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Brain-Based
Learning
Third Edition
To all the teachers who thoughtfully struggle and strive to be better and more
aligned with how the brain works. The more you know (and apply) about
how the brain works, the better your job keeps getting every day.
 Brain-Based
Learning
Teaching the Way Students
Really Learn
Third Edition

Eric Jensen

Liesl McConchie
FOR INFORMATION: Copyright © 2020 by Corwin Press, Inc.

Corwin All rights reserved. Except as permitted by U.S. copyright

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 Contents

List of Illustrations ix

Prefacexi

Acknowledgmentsxiii

About the Authors xv

Introduction1

Why This Matters 2

Give the Brain a Balanced, Healthy Learning Environment 4

Part I: Fundamentals of Brain-Based Learning 7

Chapter 1: How the Brain Usually Learns 9

What Is Learning? 10
Learning’s Big Five Players 11
Four Types of Input: A Deeper Dive 17
Putting It All Together 23
Beyond Explicit/Declarative Input 24
Summary 25

Chapter 2: Why Each Brain Is Unique 27

Age 28
Genetics 30
Environments 31
Gender 37
 Luck 39
Conclusion 40

Part II: Laying the Foundation for Learning 41

Chapter 3: How Our Senses Impact Learning 43

Senses Are Signals 44

Smell 46
Air Quality 47
Negative Ionization 47
Sight 48
Sound 53
Touch 56

Chapter 4: Relationships in the Classroom 61

The Biology of Relationships 62
Perceptions Matter 69
Recognize and Act on Equity 73

Chapter 5: The Power of Neuroplasticity 77

The Properties of Neuroplasticity 78
Why the Brain Needs Plasticity 81
How to Foster Neuroplasticity 84
Conclusion 92

Part III: The Brain’s Learning Strengths 93

Chapter 6: How Emotions Impact Learning 95

Our Basic Emotions 96

Emotions vs. Moods vs. States 99
Emotions in the Brain 100
Creating a Positive Environment With
Classroom Traditions 105
Summary 108
Chapter 7: Physical Movement and the Brain 111
Movement and Cognition 113
Movement and Emotional Self-Regulation 117
Movement and Health 120
Conclusion 122

Chapter 8: Motivation That Works 125

Understanding Motivation 126
Understanding Demotivation 130
Short-Term Motivational Strategies 137
Long-Term Motivational Strategies 138
Conclusion 144

Part IV: Putting This Together in Your Classroom 145

Chapter 9: The Non-Conscious Learning Climate 147

Safety 148
Sense of Belonging 152
Feeling Hopeful and Supported 155
Conclusion 164

Chapter 10: Better Classroom

Learning—Easy as R-C-C 165
R: Readiness 167
C: Coherent Construction 170
C: Consolidation 177

Chapter 11: Getting Your Brain to Work With You,

Not Against You: Self-Care 181
Vibrant Health (Physical Well-Being) 183
Running Your Own Brain (Emotional Well-Being) 186
Relationships (Social Well-Being) 191
Conclusion 193

References195

Index217
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 List of Illustrations

Introduction

A.1 Stressed Brains Underperform 3

Chapter 1: How the Brain Usually Learns 

1.1 Brain-Based Learning Is E-S-P 10

1.2 Learning’s Big Five Players 12
1.3 The Brain’s Four Primary Input Pathways 16
1.4 Learning Happens Almost Everywhere in the Brain 23

Chapter 2: Why Each Brain Is Unique

2.1 The Old Paradigm vs. the New 28

2.2 What Makes a Brain Unique 29
2.3 Genes or Environment? Both! 32
2.4 Our Experiences Often Modify Our Genes 34

Chapter 3: How Our Senses Impact Learning

3.1 Core Physical Environmental Factors 49

3.2 Students in Classrooms With Longer
Exposure to Daylight Show Greater
Improvement in Math and Reading 51
3.3 Students in Classrooms With Larger Window Areas
Show Greater Improvement in Math and Reading 52
3.4 Heat Impacts Learning 57

