Mind Matters:
Whole Brain Learning and Its Application in the Classroom

A recent University of Georgia conference brought some 300 educators together to explore whole brain learning, or "brain-based education," an emerging concept in teaching and preparing students to learn. "Mind Matters: Whole Brain Learning and Its Application in the Classroom," held February 18-19, 2000, at the Georgia Center for Continuing Education, featured more than 30 concurrent sessions about the evolving research and practice in the field, keynote presentations by two of the foremost figures in brain-based education, and numerous exhibitions.

"Not everyone learns alike," said Jan Smith, a UGA/Georgia Center public service associate and program developer for the conference. "Whole brain learning is a holistic approach to teaching and learning. It's about making the connections between experiences students have had and the new information presented in the classroom. It takes into account the physiology of the brain, the experiences of the learner, the learning environment, and the individual learner."

The conference was designed for classroom teachers and instructors at all grade levels; teachers of gifted students; administrators and staff‹superintendents, principals, and curriculum directors; professors and students in higher education; and trainers of teachers, such as consultants or those affiliated with Regional Education Service Agency (RESA) offices.

"The participant response for this new conference was very positive. Attendance was outstanding. The second session is already scheduled for February 27-28, 2001. The program will focus on using brain-compatible learning to maximize academic achievement," Smith said.

Sponsoring "Mind Matters" were The University of Georgia Center for Continuing Education, the Torrance Center for Creative Studies of UGA's College of Education, and the Georgia Association for Childhood Education International.

The conference provided sessions for participants to:

  • Hear about the latest brain-compatible strategies and opportunities in classroom teaching
  • Explore ways to connect theory and practice in whole brain learning from academic and classroom instructors
  • View exemplary programs and state-of-the-art methods that can help students reach their potential
  • Evaluate their own effectiveness in the classroom
  • Examine strategies for developing a brain-based culture and environment for learning
Keynotes

Keynote addresses by two leading authorities in whole brain learning opened and closed the conference.

The opening keynote speech was delivered by Richard Allen, who discussed "The Impact Teaching Approach." Allen, president of Impact Learning Systems, is known for his research on methods that teachers can use to make the strongest impact on students and their learning. He provided details for an approach to lesson-plan development that takes into account whole brain learning elements, suggesting a five-step framework as an effective general lesson plan to address a classroom topic as follows:

  • Energizer-engage the learners' attention
  • Frame-create an appropriate perspective
  • Activity-bring tactile and emotional awareness
  • Debrief-highlight/discuss major points
  • Metaphor-relate key ideas to a broader perspective
The closing keynote was delivered by Fritz Mengert, who discussed "Visions of a Brain-Compatible School." Mengert, professor emeritus of the University of North Carolina-Greensboro, has worked with schools throughout Georgia to help create brain-compatible classrooms. As a consultant, he has inspired schools to create totally safe, comfortable, and risk-free environments that consider the basic needs of students as they learn.

Mengert has written that brain-compatible teaching involves setting up environments directed at learning. This includes removing tension and stress; recognizing individual performance, experience, and interest; allowing time for frequent reviews during presentations; and recognizing that learning and emotion are connected; among other factors.

Concurrent Sessions

Concurrent sessions were presented by classroom teachers, administrators, RESA educational experts, and higher education professors and professionals. Topics explored include (1) learner differences; (2) administrative support; (3) plans for implementation; (4) effective practices; (5) assessment strategies, instruments, and resources; and (6) theory to practice. Sessions addressed mind mapping and graphic organizers as study tools; learning styles; information processing models (long-term memory storage‹visual pictures, patterns, music, song, mnemonics); learning cycles; special education and brain compatibility; and ways of thinking and learning‹induction, deduction, analysis, synthesis.

"Brain-based learning is not a fad or just the use of the latest buzzwords. It's a way of incorporating research results about the way the brain processes information into the latest methods of teaching. The goal is to ensure successful learning experiences for students, setting them up for success," Smith said.

For more information, contact:

Jan Smith, Public Service Associate
Georgia Center for Continuing Education
The University of Georgia
Athens, Georgia 30602-3603
phone: 706-542-4767
fax: 706-542-6465
e-mail: smithj@gactr.uga.edu.

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