Brain-based learning

Instead, these principles and the ideas generated from them come from a wide range of additional disciplines, including cognitive psychology, sociology, philosophy, education, technology, sports psychology, creativity research, and physics. As Caine and Caine explain, all of the principles are "the result of a cross-disciplinary search."

These principles are not meant to represent the final word on learning. Collectively, they do, however, result in a fundamentally new, integrated view of the learning process and the learner. They move us away from seeing the learner as a blank slate and toward an appreciation of the fact that body, brain, and mind are a dynamic unity.

"to design brain-fitting, brain-compatible instructional settings and procedures."

in Hart’s words, would become an "exciting center where there is constant encounter with the richness and variety of the real world" as opposed to a "dreary egg crate of classrooms…almost empty of anything real one might learn from."

Caine and Caine do not use the principles to prescribe any single teaching method. Instead, the principles are intended to provide a framework for "selecting the methodologies that will maximize learning and make teaching more effective and fulfilling."

Following is the complete list of the twelve brain/mind learning principles, as defined by Caine and Caine: The brain is a complex adaptive system. The brain is a social brain. The search for meaning is innate. The search for meaning occurs through patterning. Emotions are critical to patterning. Every brain simultaneously perceives and creates parts and wholes. Learning involves both focused attention and peripheral attention. Learning always involves conscious and unconscious processes. We have at least two ways of organizing memory. Learning is developmental. Complex learning is enhanced by challenge and inhibited by threat. Every brain is uniquely organized. (Caine and Caine 1997)

Caine and Caine conclude that "Optimizing the use of the human brain means using the brain’s infinite capacity to make connections–and understanding what conditions maximize this process."

"relaxed alertness," "orchestrated immersion," and "active processing." An optimal state of mind that we call relaxed alertness, consisting of low threat and high challenge. The orchestrated immersion of the learner in multiple, complex, authentic experience. The regular, active processing of experience as the basis for making meaning.

Caine and Caine 1997

Hart (1983) called the brain "the organ of learning."

He advocated learning more about the brain in order to design effective learning environments. Caine and Caine (1991) developed twelve principles that apply what we know about the function of the brain to teaching and learning. These principles were derived from an exploration of many disciplines and are viewed as a framework for thinking about teaching methodology. Read Caine and Caine's (1994) Mind/Brain Learning Principles for the principles with brief descriptions, the longer descriptions, or to Caine's Website for a diagram. The principles are: The brain is a complex adaptive system. The brain is a social brain. The search for meaning is innate. The search for meaning occurs through patterning. Emotions are critical to patterning. Every brain simultaneously perceives and creates parts and wholes. Learning involves both focused attention and peripheral attention. Learning always involves conscious and unconscious processes. We have at least two ways of organizing memory. Learning is developmental. Complex learning is enhanced by challenge and inhibited by threat. Every brain is uniquely organized. For complex learning to occur, Caine and Caine have identified three conditions: Relaxed alertness - a low threat, high challenge state of mind Orchestrated immersion - an multiple, complex, authentic experience Active processing - making meaning through experience processing The nine brain-compatible elements identified in the ITI (Integrated Thematic Instruction) model designed by Susan Kovalik include: Absence of Threat, Meaningful Content, Choices, Movement to Enhance Learning, Enriched Environment, Adequate Time, Collaboration, Immediate Feedback, and Mastery (application level).  

Brain-based Learning Resources