This essay is a comparative analysis of brain-based learning and cognitive information processing. Ideally, both methods of learning are based on neuroscience, thus, they are a continuous learning platform through which the teacher or educator should search for ways to improve their instructional techniques, to foster active learning (Immordino-Yang & Fischer, 2010). However, cognitive information processing is an essential instruction method as it is through this means of learning that teachers can understand the role of memory, information storage and recall among their students. On the other hand, brain-based learning guides educators to tailor their instruction materials on the various developmental stages of the brain, as this helps the student understand the information relayed to them at their level. Being that both processes are affected by the changes in the environment and conditions of learning, teachers are informed of the need to create a conducive learning atmosphere to ensure high student learning and cognitive skills. Brain-based learning is concentrated on the students’ ability to absorb and retain information given to them by educators basing on the function and structure of the brain, depending on its developmental stage (Fischer & Immordino-Yang, 2008). Ideally, most of the teachers in this type of teaching and learning emphasize the need to undergo constructive and active learning procedures (Fischer et al., 2008). Thus, students tend to get engaged in their learning, as well as informing their construction methods. According to Fischer and Immordino-Yang (2008), brain-based learning tends to focus on various engagements, principles, and strategies to make learning effective. Two parts of the brain are involved in learning. These are the right and the left part of the brain. For instance, the right hemisphere of the brain can be used for learning purposes only if the educators can encourage the students to generate and construct mental imagery. In turn, the left part of the brain carries out verbal information coding, while the right part of the brain carries out visual information coding. Specifically, teachers must help students engage the left part of their brains by allowing them to write, read and compute data more often. On the other hand, the cognitive form of learning emphasizes the need to foster both meaning and understanding of instruction techniques. In effect, the teachers must come up with a learning environment that exposes the students to high educational challenges while limiting the number of threats that they are likely to encounter. One thing that cognitive information processing does is that it uses the mind as a computer, forcing a student to apply the use of their memory to store and recall most of their information (Aukrust, 2011). Thus, this mode of learning is one that tries to understand what people know, how they got to know it and how they tend to store the information that they have obtained. Essentially, the focus of this mode of learning is to ensure an examination of the storage and recollection of information in learning. However, there is limited information on cognitive information processing on how the information is processed and stored. According to Fischer and Immordino-Yang (2008), when information is received in cognitive information processing, it is coded and stored in either short term or long term memory. This is unlike the brain-based learn