Page 47 - Literacy Based Speech Language Therapy Activities Digital Version

How to Use Storybooks in Speech Language Intervention

Brain-Based Learning Strategies

Brain-based learning strategies incorporate movement, music, stress
reduction, multisensory strategies, and changes of state to
maximize learning (Jensen, 2009). What is the commonality among

these? These techniques are powerful, often easily implemented, and
can be utilized during lessons to rapidly move children toward reaching
their goals.

As a topic that began in the 1980’s, brain-based research has taught us that brains are capable of
learning new processes. This means that we can always support positive changes for our clients and
students. Regardless of background experiences, influences of second language needs, and
personality, all individuals are capable of learning. We acknowledge that each individual is unique;

however, all brains have natural responses to certain events. For example:

 learning does not take place when stressors are high
 neurons and synapses are activated when multi-sensory strategies are used
 brains learn better when trust and rapport are built

As you read the template and game-making sections, you will see that specific brain-based strategies
are recommended for many activities. Remember, how you do something makes as much of an

impact as what you’re doing. The recommended strategies will outline steps for energetic and
engaging action items that will result in more effective learning retention.

What does brain-based learning look like?

Truth be told, it looks like fun! Instead of sitting around a horseshoe-shaped table and rehearsing the
parts of the story, your students will be hopping across the floor from one picture of a story
grammar component to the next. Instead of asking your student about the characters in a story, he

will be playing hand jive games with a peer to support his memory of key storybook characters.
Instead of rushing into data collection and interventions, educators will take the time to build rapport

and trust. With the aforementioned goals obtained, students will work harder and have a
collaborative relationship in which to obtain support and motivation for success with their goals.
And, they will know that they are capable of building ‘bigger, smarter brains.’ This is a term we use
in our brain-based learning that students start to identify with as they make tangible improvements.

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