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Brain-centric education model required for inclusion and equity in learning
The diversity of learning paces and styles requires schools to accept all children and accommodate them in teaching learning ways suitable for children. Mariale M Hardiman, author of the book "The Brain-Targeted Teaching Model for 21st-Century Schools" advocates for applying brain research or neuro-scientific studies for more effective classroom instruction.

Hardiman's book stresses the need for bridging the gap between research and practice by providing a cohesive, proven, and usable model of effective instruction. Compatible with other professional development programs, this model shows how to apply educational and cognitive neuro-science principles into classroom settings through a pedagogical framework.

According to Indian educator, Lalit Kishore, the recent studies in neuro-science indicate that many parts of the brain and their cognitive functions are needed to be involved for whole brain learning to take place which never happen through lecture method. The teaching that involves as many parts of both the right and left hemispheres of the brain is called the whole brain teaching (WBT). He proposes a framework for brain-centric instructional model as shown the inset sketch note.

Hardiman proposes a six-component brain-target model composed of the following steps: establishing the emotional connection to learning; develop the physical learning environment; designing the learning experience; teaching for the mastery of content, skills, and concepts; teaching for the extension and application of knowledge; and evaluating learning.

Further, Kishore in his contribution to Slideshare describes the brain-centric education as ABC poem which goes like this: A: Advances in human physiological or biological and neuro-science studies are informing education that how to design or construct learning experience for better learning outcomes; B: Brain and human learning potentials are both dynamic and complex or diverse and require education to dynamic and ever reformed; C: Child's brain and cognitive development are the outcomes his or her learning environment and learning experiences in institutions; D: Diversity in learning styles of human beings imply that learning has be designed for each individual child; E: Environment and activities in a learning setting when rightly designed and improved for accommodation, inclusion and differentiated matching, they positively affect brain and its endless capacities.

There is a need to provide structured experiences to children on the basis of brain model of education to verify its efficacy for inclusion and equity in learning by respecting the variance in learning styles and diversity among learners.

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