BRAIN-BASED LEARNING MANAGEMENT IN EDUCATIONAL INSTITUTIONS

Abstract

This academic article aims to synthesize the conceptual framework and strategies for Brain-Based Learning (BBL) management in educational institutions. Amid the context of Thai educational reform, which is shifting the paradigm toward learner-centered education and focusing on developing future skills, the BBL concept serves as a crucial bridge linking knowledge from neuroscience to practical classroom application.

The synthesis reveals that BBL is not a standalone teaching theory but rather a framework that applies the principles of the brain's natural functions as its foundation. Its core principle is that instructional design must align with the way the brain learns, rather than forcing the brain to learn according to the teacher's instructional method. The application of BBL in educational institutions comprises four key strategies: 1) Creating the right environment for the brain, focusing on a physically and psychologically safe space free from stress and fear; 2) Designing engaging activities for the brain, utilizing positive emotions, novelty, and enjoyment as the gateway to memory; 3) Structuring challenging learning processes for the Brain, achieved through hands-on practice, physical movement, and multi-sensory engagement; and 4) Assisting the brain in organizing and creating meaning, by linking new knowledge to prior experiences through graphic organizers and Problem-Based Learning (PBL). Furthermore, a critical factor is the selection of appropriate media, particularly real objects (realia) and real-world settings (real places), which are most effective for knowledge construction, as well as using media that transforms abstract data into tangible, visible concepts. The conclusion is that BBL is not a rigid formula but a conceptual framework that shifts the teacher's role from a content transmitter to a learning architect, dedicated to truly unlocking the learners' highest potential.