Literature Review Graduate 2,522 words

Brain-Based Learning and the Brain-Friendly Classroom

~13 min read 6 sections Education · Educational Psychology

Abstract

This literature review examines peer-reviewed and scholarly research on brain-based learning and its application to classroom instruction. Drawing on neuroscience findings from the past decade and a half, the paper explores critical periods in early brain development, the theoretical foundations of brain-based education, and the practical classroom strategies recommended by leading researchers such as Eric Jensen and Stanley I. Greenspan. The review also addresses scholarly criticism of brain-based approaches, noting that while direct empirical links between neuroscience and classroom practice remain limited, numerous evidence-informed techniques — including movement integration, student choice, humor, and active engagement — have shown measurable benefits for learners of all ages, particularly young children.

Key Takeaways

Background and Overview: Context for brain research in education
Brain-Based Learning Techniques: Core assumptions and classroom applications of brain-based learning
Neuroscience, Exercise, and Brain Function: How exercise affects brain chemistry and learning
Student Choice, Control, and Classroom Application: How student autonomy improves learning outcomes
Active Engagement and Constructivist Learning: Games, movement, and constructing knowledge actively
Summary: Key conclusions and call for early intervention

✍️ How to write this paper — guide, tools & examples ▾

What makes this paper effective

The paper synthesizes a broad range of scholarly sources into a coherent narrative, balancing proponents of brain-based learning with legitimate critics, which gives the review intellectual credibility.
Concrete classroom examples — such as allowing students to choose which question to answer first — ground abstract neuroscientific concepts in practical, actionable teaching strategies.
The author acknowledges the limits of current research honestly, noting that direct empirical links between neuroscience and classroom practice are still emerging, which strengthens the paper's scholarly tone.

Key academic technique demonstrated

The paper demonstrates effective use of synthesized literature review structure: rather than summarizing each source in isolation, the author weaves multiple voices together thematically. Competing perspectives (Jensen vs. Bruer, for example) are presented in dialogue with each other, allowing the reader to see the state of the field rather than a one-sided argument.

Structure breakdown

The review opens with a contextual overview establishing why brain research matters to education, then moves into the theoretical foundations of brain-based learning. Subsequent sections address neuroscientific evidence (especially exercise and neurochemistry), practical classroom applications (choice, movement, humor), and active/constructivist learning models. A concise summary closes the review by restating the key takeaway: that brain-based techniques are most powerful with younger learners but applicable across age groups.

📘 Read the full literature review guide → Generate citations → Build an outline → Draft a literature review → 📚 More Educational Psychology examples →

Essay 2,522 words

Background and Overview

The nation's schools are struggling to meet the needs of their students in a dynamic and increasingly competitive globalized marketplace (Reis, Colbert & Hebert, 2005). Although researchers have learned a great deal from psychological research that is relevant to teaching and learning, much remains unknown about how the brain functions and learns (Bruer, 1999). Educators such as Stanley I. Greenspan (2000) point out that humans typically experience a "window" of learning opportunity during their early years that cannot be replaced once it has passed. For instance, in her essay "Evaluating 'Brain-Based' Curricular Claims," Bergen (2002) reports that: "Catalogs for educational products now tout the links between the products and specific areas of brain development, and parents are urged to buy many products purporting to stimulate development of certain skills during early 'critical periods' for children's brains" (p. 376).

While this early window of learning opportunity has been widely reported in the media and scholarly literature, the fundamental approaches to brain-based education have been increasingly applied to middle childhood and adolescent education environments as well (Bergen, 2002). This point is also made by Davis, Marshall, and Puckett (1999), who report that "Emerging information on how the young child's brain develops is exciting professionals and illuminating the field of early care and education. Young children have become the focus of long-awaited and much-needed attention from scientific researchers, educators, politicians, and the media" (p. 8). Given this setting, it is little wonder that researchers have been increasingly investigating the connection between learning and how the brain works.

