In order to improve the quality of instruction and improve student performance in our schools the researcher recommended that teachers evaluate their individual learning styles before investigating implementation of brain-based teaching. After an internal evaluation, selections of a variety of teaching strategies that involve more activity with students could be incorporated into the teaching curriculum. Recommendations were also given to administrators to allow for more flexibility in the daily scheduling for brain-based techniques to be incorporated into the classroom. In addition, educators need to be given more preparation time, which would also include teacher inservice. Finally, the researcher recommended evaluation of the daily schedule to allow “specials teachers” the opportunity to plan and implement cross-curriculum as a tool to enhance the learning process.