In this study, researchers at Islamic Azad University, Iran, explored key objectives of curriculum development in Islamic primary schools using components of brain-based education. The researchers didn't want to simply identify objectives but rather understand the interrelationships among them. They suggest that not all objectives are equal inside a curriculum's framework: some play an influencing role, some a mediating role, and others a role of being influenced. Therefore, in order to determine which have the highest potential to direct and drive change, they didn't want to just list the objectives but also clarify their pattern of influence.
With the aid of 10 experts in the fields of curriculum planning, educational sciences, primary education, brain-based education, and futures studies, the researchers systematically analyzed scholarly works in a cross-impact matrix questionnaire comprising 96 components. They identified ten key drivers which focused mainly on self-regulation, holistic health, responsibility, rhythmic movement, art-based experiences, and social interaction. They noted the consistent placement of these factors on both the direct and indirect influence maps, suggesting that their influence goes beyond direct relationships; therefore, any intervention involving these factors could have far-reaching effects in the classroom.
Consistent with the developmental characteristics of primary school students, they suggest that meaningful and long-lasting learning will depend on physical health, emotional balance, opportunities for movement, multisensory experiences, and students’ active participation. They conclude that future curriculum “must give serious attention to areas such as art, movement, play, interaction, and cultural identity,” not as supplementary topics but as “platforms for the simultaneous engagement of perception, emotion, memory, imagination, and meaning." They urge education policymakers and curriculum planners to shift toward an integrated approach that better aligns with the development of primary school students.
StepUp Note
This research stresses the importance of a curriculum that fosters the “simultaneous engagement” of many brain areas in order to achieve meaningful and long-lasting learning. NeuroNet Learning has always stressed the triangle of “permanent progress (learn and remember); measurable progress (speed + accuracy = fluency) and meaningful progress (self-evaluation is the key to motivation). Our StepUp to Learn exercises create opportunities for many different brain areas to work together at the same time, in the same brain rhythm, creating stronger opportunities for permanent progress, measurable progress and meaningful progress.
Note by Nancy W Rowe, MS, CCC/A