Brain Based Learning (P01133)

? Credit Points : 15 ? SCQF Level : 11 ? Acronym : EDU-P-EDU

In recent years much neurological and physiological research has shown that how we think determines our feelings, attitudes and motivation. The potential of the brain for learning, in neurological terms, is limitless.

The challenge facing teachers and learners is to translate what is now known and what is currently being researched about the brain into the development of approaches, which create optimal conditions for learning.

How we learn, rather than what we learn and teach will be examined along with practical ideas and structures for learning which can be used to raise the achievement of learners through a greater understanding of learning how to learn.

Entry Requirements

? Pre-requisites : All students must have successfully completed POOO83

Subject Areas

Home subject area

Education, (The Moray House School of Education, Schedule C)

Delivery Information

? Normal year taken : Postgraduate

? Delivery Period : Full Year (Blocks 1-4)

? Contact Teaching Time : 3 hour(s) per week for 8 weeks

? Additional Class Information : evenings and weekends

Summary of Intended Learning Outcomes

By the end of the module, participants should be able to:

Demonstrate knowledge and understanding of the developments in neurological and physical research about the brain.

Demonstrate understanding of the key principles of brain-based learning and the implications for classroom practice

Reflect self-critically on their own learning and teaching styles to set appropriate next steps for their own development

Demonstrate the ability to model, share and develop cognitive acceleration strategies for use in the classroom with colleagues

Assessment Information

- An Audit of own teaching style

- A case study of an individual's profile of preferred learning styles and multiple intelligences

- A programme of work for one curriculum area showing evidence of how brain based strategies would be incorporated

- A powerpoint presentation translating an aspect of the current research into a showcase of classroom strategies