Learning theories provide relevant models from which teachers may construct instructional strategies consistent with their individual beliefs. Yet collectively, learning theories often represent contradictory, highly differentiated frameworks packaged into instructional programs. Consequently, the learning landscape for students is populated by teachers who practice according to individual preferences, using curricula and
assessments selected by committee, to achieve outcomes diffuse enough to cover a range of learning styles. Clearly, the challenges presented by the emerging global network are unlikely to be met unless an integrated strategy connecting learning with instruction is developed. It is time to unify learning, to construct a consistent educational environment.
neuroscientists explore the physiological basis of learning; cognitive scientists seek to understand the relationship between mind and behavior; and educators seek effective pedagogical practices and methods that maximize learning outcomes (Mayer, 2004). After years of disciplinary isolation, neuroscientists, molecular biologists, chemists, cognitive psychologists and educators are beginning to work collaboratively under the banner of Mind, Brain and Education science (MBE). “The development o f MBE science results in innovative ways to consider old problems in education and offers evidence- based solutions for the classroom” (Tokuhama-Espinosa, 2011 p. 4). MBE represents a coherent model, an educational environment within which to unite cognitive research disciplines.
The purpose of MBE is to explore the physiological, psychological and
pedagogical faces of learning so that teachers can provide an environment optimizing the brain processes associated with learning (McGeehan, 2001; Tokuhama-Espinosa, 2011). Neuroscience research, even in its infancy, has contributed to the design of effective methods of instruction and interventions (R. Caine, G. Caine, McClintic, & Klimek, 2009; Duman, 2010; Guadagnoli, Benjamin, DeBelle, Etnyre, & Polk, 2008; Hart, 1983; Medina, 2008; Saleh, 2011). Blakemore and Frith (2007) note: “Understanding the brain mechanisms that underlie learning and memory, and the effects of genetics, the
environment, emotion, and age on learning could transform educational strategies and enable us to design programs that optimize learning for people of all ages and of all needs” (p. 1). MBE research can be used to evaluate practices for alignment with brain- compatible teaching strategies (Battro, Fischer, & Lena, 2010; Jensen, 2005;
Organization for Economic Cooperation and Development, 2007). Many experienced educators have noted that MBE research often validates what they have learned from experience. This should not be a surprise, as teachers often retire what does not work for what does.
R. Caine and G. Caine (1990), collated available MBE research into twelve general “mind/brain principles of learning”, (R. Caine & G. Caine, 1990, 1991; R. Caine et al., 2009). These principals connect research into a coherent framework o f effective
teaching strategies. The principles as represented in Figure 7 do not present explicit solutions. Rather, they present a foundation upon which to construct an appropriate learning environment.
Figure 7. “Human Beings are Living Systems: Twelve Mind Brain Principles”
(adapted from R. Caine and G. Caine, 1990).
An effective and MBE-consistent learning environment includes all three o f the elements defined in Bloom’s Taxonomy, (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956) that lead to complex learning: (a) the use of cognitive skills to remember,
understand, apply, analyze, evaluate and create (Anderson & Krathwohl, 2001; Bloom et al., 1956); (b) the construction of knowledge into understanding and meaning; and (c) the transference and application of knowledge (Bloom et al. 1956). Kirschner and
vanMerrienboer (2008) describe complex learning as “the integration o f knowledge, skills and attitudes; coordinating qualitatively different constituent skills; and often
transferring what was learned in school or training to daily life and work” p. 244). R. Caine (2004) concluded that “complex learning is essentially constructivist and that constructivism engages the whole system” (p. 4). MBE research is consistent with
teaching strategies that encourage students to be actively engaged and have ownership in the processes and outcomes of learning.
R. Caine, G. Caine and Klimek (2005) identified three conditions necessary for complex learning: “relaxed alertness, orchestrated immersion and active processing” (p.4). Relaxed alertness exists when the learning environment is safe and stimulating. Orchestrated immersion occurs when students are engaged in complex, student-directed learning. Active processing encourages students to construct meaning from their
experience (p. 4-6). While the conditions of learning suggested by R. Caine et al. (2005) can be used as a template for teachers to create learning environments, they were initially intended to present the conditions necessary for an individual child to leam. A classroom that meets the conditions for learning as defined by R. Caine et al. (2005) is an
environment where the conditions are optimized to fit the needs of every child. Learner- centered educators should stimulate the students’ understanding of course content by enriching the classroom environment while adjusting the focal point of the classroom from teaching to learning (Kaufman et al., 2008, p. 3). Effective learning environments are constructed to be responsive to the learning needs of each child.
Mind-Brain-Education research presents ideas that can be used to make better decisions about the learning process (Jensen, 2008 p. 4). MBE researchers identified several cognitive assumptions related to the processes of learning:
(a) the brain plays a role in learning; (b) the way the learning environment is constructed makes a difference; (c) learning is based on the associations or connections we make; (d) learning occurs in particular social and cultural environments; and (e) the different ways people think and feel about their own learning affects their development as learners. (Darling-Hammond et al., 2001 P-l 6)
design instructional strategies based on research rather than packaged teaching programs. Mayer (2008) asserts that "It will be up to teachers to take the next step by examining their teaching beliefs about learning and ultimately their pedagogical style based on MBE research” (p. 4). The science of instruction begins when teachers integrate MBE into the pedagogical planning relevant to the learning needs of each individual child. The art of teaching, however, begins when a teacher builds upon cognitive science to construct a student-centric learning environment, providing students with the opportunity to express their individual learning preferences. Teachers want to know what works best; MBE research is a place to start developing a deeper understanding o f exactly those things.