Connecting conditions of learning theory to brain/mind principles:

Frederick, Lauren

Rushton, S. P., Eitelgeorge, J., & Zickafoose, R. (2003). Connecting Brian Cambourne’s conditions of learning theory to brain/mind principles: implications for early childhood educators. Early Childhood Education Journal, 31.

Summary:

            This article connects Brain Cambourne’s Conditions of Learning to a constructivist philosophy of education as well as to established brain-based principles. Various classroom conversations between primary-aged children illustrate specific classroom activities that help link the brain principle to each of Cambourne’s conditions. Constructivists believe that the learner constructs understanding of the environment through active response to sensory experiences. Brian Cambourne, an Australian educator, developed a constructivist theory of how children learn literacy skills. After three years of field research he proposed the following Conditions of Learning:

a)              Immersion

b)             Demonstration

c)              Engagement

d)             Expectations

e)              Responsibility

f)              Employment

g)             Approximation

h)             Response

            In a constructivist, brain-based learning environment, the role of the teacher would be to act as a facilitator or guide to create meaningful opportunities and situations so that the children can explore, ponder, and actively engage in their learning.

Evaluation:

            This was a strong article, and though a bit dated, still has a lot of relevant information regarding the constructivist philosophy of education. There are large charts with valuable information surrounding the conditions of learning and he breaks down each one in a meaningful way.