A Meta-Synthesis of WBT and Active Learning Pedagogies

2016 ◽  
pp. 85-102
Author(s):  
David George Brobeck ◽  
Alan J Digianantonio ◽  
Michelle J Elia
Keyword(s):  
Professional Development ◽  
Active Learning ◽  
The Body ◽  
College Classroom ◽  
Practical Application ◽  
Learning Methods ◽  
Whole Brain ◽  
Whole Brain Teaching ◽  
Development Literature ◽  
The Brain

The primary purpose of this chapter is to contribute to the body of professional development literature on the practical application of active learning methods for a variety of content-rich lessons. An examination on current research on the brain and learning provides a framework for exploring how Whole Brain Teaching can actively engage learners. Specific examples demonstrate Whole Brain Teaching in the college classroom and adult-leaning situations. Readers will be able to apply ideas and emerge as engaged participants capable of investigating their own practice, as well as develop strategies to adapt.

scholarly journals Model brain based learning (BBL) and whole brain teaching (WBT) in learning

2017 ◽  
Vol 1 (2) ◽  
pp. 153
Author(s):  
Baiq Sri Handayani ◽  
A. D. Corebima
Keyword(s):  
Prefrontal Cortex ◽  
Limbic System ◽  
Learning Process ◽  
Learning Model ◽  
The Body ◽  
Learning System ◽  
Whole Brain ◽  
Whole Brain Teaching ◽  
Brain Based Learning ◽  
The Brain

<p class="Abstract">The learning process is a process of change in behavior as a form of the result of learning. The learning model is a crucial component of the success of the learning process. The learning model is growing fastly, and each model has different characteristics. Teachers are required to be able to understand each model to teach the students optimally by matching the materials and the learning model. The best of the learning model is the model that based on the brain system in learning that are the model of Brain Based Learning (BBL) and the model of Whole Brain Teaching (WBT). The purposes of this article are to obtain information related to (1) the brain’s natural learning system, (2) analyze the characteristics of the model BBL and WBT based on theory, brain sections that play a role associated with syntax, similarities, and differences, (3) explain the distinctive characteristics of both models in comparison to other models. The results of this study are: (1) the brain’s natural learning system are: (a) the nerves in each hemisphere do not work independently, (b) doing more activities can connect more brain nerves, (c) the right hemisphere controls the left side motoric sensor of the body, and vice versa; (2) the characteristics of BBL and WBT are: (a) BBL is based on the brain’s structure and function, while the model WBT is based on the instructional approach, neurolinguistic, and body language, (b) the parts of the brain that work in BBL are: cerebellum, cerebral cortex, frontal lobe, limbic system, and prefrontal cortex; whereas the parts that work WBT are: prefrontal cortex, visual cortex, motor cortex, limbic system, and amygdala, (c) the similarities between them are that they both rely on the brain’s system and they both promote gesture in learning, whereas the differences are on the view of the purposes of gestures and the learning theory that they rely on. BBL relies on cognitive theory while WBT relies on social theory; (3) the typical attribute of them compared to other models are that in BBL there are classical music and gestures in the form of easy exercises, while on the WBT model there are fast instructions and movements as instructions or code of every spoken word.</p>

scholarly journals PENERAPAN METODE PEMBELAJARAN DAHSYAT “POWER TEACHING”

2019 ◽  
Vol 9 (1) ◽  
pp. 32-37
Author(s):  
I Wayan Suwirya ◽  
I Nengah Astawa
Keyword(s):  
Learning Outcomes ◽  
Teaching Method ◽  
High Impact ◽  
Whole Brain ◽  
Public And Private ◽  
Left Brain ◽  
Whole Brain Teaching ◽  
Left Brain Right Brain ◽  
Teaching Learning ◽  
The Brain

This article will discuss the Power Teaching Learning method which is more recently known as the Whole Brain Teaching method, which has the same concept as Brain Based Teaching. Power Teaching, in Indonesian can be said   "awesome learning"! While the phrase "whole brain teaching" - learning with the whole brain - implies that this learning optimizes the work of the brain of students, left brain, right brain, brain. In other languages, it might be said that this learning involves the aspects of students with 'high impact': cognitive, affective and psychomotor. How effective is this "whole-brain" learning? The writer has tried to apply this method in Public and Private Junior high schools Schools in Denpasar. The results are very encouraging and satisfactory to be able to increase the efficiency, effectiveness and learning outcomes of students. This method is a learning model that is able to focus students' attention on learning through varied activities by combining visual, verbal and kinesthetic aspects

EXPERIMENTAL ASSESSMENT OF THE NANOPARTICLES TOXICITY OF NICKEL OXIDE IN TWO SIZES IN THE SUBCHRONIC EXPERIMENT

2018 ◽  
pp. 30-35
Author(s):  
M.P. Sutunkova ◽  
B.A. Katsnelson ◽  
L.I. Privalova ◽  
S.N. Solovjeva ◽  
V.B. Gurvich ◽  
...  
Keyword(s):  
Nickel Oxide ◽  
Nervous Activity ◽  
Equal Mass ◽  
The Body ◽  
Subchronic Toxicity ◽  
Physiological Mechanisms ◽  
Nickel Oxide Nanoparticles ◽  
The Relationship ◽  
The Brain ◽  
Nanoparticles Toxicity

