The Brain-Targeted Teaching Model
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It is widely accepted that the design of educational curriculums is crucial for the effective learning experience of students. Dr Mariale Harriman, the Vice Dean of the the Johns Hopkins University and a Professor of Clinical Education has collaborated with colleagues to develop the Johns Hopkins University School of Education’s Neuro-Education Initiative. The Neuro-Education Initiative brings to educators relevant research on cognition and learning. She and her team have worked on The Brain-Targeted Teaching Model for 21st- Century Schools, where the goal is, teaching children and young adults with the Brain in Mind, intersecting neurosciences with effective teaching strategies and including meaningful integration of the arts.
Before proceeding in explaining what the Brain-Targeted Teaching Model for 21st- Century Schools is, we should acknowledge arts and their contribution in transforming student learning. Richard Deasy, in the seminal publications Critical Links and Third Space, identified learning capacities that the arts foster, such as: (i) Persistence in sustaining concentrated attention to a task, (ii) Symbolic understanding by using multiple modes to communicate ideas, (iii) Resilience in overcoming frustration and failure, (iv) Engaged learning through absorption in content and (v) Collaborative learning as a member of group processes for acquiring and manifesting knowledge. It is evident, that art can produce very positive results for the learning experience.
Jamaica has been experiencing a period of reformation in terms of education in the recent years promoting that “Every child can learn ... Every child must learn”. This reformation process of the education sector involves children with disabilities and inclusion practices. It is important to acknowledge that this reformation process should take under consideration the Brain-Targeted Teaching Model for 21st- Century Schools since students best acquire, retain, and apply knowledge in creative ways. This way, students with disabilities can be furtherly enabled. As Dr. Harriman supports this kind of instruction relies less on reading and writing than does conventional instruction, so students who struggle with reading and writing may benefit more from the opportunity to learn content through alternative, arts-based means. Thus, for students who are still developing literacy skills, arts integration may represent a useful means of improving learning.
Specifically now, the Brain-Targeted Teaching Model represents a unified pedagogical framework that seeks to bridge research and practice by providing educators with a cohesive, usable model of effective instruction, informed by findings from the neuro and cognitive sciences. The Brain-Targeted Teaching Model consists of 6 (six) targets. Brain Target One is the Establishment of the emotional climate for learning. Creating a positive learning environment that reduces the negative effects of stress enhances student’s performance. The Brain Target Two, is the creation of the Physical Learning Environment, where for example optimal lighting—that which most resembles natural light—has been shown to have a positive effect on attention and learning. The Brain Target Three, the designing of the learning experience is where teachers are called to emphasize “big picture” connections between major topics, themes, and concepts, which can create associations between memories. The Brain Target Four is teaching for mastery of content, skills, and concepts. The teachers must seek out and use pedagogical methods that lead to the successful acquisition and long-term retention of content, skills, and concepts. The Brain Target Five, teaching for the extension and application of knowledge—creativity and innovation in education is focused on applying knowledge through creative activities that require critical thinking and real-world problem-solving. Finally, the Brain Target Six where there is an Evaluation of learning, focuses on how to provide students with feedback on their performance in the process of enhancing learning.
This topic is one of the issues that will be covered at the Inclusive Education Conference, hosted by the Nathan Ebanks Foundation, on October 28-31, 2015 in Montego Bay Jamaica. The conference offers an exciting line up of six (6) outstanding international speakers and luminaries in education including Dr. Mariale Harridan, Professor of Clinical Education School of Education, Johns Hopkins University and Director of the School of Education’s Neuro-Education. The speaker’s list also includes. Dr. Fay Brown, Associate Research Scientist at Yale University Child Study Center/Director; Mrs. Senta Greene, Full Circle Systems Inc.; Mrs. Dawn Evenson, Mrs. Amber Raskin and Mr. Sidney Morrison of the iLEAD Schools. For details visit our website at www.nefjamaica.org or contact 876 857 4425.
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