Integrating Brain Based Learning into the College Composition Classroom

Abstract

Due to the influx of greater access to and rising enrollments at four- and two-year institutions, there has been rapid diversification within the demographics of first-year students. Culturally, socially and intellectually, students are entering colleges with a dearth of knowledge and skills often neglected in favor of current-traditional instruction. The general impression by the leaders of these 'new' concepts remains that teachers fail to recognize the differences between the students within the classroom. Multiple recent studies have identified major learning preferences, across races as well as between genders (Kolb, 2000, Jensen, 2000, Flynn, 1998).

Brain Based Learning offers an alternative for college composition instructors when approaching a classroom of students with multiple goals and varied abilities. As a relation of many education theories, like multiple intelligence theory and experiential education, it offers the flexibility of learning style education and appeal of MI theory while allowing for individualized learning like experiential education. Exploring the relation ships between Brain Based learning and other theories helps to authenticate the use of the theory in composition classes. A sample course syllabus using Brain-Based Learning within existing composition requirements is provided along with a PowerPoint presentation for use with training classes for prospective or current instructors.