School: Education and the Arts
CH82 – Graduate Certificate in Brain Based Education
Study Plan – Term 1 2017 onwards
Year 1
Term
1
Unit Code
EDED20501
EDED20502
2
EDED20503
EDED20504
Total
4 Units
Unit Name
CP
Neurobiological Fundamentals of Brain
Based Education
The Neuroscience of Memory and Learning
6
Theoretical Model for Brain Based
Education
Applied Brain Based Education
Requisites
Ad.
Stand
Comp
Term
/Status
6
6
6
Refer to Handbook
24
✓Completed
If you have any questions in regard to your program, please contact the Course Advice Team: 13 CQUni (13 27 86)
http://handbook.cqu.edu.au/eforms/index (‘Ask a Course Advisor’ e-form).
PLEASE CHECK THE CQU HANDBOOK FOR TERM OFFERINGS AND PRE-REQUISITES AS THEY MAY
CHANGE FROM YEAR TO YEAR http://handbook.cqu.edu.au
Important Note: This Study Plan has no formal or legal status but is used to assist students in planning their
course. Students should refer to the official University database and/or University transcripts to ensure
they are meeting course requirements.
V1 – Nov 2016
School: Education and the Arts
CH82 – Graduate Certificate in Brain Based Education
Study Plan – Term 1 2017 onwards
More Details
Brain-based Education (BBE) is a specialised domain in the field of Education. It focuses on the theory and practice of
memory and learning from a neuroscience perspective. It gives teachers a new, evidence-based paradigm to approach
learning and teaching. Indeed, every educator should have a contemporary and really good understanding of the brain
and how to optimise learning. As Whitman (2014) states "Despite the fact that the work of educators targets the organ
of learning, the brain, most teachers and school leaders have little understanding of the architecture of the brain and
how it receives, filters, and applies information." Key aspects of BBE are:
How the brain develops
The focus on the development of the neural networks is of essential importance in understanding practical pedagogical
principles to enhance learning. The brain develops in a unique pattern from conception, pre- and post-partum and
during the stages of development. Classical pedagogy focuses on observation based development (Piaget, Erikson,
etc.). Neuroscience opens new perspectives on neural development and points toward specific activations to enhance
the development of neural networks.
The expression of genes
The classical understanding of the role of genetics has dramatically changed over the course of the last two decades.
Research demonstrates the role of the environment that activates expression of genetic predispositions. This has
profound implications for educational environments. A clear understanding of the basic principles of epigenetics and
how the environment can enrich or compromise neural development brings a new approach to education delivery.
Neural plasticity
The essence of education is the facilitations of learning. Learning is not a theoretical construct but the activation of
neural networks. A clear understanding of how neural networks operate and what educators can do to facilitate neural
networks brings a much deeper theoretical knowledge that can be articulated in enhanced practices (in comparison to
classical guidelines without understanding the principles that drive the educational practice). Plasticity also implies the
capacity to change existing networks. Understanding the complexities of learning but also unlearning bring much
deeper insights into the challenges of learning difficulties and learning behaviours.
Memory and learning
The neuroscience of memory has shifted the classical educational paradigm into a new paradigm. Understanding the
operational systems of the brain regarding the development of memory systems as well as the hierarchy of memory
systems and processes of memory opens new insights into the challenges of learning. BBE focuses on guiding
educators to understand the neural basis of fear, support, overprotection, repetition, asking questions, social interaction,
sleep, nutrition, exercise and many related aspects of the development of the neural networks towards a wellintegrated socially responsible thriving person.
Learning and the environment
BBE focuses on a clear understanding of the neuroscience of safety (emotional, physical, and social). The classic
paradigm of safety provides a limited understanding of how the brain (and learning) is effected by fear and the
environment. BBE will assist educators with clear guidelines to facilitate active learning (controllable incongruence)
without compromising wellness. BBE links two domains (performance and wellness) into one paradigm of ‘thriving
learning’.
Educational skills to maximise learning
BBE focuses on guiding educators to providing a safe, enriched environment to enhance neural proliferations. Specific
skills are demonstrated to maximise learning.
Important Note: This Study Plan has no formal or legal status but is used to assist students in planning their
course. Students should refer to the official University database and/or University transcripts to ensure
they are meeting course requirements.
V1 – Nov 2016