This paper examined the topic of the utilization of two research-based instructional approachesùcognitive teaching and brain-based learningùto enhance student learning. First, to provide a background introduction on the different types of learning, Bloom's Taxonomy and metacognition were presented. This discussion highlighted the wide range of skills, in order of their complexity, which are employed in the learning process. Second, cognitive coaching was discussed by highlighting the process of its implementation and its concept of five mind states. By using a three-step process that involves planning, observations and reflections, cognitive coaching enables teachers to develop their five mind statesùefficacy, craftsmanship, consciousness, flexibility and interdependence. Third, brain-based learning was examined by highlighting the implications of the recent findings of the functioning of the brain for educators. Brain-based learning essentially shows that individualized meaningful learning in a complex and rich learning environment is the ideal approach for optimizing the potential capacity of the brain to learn. Finally, suggestions on how these research-based approaches can be applied to the class setting were presented.
In the face of problems with student achievement, it has become increasingly evident that the traditional teaching and learning model needs to be modified. Over the last decades, educators and policymakers have continuously sought to identify effective research-based learning strategies that will constitute ideal approach for generating positive learning outcomes. This paper offers a discussion of two research-based instructional approachesùcognitive coaching and brain-based learning--that have been found to be highly effective in enhancing student learning.
Before the examination of these two approaches, Benjamin Bloom's Taxonomy (Learning Domains) and metacognition will first be discusse...