We continue to explore effective strategies for brain-compatible learning based on the seminal article 12 Brain/Mind Natural Learning Principles by Renate Caine and Geoffrey Caine.
Learning is both conscious and unconscious
Learning involves both conscious and unconscious processes. Many times, learning requires a deliberate effort to process information, analyze concepts, and solve problems. However, learning also occurs unconsciously, particularly during periods of incubation that follow conscious processing. Learners also have the ability to engage in metacognition, which enables them to take greater ownership of their learning processes. Therefore, as instructors, it is important to create opportunities for both focused and reflective thinking to help learners solidify and deepen their understanding of the material. For example, you can incorporate activities such as debriefing, group discussions, or reflective journaling into your teaching sessions.
Learning Involves Both Focused Attention and Peripheral Perception
We are constantly immersed in a field of stimuli and continuously select specific stimuli to attend to. Our attention is influenced by factors such as interest, novelty, emotions, and more. However, we also absorb background information subconsciously, learning from the context even when we don’t actively focus on it. As a result, learners comprehend more effectively when multiple layers of context are used to support their learning. Providing focused and peripheral context during instruction will help learners process information more holistically. For example, when teaching about a condition like diabetes, you could incorporate the patient's lifestyle factors—such as exercise habits or stress levels—into the discussion.
There Are At Least Two Approaches to Memory
Two types of memory are important for learners: one is designed to store isolated facts, skills, and procedures (often through rote memorization), while the other is more dynamic, engaging multiple cognitive systems and often involving experiential learning. Students comprehend more effectively when immersed in experiences that engage multiple ways of remembering. For example, presenting key concepts using various formats, such as diagrams, text, videos, or audiovisual materials, can enhance understanding.
Reference
Caine, R. N., & Caine, G. (2004). 12 brain/mind learning principles in action: The fieldbook for making connections, teaching, and the human brain (1st ed.). Corwin.
