Is There a Relationship Between Highly Effective Teachers and Brain Based Learning Stategies?
Washington, ZseTaun Sheree In every school district there is a teacher that stands out. As a matter of fact, if you close your eyes right now and imagine the teacher that had the greatest impact in your school career, you would remember one from each academic level by name. They are unforgettable. Why? What makes them different from all the rest? You may have even struggled in a class, and yet it was that teacher that helped you make it through. Highly effective teachers leave a lasting impression on students that makes them sustain the test of time. The purpose of this paper is to determine whether there is a relationship between highly effective teachers in Mansfield ISD, and Brain- Based Learning strategies. I will define Brain- Based Learning strategies and highly effective teaching. The term "Brain- Based Learning" (BBL) refers to an educational theoretical framework that forms a holistic context for a comprehensive instructional approach design. These principles derive from significant discoveries made in the fields of biology, psychology, and neuroscientific research about the structure and function of the brain (Lagoudakis, N., Vlachos F., Christidou,V. & Vavougios, D.,2022). Brain- Based Learning strategies are a toolbox of methods that focuses on neuroscience and how the brain truly learns (Jensen, 2005) These lessons encompass strategies that include, peer interaction and communication, songs, repetition, movement, engagement, and social emotional learning (Jensen, 2005). During the past 20 years, the most important shift in education has been the movement away from the idea that learners are sponges, toward the idea that learners construct meaning for themselves. A student cannot learn history, physics, literature, or any other academic subject by listening to someone talk about it, just as players cannot learn baseball by listening to the coach talk about it (Wilson, & Peterson, 2006). Knowing how to educate in an effective manner is one thing; putting that knowledge into practice is quite another. It is critical to integrate great pedagogy with neuroscience in order to comprehend what it takes to be a highly effective teacher (Faull, 2009).
Learning, Psychology of, Effective teaching, Highly Effective Teachers, Brain-based learning, Neurosciences, Engagement
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