Teaching language using brain-based learning strategies in senior high school

Abstract

The second half of the 20th century witnessed the increasing interest of understanding the human brain to improve teaching and learning. Theories and approaches have been established out of these brain researches which influenced pedagogical practices. One of those that stood out among these theories and approaches is Brain-Based Learning which the current study explores. The nature and foundations of BBL, the 12 principles it upholds, and the 3 interactive elements these principles enable are then considered in this study. With this, English language teachers are the primary beneficiaries of this study because of the focus of the study and the training program designed and planned for them. Teachers in other specialization could also adapt and modify the teaching strategies in their own classrooms so that they may better maximize the potentials of their students' brains. This study sought to understand the importance of considering the capabilities of the brain through the teachers' strategies in their English language classes by looking into the concepts surrounding Brain-Based Learning. Hence, the main purpose of this study is to assess the practice of BBL of the senior high school language teachers in Baguio City. The following specific problems were framed to obtain definite answers: 1. What is the level of awareness of the language teachers regarding the 12 BBL principles? 2. What is the level of competence of the language teachers in the practice of BBL? 3. What are the factors affecting the practice of BBL?. The key findings of the study are the following: 1. The English language teachers are highly knowledgeable in enabling relaxed alertness through a good consideration of the positive emotions among students. They are also highly knowledgeable in enabling orchestrated immersion in complex experience by acknowledging the need to incorporate physical activities in the classroom. The same is true with active processing of experience. The teachers are highly knowledgeable in enabling this element especially in terms of the students' ability to make use of their metacognitive skills. 2. The teachers are moderately capable and experienced in practicing teaching strategies that enable active processing of experience particularly in giving opportunities for reflective thinking. They are also moderately capable and experienced in practicing teaching strategies that enable relaxed alertness through group activities and interactive works,. Lastly, the teachers are moderately capable and experienced in practicing teaching strategies that enable orchestrated immersion by assuring that students could make connections of their existing knowledge to their new learning. 3. The factors affecting the practice of BBL are the time constraint caused by the curriculum deign and/or the syllabus as well as the program being followed by the school they belong to (e.g., trimester program). The motivation, willingness and interest of students in learning also affect the practice of BBL. Moreover, the teachers also mentioned classroom setting and conditions, time conditions, schedules, and other unavoidable circumstances as factors. Based on the findings of this study, the following are concluded: 1. The language teachers are aware of the existence of brain-based learning but are not well-versed about its theoretical underpinning and its application. 2. The language teachers have the competence in practicing the BBL principles but still require improvement on how to actually adhere to the brain functions. 3. Curriculum-related, student-related, and environment-related factors hindered the teachers in efficiently practicing BBL. Based on the findings and drawn conclusions of this study, the following are recommended: 1. Brain-Based Learning should be formally introduced through proper orientation and discussion, trainings, and seminars. 2. The existing knowledge and competence of the teachers regarding Brain-Based Learning should be supported and enhanced. 3. Future studies could look into the other factors that could hold substantial effect on the teachers' practices such as type of school and curriculum design. 4. The training program could be utilized by language teachers to further help with their knowledge and competence in the practice of BBL.