Whole Brain Teaching and Learning II
8-19-2025
By Mike Kanitz
Neuroscience, now applied in education, provides an entrance into the realm of empirical cognitive assessment. The combinations of neurons that rouse an emotional response or inhibit a response require the senses. The Memory Matrix (MM) draws upon both hemispheres of the brain, the right side often referred to as the “non-dominant” or “mute” hemisphere. When team members or individuals select a cell in the MM, that simple gesture represents pointing, which the right brain is fully capable of doing.
The eyes choosing a cell in the MM is a form of right hemisphere pointing, while remaining mute. MM choices while pointing allow the SHOW to emerge before the TELL of the left hemisphere. This linear quality will disappear when the learner arrives at the Synthesis Level of learning. In other words, a continued review of the MM, supplemented by the original notes, formulates the neuronal conditions that tend to satisfy the so-called Grand Central Station for memories, the hippocampus. Cursive note-taking is recommended because neuroscience has shown that it stimulates synapses between the left and right hemispheres of the brain, like neuronal arousal in arts and crafts work.
This reminds us that 100% of U.S. Department of Education Standards are verbal and places the TELL of learning before the SHOW of learning. This reverse or contrary direction leads some experts to call for eliminating large portions of U.S. Standards. Such Standards are not wrong, but backward. Such a contrarian approach to educational standards is only part of the reason the United States educational system ranks 19th last out of 19 major industrial nations in reading, writing, and arithmetic. Learning is SHOW and TELL, and not the other way around. Monkey see, monkey do! The two sides of the brain have different roles, but must work together to function correctly to expand working memory capacity.
“We live in a time of great school crisis linked to an even greater social crisis. Our nation ranks at the bottom of nineteen major industrial nations in reading, writing, and arithmetic. At the very bottom!” (Dumbing Us Down, J.T. Gatto, author, 2017, p. 19). [Lack of Pattern Recognition Facts]
Lacking these basic skills is conclusive evidence of a failure to acquire the indispensable pattern recognition learning.
“One of the main things that all these biological systems do so well is pattern recognition—pulling signal out of the noise even when they’re inundated with information. Brains do it, individual cells do it, insect colonies do it—that’s what all biological systems do in order to live.” Melanie Mitchell, Portland State University, World Changing Ideas, Scientific American, 2012, p. 34.
The J-LAGG Simulator provides the learner with the look and feel of a real person, place, or thing. Possibility becomes probability. One can risk learning a reproduction of reality without confronting the real event, existence, or situation that could exist in the real world.
“The term simulation refers to an imitation of reality or an imitative representation of a process or system that could exist in the real world. It involves creating a situation artificially to study or experience something that could exist in reality. In general, simulation includes developing a model of a real phenomenon and performing experiments on that model.”
www.simplinotes.com/simulation-meaning-definition-example
1. The STUDY SCRIPT outlines factors that include human input resources necessary for completing learning output activities. The key components of this observational science model are the seven brain triggers. Individual learners or teams of students continually apply the scientific method during their studies and note-taking. Combining these additive triggers creates a requisite goal of a ‘common curriculum’ during early elementary education. Evidence-based cognition in the prefrontal brain lobe often leads to the voice of reason, which is frequently missing. Simulation, which adds pattern recognition, is essential for academic-type consciousness when learning.
The MEMORY MATRIX (MM) is a simulation providing focus to the mind for precision learning. Strict logic science is derived from simulations applying the J-LAGG Simulator. C-Worthy Corporation holds the Copyright on the J-LAGG Simulator, 1993 (3,471-805). The MM is a simulation that provides objective neurobiological learning, involving mathematical probabilities. Pattern recognition is essential for academic-type consciousness. (Possible Neuronal Correlations of Consciousness (NCC).
The EMBEDDED FORMATIVE ASSESSMENT also invites the learner to encounter the scientific precision of observational science, strict logic, and mathematical probability. Initially, individuals or teams are monitored by the teacher or trainer, after which students learn to monitor their team and personal learning. While this may appear complex, all learning begins with a sense of confusion at first glance. Effort and persistence often lead to success, rather than talent alone. Pattern recognition, applying simulation, is an essential link for promoting resultant cognitive brain activity.