In their book Practical Approaches to Using Learning Styles in Higher Education, Dunn and Griggs (2000) report that people have such unique patterns for learning new and difficult information that "it is hard to judge accurately how to teach anything academically challenging without first identifying how each student learns" (p. 19). Once a student's learning style has been identified, educators can develop appropriate processing approaches, methods, and sequences of perceptual exposures to resources that are likely to make learning relatively comfortable for everyone involved (Dunn & Griggs, 2000). Educators who support this approach have adopted a brain-based approach to learning, a technique that is not without its detractors. For example, Morgan (1999) points out that "The most recent discussions concerning human knowledge acquisition come from neuroscience. Studies on monkeys and cats have been reported by educators with limited knowledge of neuroscience. This has led to leaps in logic and inappropriate interpretation of the findings" (p. 222). The brain-based approach to learning and its underlying theories are discussed further below.

5 Sections Hidden · 1,530 words

Brain-Based Learning Techniques520 words

According to Chance (2001), the fundamental assumptions behind brain-based education are that research in neuroscience should serve as a guide to identifying effective instructional techniques. In this regard, Chance points out that "Teachers try to change…

Neuroscience, Exercise, and Brain Function280 words

While studies still need to be conducted to link specific brain operations to the following findings, Jensen (2000) and Jensen and Dabney (2000) identified these known beneficial effects of exercise on the human neurological system:…

Student Choice, Control, and Classroom Application310 words

According to Gilbert (2002), researchers have determined that it is not control itself that makes a difference in learning capacity but rather merely having a sense of control over what happens. For example, in a classroom setting, this technique can consist of…

Active Engagement and Constructivist Learning240 words

In his book Brain-Based Learning (1996), Jensen stresses the importance of keeping students actively engaged by using role-playing and game shows to help keep learning relevant to young learners' lives. According to Jensen, because these activities actively engage the emotions, keep…

Summary180 words

This review of the relevant literature was conducted to develop a better understanding of brain-based education techniques and their supporting rationale. The research showed that the jury is still out on the…

View Full Document

References

A challenge to brain-based educators. (1999). Phi Delta Kappan, 81(3), 254.

Bergen, D. (2002). Evaluating 'brain-based' curricular claims. Social Education, 66(5), 376.

Blakemore, C. L. (2003). Movement is essential to learning. JOPERD — the Journal of Physical Education, Recreation & Dance, 74(9), 22.

Brazelton, T. B., & Greenspan, S. I. (2000). The irreducible needs of children: What every child must have to grow, learn, and flourish. Cambridge, MA: Perseus Books.

Bruer, J. T. (1997). Education and the brain: A bridge too far. Educational Researcher, 16(8), 4–16.

Bruer, J. T. (1999). In search of brain-based education. Phi Delta Kappan, 80(9), 648.

Chance, P. (2001, September–October). Becoming a 'wiz' at brain-based teaching: From translation to application. Psychology Today, 34(5), 72.

Colbert, R. D., Hebert, T. P., & Reis, S. M. (2005). Understanding resilience in diverse, talented students in an urban high school. Roeper Review, 27(2), 110.

Davis, R., Marshall, C. S., & Puckett, M. (1999). Examining the emergence of brain development research. Childhood Education, 76(1), 8.

Davis, S. M. (2000). Look before you leap: Concerns about 'brain-based' products and approaches. Childhood Education, 77(2), 100.

Dunn, R., & Griggs, S. A. (2000). Practical approaches to using learning styles in higher education. Westport, CT: Bergin and Garvey.

Gilbert, I. (2002). Essential motivation in the classroom. London: Routledge Falmer.

Hruby, G. G. (1999). Teaching with the brain in mind. Roeper Review, 21(4), 326.

Jensen, E. (1996). Brain-based learning. Del Mar, CA: Turning Point Publishing.

Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Leigh, C. (2003). It's all in the game. Childhood Education, 80(2), 59.

Morgan, H. (1999). The imagination of early childhood education. Westport, CT: Bergin & Garvey.

Prigge, D. J. (2002). 20 ways to promote brain-based teaching and learning. Intervention in School & Clinic, 37(4), 237.

Wolfe, P. (2001). Brain matters. Alexandria, VA: Association for Supervision and Curriculum Development.

Key Concepts in This Paper

Brain-Based Learning Critical Periods Neuroscience Student Choice Active Learning Constructivism Exercise and Cognition Synaptic Development Classroom Environment Eric Jensen