Developmental Education Principles - extracts from The Crosscultural, Language and Academic Development Handbook

The following material is taken/adapted from Chapter One of

The Crosscultural, Language, and Academic Development Handbook.

By Lynne T. Díaz-Rico and Kathryn Z. Weed published in 1995

According to current research, learning is the brain's primary function. To help this process along, administrators, teachers and parents would do well to remember the following points, supported by research.

Principle Implications for Instruction

1 The brain performs many processes at once. Learning experiences must be "orchestrated" so that many aspects of the brain become involved. Teachers need a vast repertoire of methods and approaches from which to choose.

2 Learning engages all functions of a person's body. Stress management, nutrition, exercise, relaxation, and natural rhythms and timing should be taken into consideration during teaching and learning.

3 The mind naturally searches for meaning. Language learning should provide both stability and familiarity as well as satisfying curiosity and offering an abundance of choices

4 The brain is designed to perceive and to produce patterns. The ideal teaching process presents information in a way that allows brains to extract patterns and create meaning rather than react passively.

5 Emotions are crucial to memory Instruction should support the students' background and language. Interaction should be marked by mutual respect and acceptance.

6 The brain processes parts and wholes at the same time. Language skills, such as vocabulary and grammar are best learned in authentic language environments (solving a problem, debating an issue, exploring).

7 Learning involves both focused attention and peripheral perception. Music, art, and other rich environmental stimuli can enhance and influence the natural acquisition of language. Subtle signals from the teacher communicate enthusiasm and interest.

8 Learning always involves both conscious and unconscious processes. Students need opportunities to review what they learn so they can reflect, take charge, and develop personal meaning.

9 There are at least two types of memory: spatial memory and rote learning systems. Teaching techniques that focus on the memorization of language bits - words and grammar points - use the rote learning system. Teaching that actively involves the learner in novel experiences taps into the spatial system.

10 Learning occurs best when facts and skills are embedded in natural, spatial memory. Discrete language skills can be learned when they are embedded in real-life activities (demonstrations, field trips, performances, stories, drama, visual imagery).

11 Learning is improved by challenge and worsened by threat. Teachers need to create an atmosphere low in threat and high in challenge.

12 Each brain is unique. Teaching should be multifaceted. Students developing learned skills can express their understanding through visual, tactile, emotional, and auditory mean.

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	Principle	Implications for Instruction
1	The brain performs many processes at once.	Learning experiences must be "orchestrated" so that many aspects of the brain become involved. Teachers need a vast repertoire of methods and approaches from which to choose.
2	Learning engages all functions of a person's body.	Stress management, nutrition, exercise, relaxation, and natural rhythms and timing should be taken into consideration during teaching and learning.
3	The mind naturally searches for meaning.	Language learning should provide both stability and familiarity as well as satisfying curiosity and offering an abundance of choices
4	The brain is designed to perceive and to produce patterns.	The ideal teaching process presents information in a way that allows brains to extract patterns and create meaning rather than react passively.
5	Emotions are crucial to memory	Instruction should support the students' background and language. Interaction should be marked by mutual respect and acceptance.
6	The brain processes parts and wholes at the same time.	Language skills, such as vocabulary and grammar are best learned in authentic language environments (solving a problem, debating an issue, exploring).
7	Learning involves both focused attention and peripheral perception.	Music, art, and other rich environmental stimuli can enhance and influence the natural acquisition of language. Subtle signals from the teacher communicate enthusiasm and interest.
8	Learning always involves both conscious and unconscious processes.	Students need opportunities to review what they learn so they can reflect, take charge, and develop personal meaning.
9	There are at least two types of memory: spatial memory and rote learning systems.	Teaching techniques that focus on the memorization of language bits - words and grammar points - use the rote learning system. Teaching that actively involves the learner in novel experiences taps into the spatial system.
10	Learning occurs best when facts and skills are embedded in natural, spatial memory.	Discrete language skills can be learned when they are embedded in real-life activities (demonstrations, field trips, performances, stories, drama, visual imagery).
11	Learning is improved by challenge and worsened by threat.	Teachers need to create an atmosphere low in threat and high in challenge.
12	Each brain is unique.	Teaching should be multifaceted. Students developing learned skills can express their understanding through visual, tactile, emotional, and auditory mean.