Stimulating a brain synapse to connect two neurons enhances synaptic strength. Scientists state that different types of neurons expand when this happens. Regularly reviewing the MM and adding new notes will support essential memory retrieval. In other words, if a learner doesn’t review and retain the MM, some memory could be lost. That’s why creating the original MM by including cells with as many of the seven brain triggers as possible is important. Pattern recognition is vital for nearly all academic disciplines.
When an educator adopts Whole Brain Teaching and Learning, incorporating volitional rationale strategies, the scientific method becomes evident. Nature’s question is always the same: What do I need to learn and why? (Hypothesis) Design an experiment to test the hypothesis (Memory Matrix). Collect data to support the hypothesis (Study Script). Provide interaction between learner and teacher or trainer designed to improve student achievement (Embedded Formative Assessment). Apply critical thinking in the process. (The elementary school teacher will not require the Study Script note-taking but will use the trigger “habits of the mind” to introduce critical thinking to young children.) This creates a ‘common curriculum’ as children progress from grade to grade, applying the seven brain triggers to solve problems and make decisions, thereby developing a regulated prefrontal cortex. Learning is a many-splendored thing. It helps to have teachers who possess well-regulated prefrontal lobes.
This creative thinking becomes another formalized process of the scientific method established in the learner’s cerebral cortex, preventing future indoctrination or disinformation.
In the absence of metaphysics in education, learning becomes an orphan.
2. COME TO AN AGREEMENT
Artificial Intelligence (AI) requires three main elements.
- Observational Science – Using our senses to demonstrate the principles of science.
- Mathematical Probability – The scope of which something random occurs.
- Strict Logic – A system of reasoning with principles, fact-based rules, and a valid format.
Human Intelligence (HI) requires the same three elements.
- Observational Science – J-LAGG Simulator STUDY SCRIPT
- Mathematical Probability – J-LAGG Simulator MEMORY MATRIX (MM)
- Strict Logic – J-LAGG Simulator EMBEDDED FORMATIVE ASSESSMENT
J-LAGG Simulator STUDY SCRIPT Observational Science – Seidemann and Marcus (1989) clarify, “So dominant has vision now become that its messages overwhelm all others; our eyes send 430 times as many messages to the brain as do our ears” (p. 7). The authors state, “We are visual beings; sight has become overwhelmingly the most important of our senses. About 80 percent of the information that reaches us comes through our eyes. The volume of information collected by our eyes is astonishing” (p. 6).
J-LAGG Simulator MEMORY MATRIX (MM) Mathematical Probability – With a cryptogram of twenty cells, a learner’s probability of correlating one small unit to another is 1,048,576 random correct chances. The awareness that the creator of the MM also includes irrelevant and misconceived factors in cells often prevents guessing. Study Script notes and collaborative teamwork aid learner success. Lower elementary school children may not take notes, but they can follow Study Script brain triggers that are already present in the prefrontal cortex of the brains in the youngest of English-speaking children.
J-LAGG Simulator EMBEDDED FORMATIVE ASSESSMENT Strict Logic – Reforming instructional quality and learner achievement requires all three complementary elements found in human intelligence (HI) and artificial intelligence (AI).
What might be the volitional rationale for building student teams of three? There is a good reason to form learners into teams of three when possible. Having reviewed the available research evidence, Robert Slavin, Eric Hurley, and Anne Chamberlain (2003) conclude that “research on cooperative learning is one of the greatest success stories in the history of educational research” (P. 177).
If you are interested in continuing the exploration of neuroscientific principles for learning by expanding working memory capacity, please contact Amazon.com. Newly published eBook.
Whole Brain Teaching and Learning Manifesto, H. Mike Kanitz.
Learn more about thepossible Neuronal Correlates of Consciousness (NCC) in human learning.
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