The concept of brain-based learning might seem to some an paradox. Certainly teachers do their utmost best to teach and mold a child’s brain in the best way possible. In order for a student to learn, brains must be engaged and process the information presented. However, brain-based learning takes a different approach.
In general retrospect, methods of Western education have not changed for several decades, arguably longer. While new theories and practices occasionally appear every few years that might change a few aspects, a lecture-based classroom setting environment has been the status quo for several hundred years. Brain-based learning argues that this can be changed if teachers were to instruct based on the understanding of the science of learning itself, rather than relying on traditional methods. Children learn differently during the various stages of their life, and if teachers were to fully grasp and take advantage of this, learning could accelerate immensely.
The Glossary of Education Reform states:
“A great deal of the scientific research and academic dialogue related to brain-based learning has been focused on neuroplasticity—the concept that neural connections in the brain change, remap, and reorganize themselves when people learn new concepts, have new experiences, or practice certain skills over time.”
Learning new concepts essentially changes the way a child might think or how he or she might view other subjects.