Reading 6 Curricular Design

Connecting Brain Research with Dimensions of Learning: Teaching Students with Learning Disabilities in General Education Classrooms Hardiman, M.M. (submitted for publication). Connecting brain research with Dimensions of Learning: Teaching students with Learning Disabilities in General Education classrooms. Abstracted by Barbara Higgins-Dover In this publication the author discusses current research, how the brain processes and stores information, and it's ability to effect the way that we learn. Hardiman also discusses the need to improve the learning of students with disabilities by emphasizing effective teaching practices to use with students who have disabilities. A "Dimensions of Learning Model" (Marzano, 1992) is provided and used as an outline to follow while considering brain research to the needs of students who have disabilities. Dimension One: Positive attitudes and Perceptions about Learning: In this section the author connects student perception, and chemical brain reactions to that perception, with effects on learning. It is suggested that students who feel stressed or, perceive themselves as threatened often experience difficulties in their ability to learn. We can create a less stressful and supportive classroom by enhancing the learning environment for students with disabilities. Students obtain better peer relationships, and achieve greater learning success when they don't feel threatened by their environment. Strategies used might include student partnering or homework helpers, peer tutoring, introducing of test-taking strategies, and the building of good teacher student relationships. Dimension Two: Acquiring and Integrating Knowledge: Research reveals that when we learn our brains experience an abundance of neural growth and electrical cell activity. When learning occurs, the brain takes new information, storing, sorting and memorizing it for further retrieval and use. Research tells us that differences exist among the brain activity of those with learning disabilities, and their abilities to store and use the information in the same way. Strategies suggested include the use of previously learned content, repetition of tasks to ensure greater memorization, integration of art, music and movement, and the use of mnemonics or other word games. Dimension Three: Extending and Refining Knowledge: "The continuation of learning requires extending knowledge by examining it in a more analytical way." Refining newly gained knowledge involves operations such as comparing, classifying, inducing, deducing, and others. Teachers might design learning tasks allowing students to use previously gained knowledge. The goal is to teach students to recognize patterns indicating specific concepts learned. Dimension Four: Using Knowledge Meaningfully: Research suggests that our best learning comes from the need to use information gained. Students with disabilities have greater brain activity when using this type of "enriched instruction." Teachers can enhance the learning of students with disabilities by providing them with hands-on tasks requiring experimentation, and problem-solving methods. These types of activities require students to use information to solve real life situations and ultimately reach a set goal. Dimension Five: Habits of Mind: Learning is enhanced when students begin to use mental habits of goal setting, self-regulation, and self-evaluation. With greater understanding of learning style, comes greater learning success. The student can use this knowledge to enhance learning in any situation. Teachers may want to "engage students in metacognitive reflection." This can be accomplished by using journals, logs, and group discussions.