Presentation on theme: "Connecting Brain Research with Effective Teaching:"— Presentation transcript:
1 Connecting Brain Research with Effective Teaching: The Brain-Targeted Teaching™ ModelDr. Mariale HardimanJohns Hopkins UniversityRoland Park Elementary/Middle School
2 Brain Target 1: The Emotional Climate While stress impedes learning, positive emotions contribute to long-term memory. The more intense the arousal of our amygdala, the stronger the informational imprint, which, in turn, enhances recall and learning.
3 Brain Target 1: Best Practices Predictability: Routines, rituals, consistencyPersonal Connection between teacher and studentTrust and AcceptanceSafe Classroom EnvironmentPositive Language & Encouragementto Shape BehaviorsSupportive Corrective LanguagePeer Mediation/ Sharing CirclesClass Meetings: Control and ChoiceHumorArts IntegrationCelebrationStudent self-evaluation checklist
4 Brain-Target 1 How do I feel today? circle one good tired sad mad How do I feel today?circle onegoodtiredsadmadWrite how you feel right now.___________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _______________________________________Draw how you feel right now.
5 Brain-Target 1 circle one tired sad mad How do I feel today? good Brain-Target 1How do I feel today?circle onegoodtiredsadmadWhy are you feeling this way?______________________________________________________________________________
6 BT-2: Enriched Environments The “context communicates” (Caine & Caine, 2001). From corporate offices to media events, physical surroundings are an essential part of the messages that are communicated in society.
7 Brain-Target 2: Best Practices Use horizontal and vertical spaces to add color and beauty while reflecting the current learning unit and student work.Change classroom displays frequently.Establish order and engage students in routine care of the classroom.Use soft background music when student are performing routine tasks.
8 Brain-Target 2: Best Practices Soften harsh lights with lamps; use natural light.Create flexible seating arrangements and design space to facilitate movement.Allow for water breaks.Decorate the room with plants, terrariums, or other common household items.
9 Brain-Target 2 Check your senses to see if you are ready to learn! 1. Can you see everything?yes no2. Does it smell okay in the classroom?3. Can you hear the teacher/students?4. Are you ready for class discussion?5. Do you feel comfortable in your desk?
10 BT-3:“Big Picture” Concepts/ Concept Mapping How do we lead students to understanding global concepts of content goals?Use of “nonlinguistic representation” such as concept maps is one of most effective strategies (Marzano, Pinkering, Pollock, 2001).
11 Brain Target 3: Best Practices Use content standards to design unit scope and sequences.Use scope and sequences to design learning units.Begin learning units by allowing students to see “big-picture” concepts.Use concept maps to allow students to understand concepts through nonlinguistic representation.Design broad learning goals; allow students to design a personalized learning goal.Design specific objectives that state what students will know and be able to do as a result of instruction.
12 BT-4:Repeated Rehearsal The most important factor determining how well we remember information is the degree to which we rehearse and repeat that information (Squire, 2002).
13 Brain-Target 4: Best Practices Vary learning tasks that provide novelty to sustain attention and differentiate for the needs of the learners.Use multiple modalities and technology.Integrate arts into instructional activities to help sustain memory: The arts integrate thought, feeling, and action: Visual Arts seeing and doing; Dance movement; Drama acting out; Music listening & playingThe arts help to make a memory imprint of concept and skills.
14 BT-5:Modular Brain Systems When we extend knowledge by examining it in a deeper, more analytical way, the brain uses multiple and complex systems of retrieval and integration.Brain scans demonstrate that different parts of the brain become engaged when we use complex thinking and problem-solving (Sousa, 2001).
15 Brain Target 5: Best Practices Compare and contrast elementsClassify informationInductive thinking: drawing generalities from specific partsDeductive thinking: making predictions based on generalizationsAnalyze error patternsAnalyze perspectiveCreate metaphors and analogiesConduct investigations; design experimentsSolve problems using real-world contextsIntegrate visual and performing arts into curriculum
16 BT-6: Evaluation Techniques Supported by Brain Research Provide students with immediate, frequent and relevant feedback about their performance (Marzano, Pinkering, and Pollock, 2001).
17 Brain Target 6: Best Practices Use of a checklistScoring tools such as rubricsAsking learners to self-assess using a scoring tool and then providing feedbackCollective feedback time where you discuss feedback as a groupPortfolio assessmentWritten comments on documentsConferences with guiding questionsPost examples of varying proficiency levels and have students evaluate best responsesCreate a visual such as an illustration or graph to exemplify a pointPeer review
18 Research on Brain-Targeted Teaching™ For a doctoral research study conducted at Johnson & Wales University, Dr. Peter Bertucci (2006) conducted a mixed-method qualitative case study as well as a quantitative ex post facto study of the Brain-Targeted Teaching™ model.
19 Findings From Research on Brain-Targeted Teaching™ “Data suggest student outcomes include deeper conceptual understanding and better extension of knowledge, more engaged and happy students and strong state test performance.”“The program evaluation findings validate the utilization of the Brain-Targeted Teaching Model.”—Dr. Peter Berticci, 2006
20 Findings from Research on Brain-Targeted Teaching™ In particular, striking differences were found in the percentage of students of poverty who performed at the advanced levels of reading achievement on the MSA. The study site clearly demonstrated significant gains in achievement compared to the control site.
21 www.braintargetedteaching.org Dr. Mariale Hardiman Johns Hopkins University
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