We conducted a comparative assessment of the nickel oxide nanoparticles toxicity (NiO) of two sizes (11 and 25 nm) according to a number of indicators of the body state after repeated intraperitoneal injections of these particles suspensions. At equal mass doses, NiO nanoparticles have been found to cause various manifestations of systemic subchronic toxicity with a particularly pronounced effect on liver, kidney function, the body’s antioxidant system, lipid metabolism, white and red blood, redox metabolism, spleen damage, and some disorders of nervous activity allegedly related to the possibility of nickel penetration into the brain from the blood. The relationship between the diameter and toxicity of particles is ambiguous, which may be due to differences in toxicokinetics, which is controlled by both physiological mechanisms and direct penetration of nanoparticles through biological barriers and, finally, unequal solubility.

Active Learning, Cooperative Active Learning, and Passive Learning Methods in an Accounting Information Systems Course

2015 ◽  
Vol 32 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Jennifer Riley ◽  
Kerry Ward
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Student Performance ◽  
Accounting Information ◽  
Data Availability ◽  
Exam Performance ◽  
Learning Methods ◽  
Accounting Information Systems ◽  
Passive Learning ◽  
Learning Conditions

ABSTRACT We report the results of a study to examine the effectiveness of active versus passive learning methods in the accounting information systems area. Two groups of students completed an assignment under two active learning conditions (individual and cooperative), while a third group covered the same topic in a passive lecture. Our findings indicate support for active learning, measured through student performance on exam questions and student feedback on a questionnaire. However, compared to passive learners, we find significantly improved exam performance only for students who work individually in an active environment. Students in the cooperative active environment posted exam scores that were not statistically different from passive participants' scores. Students in both individual and cooperative active environments reported positive feedback on satisfaction, perceived learning, and effectiveness of the method. We conclude that active learning enhances student outcomes, particularly for those who work individually. Data Availability: Data are available upon request.

The musculature and nervous system of the plerocercoid larva of Dibothriorhynchus grossum (Rud.)

Parasitology ◽  
1941 ◽  
Vol 33 (4) ◽  
pp. 373-389 ◽  
Author(s):  
Gwendolen Rees
Keyword(s):  
Nervous System ◽  
Muscle Mass ◽  
Nerve Cells ◽  
The Body ◽  
Lateral Nerve ◽  
Posterior Median ◽  
The Brain ◽  
Ventral Muscle ◽  
Nerve Cords ◽  
Extrinsic Muscles

1. The structure of the proboscides of the larva of Dibothriorhynchus grossum (Rud.) is described. Each proboscis is provided with four sets of extrinsic muscles, and there is an anterior dorso-ventral muscle mass connected to all four proboscides.2. The musculature of the body and scolex is described.3. The nervous system consists of a brain, two lateral nerve cords, two outer and inner anterior nerves on each side, twenty-five pairs of bothridial nerves to each bothridium, four longitudinal bothridial nerves connecting these latter before their entry into the bothridia, four proboscis nerves arising from the brain, and a series of lateral nerves supplying the lateral regions of the body.4. The so-called ganglia contain no nerve cells, these are present only in the posterior median commissure which is therefore the nerve centre.

scholarly journals The brain dynamics of architectural affordances during transition

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Zakaria Djebbara ◽  
Lars Brorson Fich ◽  
Klaus Gramann
Keyword(s):  
Occipital Cortex ◽  
The Body ◽  
Brain Dynamics ◽  
Alpha Band ◽  
Time Frequency ◽  
Posterior Cingulate ◽  
Sensory Signals ◽  
Event Related Desynchronization ◽  
The Brain ◽  
Attentional Mechanisms

AbstractAction is a medium of collecting sensory information about the environment, which in turn is shaped by architectural affordances. Affordances characterize the fit between the physical structure of the body and capacities for movement and interaction with the environment, thus relying on sensorimotor processes associated with exploring the surroundings. Central to sensorimotor brain dynamics, the attentional mechanisms directing the gating function of sensory signals share neuronal resources with motor-related processes necessary to inferring the external causes of sensory signals. Such a predictive coding approach suggests that sensorimotor dynamics are sensitive to architectural affordances that support or suppress specific kinds of actions for an individual. However, how architectural affordances relate to the attentional mechanisms underlying the gating function for sensory signals remains unknown. Here we demonstrate that event-related desynchronization of alpha-band oscillations in parieto-occipital and medio-temporal regions covary with the architectural affordances. Source-level time–frequency analysis of data recorded in a motor-priming Mobile Brain/Body Imaging experiment revealed strong event-related desynchronization of the alpha band to originate from the posterior cingulate complex, the parahippocampal region as well as the occipital cortex. Our results firstly contribute to the understanding of how the brain resolves architectural affordances relevant to behaviour. Second, our results indicate that the alpha-band originating from the occipital cortex and parahippocampal region covaries with the architectural affordances before participants interact with the environment, whereas during the interaction, the posterior cingulate cortex and motor areas dynamically reflect the affordable behaviour. We conclude that the sensorimotor dynamics reflect behaviour-relevant features in the designed environment.

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