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).