Brain-Based Teaching In The Digital Age, by Marilee Sprenger

Sprenger, M. (2010). Brain-based teaching in the digital age. Alexandria, Virginia: ASCD.

Chapter 8, 9, & 10 Review 

     Sprenger is convinced that music in the classroom benefits learning, self-esteem, and rapport. She lists research that demonstrates this to be true and establishes through science the effectiveness of music on teaching and learning. The alpha wave, induced by baroque period music can assist teachers with the transference of knowledge and skills, therefore boosting achievement. As the National Board Professional Teaching Standard number four (NBPTS #4) states, educators should “seek to expand their repertoire” and by placing in their educational toolbox this alpha wave strategy, teachers will gain instructional influence and increase outcomes just by influencing classroom ambiance through alpha wave technology…baroque music. Additional methods in which educators can fulfill NBPTS #4 links music to memory and recall, mind maps, visualization, and memory improvement. Music and memory are in close proximity in the brain and when music is employed, emotions are attached to that information resulting in recall and memory enhancement. The Net (network) generation can process and acquire information better with the use of visual imagery and mind maps, which are representations…symbols of content that give students the capability to rapidly and effortlessly envisage the material being shared. Visualization (pictorial superiority effect) boosts memory over verbal instructional methodologies by 55 percent, therefore assisting students to visualize and mind map will increase comprehension in demonstrably effective ways. Understanding how memory works will allow educators to help students improve recall, command, and intellectual capacity. Sprenger lists five types of memory (semantic, episodic, procedural, automatic, emotional) and strategies for each memory type to assist the instructor to elevate their students to higher levels of achievement. It would be wise for any educator thinking about and striving for professional improvement to critically examine their own practice, sharpen their judgment, and adapt their instruction as NBPTS #4 states with these brain-based, mind-altering improvement practices.

Chapter 8, 9, & 10 Review 

     Unleashing the power of the brain is a major task of every teacher. What strategies can the teacher employ to accomplish this task? Brain-Based Teaching provides a road map for educators to follow and improve their own practice (NBPTS #4). Music can be used to influence learning and manage the classroom. I have played and will continue to play calm music, certainly from but not limited to the baroque period, to assist with comprehension and classroom management. Now, if any student, administrator or observer asks why I am playing music, I have a researched based answer! I am listening to alpha wave inducing music as I write! Some application points to these three chapters I have already employed. I have transferred most of my lessons to power point. This visual mind map process allows me to teach more effectively, enhancing my own professional practices (NBPTS #4) and allows for fluid changes in instruction, equivalent to providing for quick feedback depending upon instructional needs and outcomes such as remediation or differentiation. The functions of these power point presentations are to follow Sprenger’s strategies for triggering memory. Yet, presentations cannot alone address the five types of memory outlined on page 123. I must pursue other mind engaging activities such as manipulatives, limericks, puppets, songs, and metaphors to access a child’s memory and impart to them the skills and knowledge they need to be happy and successful whatever path their life may take.