Chapter 4: Relationships in the Classroom

4.1 Relationships Communicate Answers to Students’

Questions68
 4.2 Factors That Contribute to Good Teacher-Student
Relationships72

Chapter 5: The Power of Neuroplasticity

5.1 Neurological Changes 80

5.2 Guidelines for Fostering Neuroplasticity 85
5.3 Feedback Specifics 89

Chapter 6: How Emotions Impact Learning

6.1 Seven Hardwired Emotions 97

6.2 The Overlap of Cognition and Emotions 101
6.3 The Location of the Amygdala 102

Chapter 7: Physical Movement and the Brain

7.1 How Movement Impacts Learning 112

7.2 PE Impacts Academics 118
7.3 Life-Changing Benefits of Physical Activity 120

Chapter 8: Motivation That Works

8.1 Examples of Developmental Drivers 126

8.2 The Brain’s Three Hardwired Motivations 128

Chapter 9: The Non-Conscious Learning Climate

9.1 Safety 149

9.2 Belonging 152
9.3 Hopefulness 157

Chapter 10: Better Classroom Learning—Easy as R-C-C

10.1 The Stages of Optimal Learning: R-C-C 166

10.2 Deliberate Practice: Continual, Increasing 173

Chapter 11: Getting Your Brain to Work With You,

Not Against You: Self-Care

11.1 Get Your Brain on Your Side 182

 Preface

What’s Different in This Edition?

This new edition is more like an overhaul than an incidental revision.
Both authors are quite excited about what’s in this book, and we’re con-
fident you’ll feel the same. Brain-Based Learning reminds us that if we
want better learning and more savvy teachers, we’ll all need to be up to
speed on how the brain learns. That means we’ll be doing things dif-
ferently, and we’ll be doing them better. We will also be invited to stop
doing things that have little or no value.
What’s in this for you and your students? First, you’ll get relevance—
everything in this edition applies to the real world and gives you tools
to be more effective. Second, this edition is highly readable. The lan-
guage is learner-friendly, and the text is chock-full of illustrations.
Finally, the content is credible. Every claim is backed up by peer-
reviewed, evidence-based studies. You can be confident that what you
learn and apply will work. Here’s how each part of this book will make
a difference in your students’ lives.
In Part I, you’ll get a brief overview of the fundamentals of brain-
based learning. The first chapter, on how your brain learns, is clear,
straightforward, and easy to digest. Yet it distills the entire process of
learning. The second chapter addresses one of the biggest challenges
in education: How do we teach such a wide variety of learners? We
know that everyone is unique, but is that a result of our genes or our
environment? The answers may surprise you.
In Part II, we’ll dig into the main factors that impact learning. They
are your senses, your relationships, and the role of neuroplasticity.
Each of these plays a unique and vital role in learning. More impor-
tantly, you can influence each of them in ways that contribute to
learning and help learners get “unstuck.”
A core part of learning is the enhancers or accelerators to the pro-
cess. In Part III, you’ll learn about the brain’s learning strengths. A
xi
xii BRAIN-BASED LEARNING

big part of the discussion involves shaping and engaging emotions

for learning. Active movement also improves learning; we’ll explore
the question, “How much physical activity do my students need?”
Finally, we’ll help you crack the “Big Why,” to give you biologically
based motivation that works in the real world.
The final section (Part IV) puts all of this together for you. We know
that the learning climate matters, but in what ways, and how much?
From a practical point of view, how do we promote better classroom
learning? Are there secrets to lesson planning based on how the brain
learns? The final chapter invites every teacher to invest in getting their
brain to work with them, not against them. Self-care helps educators
maintain their vitality and contributes to student success.
 Acknowledgments

Props to all my own teachers, professors, and scientists for their

decades of support. Always a big debt of gratitude for the never-ending
support from my wife, Diane. And, finally, I owe a big debt to the
cognitive engine and emotional support of my writing partner on this
book, Liesl McConchie. Thank you.
—Eric

A huge thank-you to my husband, James, for supporting me in all my

professional dreams, including this book. I have immense gratitude
for all who have mentored me in my teaching, writing, and speaking
endeavors. Your investment is greatly appreciated. And to the brain-
based learning guru himself, Eric Jensen—thanks for believing in me.
It has been a learning-filled pleasure.
—Liesl

xiii
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