Brain based Learning

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Outline of Presentation
1. Overview of Class and Grade System
2.  Introduction to Brain based Learning
    2.1 Fundamentals of Brain based Learning
        2.1.1 Detection of Patterns
      2.1.2 Programs
3. Proster Theory
    3.1 Proster
      3.1.1 Program Selection in a Proster
4. Steps towards Brain based Learning
5. Expected Outcomes
6. References

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1. Overview of Class and Grade System

  • Similar to Factory System
    • Students - Raw material
    • Teachers - Factory Hands
    • Principals - Managers
    • Board of Education - Corporation's Board of Directors
  • Drawbacks
    • Students - Unique individuals
    • Standard procedure 
    • Uniform rate of processing
    • Dropout / Pushout

2. Introduction to Brain based Learning

  • Brain is the organ of learning.
  • Greatest part of individuality resides in the brain.
  • Brain Structure - suggested by MacLean.
  • Human brain is composed of three components:
  • Reptilian brain
  • Old Mammalian brain
  • New Mammalian brain




  • In evolution, old structures are rarely cut off.
  • The two older brains have no speech beyond sounds and cries.
  • Virtually all learning occurs in new mammalian brain. All the language and symbols we use and our ability to act and plan and review abstractly stem from the newest brain.
  2.1 Fundamentals of Brain based Learning
2.1.1 Detection of Patterns
  • The brain is basically a pattern-detecting apparatus.
  • There is no letter 'a', only a pattern we conventionally call a.


  • Pattern detection and identification involves both features and relationships, and is greatly enhanced by the use of clues. For example, the lowercase letter 'a' may consist of a hook facing left which may take a variety of forms like,


connected to a more or less round enclosure form.




Another pattern for lower-case letter 'a' without the hook



  • The brain uses clues in a probabilistic fashion.
  • Negative clues play an important role.
  • Pattern recognition depends on what experience one brings to a situation.
2.1.2 Programs
  • Program is a fixed sequence to attain some end - a goal, objective or outcome. 
  • We live by programs, switching on one after another, selecting from those that have been acquired and stored in the brain.
  • Programs are acquired in two ways: by being transmitted with the genes or by being learned after birth.
  • More brainpower an animal has, the more it learns after birth. We rely on programs acquired after the birth, in contrast to animals that rely more on programs genetically transmitted.
  • Basic cycle of operations:
    • Evaluate the situation or need ( detect and identify the pattern(s) )
    • Select the most appropriate program from those stored
    • Implement the program
  • We can only use the programs that are already built and stored.
  • Learning can be defined as the acquisiton of useful programs.
  • The capacity to use old programs in new combinations can be called as creativity.
3. Proster Theory
  • Developed by Leslie Hart.
  • Proster theory is generated from many disciplines, some of which are:
  • Anthropology
  • Archaeology
  • Evolutionary Science
  • Ethology
  • Neurosciences
  • Evolution of Human Brain
  • Computer Science
  • Primate Studies
  • Educational Experience
3.1 Proster
  • The name "Proster" is derived from Program Structure.
  • Proster is a collection of stored programs, related to a particular pattern, which can be used as alternatives. For example, a proster for locomotion would provide programs for walking, running, climbing or descending stairs, skipping, hopping etc.



  • Only one of the programs will be used at any time.
  • Input comes into a switching device (SD).
  • Individual switches (S) control the programs composing the proster.
  • In the top prosters, programs are general and get more specific in lower levels.
3.1.1 Program Selection in a Proster
    • A program will be implemented only when the total of excitatory impulses (on/go) applied exceed the total of inhibitory impulses (off/wait).


  • Biasing includes all that is stored in the brain, relevant to a program decision, from experience, from plans, aims, fears, and from the current, situational input.
  • If the biases remain unchanged, the program selection remains unchanged. Reiteration (with the same biases), for any number of times, will not give the desired output.

4. Steps towards Brain based Learning
  • A setting in which expectations of student learning possible and attainable are left open-ended, and in which high achievement does not create difficulties for the faculty.
  • An ambiance that is nonthreatening, nonpunitive and reduces all aspects of captivity as much as possible.
  • An emphasis on mastery rather than on passing.
  • A far greater emphasis on reality than on books.
  • The progress of each student must be closely and continuously monitored, with corrective action taken as indicated.
  • In place of aggressive teaching, students will usually come to instructors for assistance with perceived needs, and for continuing individual guidance.
  • Students will be far more engaged with realities, much less with writing at a desk.
  • Students will talk with, work with and learn from a wide variety of individuals, only some of whom will be on staff.
  • Attendances will be largely descheduled, to reflect individual activities, aims and out-of-school learning oppurtunities, as student age and maturity permits.

5. Expected Outcomes
  • Most students will go far beyond present grade levels, achieving much solider learning.
  • Discipline problems will largely vanish.
  • No limits will be placed on excellence of achievement by gifted and higly able students.
  • Students will emerge from secondary school far better prepared for further education or work, with substantial grasp and experience of the real world.
  • Administration could become far more focussed on education rather than often minor, time-consuming duties.

6. References
  • Leslie Hart, Human Brain, Human Learning.