Presentation on theme: "Making Connections: Brain-Based Learning and the Art of Teaching"— Presentation transcript:
1 Making Connections: Brain-Based Learning and the Art of Teaching You have brains in your headYou have feet in your shoesYou can steer yourself any direction you choose! Dr. SuessLori Walker Rick Stepp-Bolling
2 The Developmental Education Faculty Certification Program Three ModulesEight Weeks each16 Hours of In-Class Time and 32 Hours of Outside Class TimeEach Module=2 Units of Crossover Credit
3 Module One: Philosophy and Definitions of Developmental Education Brain-Compatible LearningStudent-Center LearningMultiple IntelligencesEmotional IntelligencesLearning Styles
4 Module Two: Facilitating a Developmental Education Approach within the Classroom Problem-Based LearningProject-Based LearningInfusion of Study Skills into the Content AreasClassroom Assessment Techniques
5 Module Three: Introduction to Learning Communities and Developing a Holistic Developmental Approach to the ClassroomIntroduction to Learning CommunitiesCreation of a Learning Community Using DE Principles
9 Brain-based/ Student-Centered Learning How do YOU currently define:developmental education?developmental learners?
10 Defining our perspective... Developmental education is a field of practice and research within higher education with a theoretical foundation in developmental psychology and learning theory. It promotes the cognitive and affective growth of all postsecondary learners, at all levels of the learning continuum. Developmental education is sensitive and responsive to the individual differences and special needs among learners.-Adopted from NADE (National Association of Developmental Educators)
11 Remedial vs. Developmental Remedial PerspectiveFocuses on the skills that need to be learnedAssumes that students lack certain skills, and are at one particular levelConsiders only the cognitive dynamic of learningIncludes outside services designed to meet only the cognitive needs of studentsFocuses on learning strategies related to the specific skills that need to be learnedHelps students master specific academic skillsDevelopmental PerspectiveFocuses on how the learner learnsAssumes students are at a variety of levels simultaneouslyConsiders the cognitive and affective dynamics of learningIncludes outside services designed to meet the cognitive and affective needs of studentsFocuses on the development of a variety of learning strategiesHelps students master their educational/life goals and objectives
12 Developmental Student Profile Based on the DE Definition, developmental education at Mt. San Antonio College empowers students to become independent learners by:1. Controlling their own learningStudents can explain how they learn (metacognition)Students take responsibility for their own learningStudents possess effective learning tools (e.g. self-assessment)2. Persisting in achieving their educational and life goalsStudents clarify their own academic/learning/life objectivesStudents arrive at realistic goals
13 Developmental Student Profile, Cont. 3. Gaining academic skillsStudents possess skills in reading, writing, math, speaking and study skillsStudents are technologically proficient in basic software use4. Achieving affective awareness and growthStudents understand/tolerate diverse academic cultures and systemsStudents possess improved academic self-confidenceStudents are intrinsically motivated to learn
14 The Reptilian Brain: the "Preverbal" Brain The oldest and smallest region in the evolving human brain.Controls life itself, such as autonomic brain and heart actions.Impulses are deeply instinctual and ritualistic.Concerned with basic survival needs, e.g., temperature,nourishment, sleep, and etc._________________________________________________Oxygen to the brain and body is the primary functionof the reptilian system.
17 The Limbic Brain: the "Emotional" Brain Common to all mammals, it developed about 60 million years ago.Acts as the brain's emotion factory.Activated by music and colors.Stores all memory information.The Reticular Activating System (RAS) will require its needs to be met before the rest of the brain is “available” for higher order functions.Retention of information can be significantly increased when it's presented in an emotionally charged context!
18 The Neocortex Brain: the "Thinking" Brain Constitutes five-sixths of the total brain mass, which hasevolved over the last million years, to produce the human brain.Controls such high-level processes as logic, creative thought,language, and the integration of sensory information.The Neocortex is divided into the left and right cerebralhemispheres, described in Left/Right Brain Theory.The Neocortex Brain: the "Thinking" BrainThis is the “motherlode”!
20 Brain-based Learning and Education Brain-based learning experiences pay attention to the power of the whole brain by simultaneously:Responding to the learner's physical and sensory needsCreating activities that link emotions to the acquisition of newinformationDesigning curriculum that requires students to form their ownknowledge/meaningTraditional education was designed for neocortex functions. However, this misses a basic brain fact: the reptilian brain is an interconnected pathway to the limbic brain which is an interconnected pathway to the neocortex -- you can’t skip a brain function!
21 “You can either have your learner’s attention, or they can be making meaning -- but never both at the same time.” Jensen (1998)
22 How can you create a truly brain-based/ student-centered learning environment? Create Class/Team Norms BEFORE any work is introduced
23 Class NormsUse our names when we speak and introduce ourselves -- nametags at first until we know one anotherHave one person each week share a great moment in her/his weekSnacks/beverages permitted – optional to bring some to share Be respectful, prepared and ready to participateChange seats on a regular basisOne make-up assignmentCell phones on silent
24 How can you create a truly brain-based/ student-centered learning environment? Create Class/Team Norms BEFORE any work is introducedGet them up and moving every minutes
25 Now It’s Your Time to Make Meaning! Draw a picture of what Brain-Based Learning looks like to you!
26 Now It’s Your Time to Make Meaning! Find a partner who is currently the FARTHEST AWAY from you in the room and tell your partner two things you have learned thus far that you didn’t already know.
27 How can you create a truly brain-based/ student-centered learning environment? Create Class/Team Norms BEFORE any work is introducedGet them up and moving every minutesCreate environments where they can teach one another, i.e., the jigsaw classroom
29 The Jigsaw ClassroomStudents form Expert Groups, each of whom has been given the same assigned topic to study.Together, expert partners study their topic and plan effective ways to teach important information to their peers.Participants in the Expert Groups go out and form new, Cooperative Groups.Each expert takes responsibility for sharing their expertise with the others in the Cooperative Group.
30 How can you create a truly brain-based/ student-centered learning environment? Create Class/Team Norms BEFORE any work is introducedGet them up and moving every minutesCreate environments where they can teach one another, i.e., the jigsaw classroomAllow time for silence (individual reflection)
31 Learning = Conscious + Unconscious The Learning Pyramid = Levels of Conscious ProcessingSilence/Reflection/Meditation = Unconscious ProcessingFact: Meditation/Reflection substantially increases brain activity and reduces stress levels (cortisol) in the body.Fact: NASA Astronauts were instructed to daydream 20 minutes twice a day. Research showed that it increased their ability to create new solutions and anticipate unexpected situations by more than 40%!Fact: After doing PET scans of more than 500 common activities, meditation was found to produce the MOST active brain waves!
32 Reflection Questions When you begin a session, ask: What do you already know about this topic?What do you want to know about this topic?And the reflection…What have you learned about this topic?
33 How can you create a truly brain-based/ student-centered learning environment? Create Class/Team Norms BEFORE any work is introducedGet them up and moving every minutesCreate environments where they can teach one another, i.e., the jigsaw classroomAllow time for silence (individual reflection)Create the structure, release the process
34 Team Member Contact List Worksheet #1: Team Contact ListTeam Member Contact ListAddressTelephone Number (s)Name
35 Worksheet #2: Team Member Grading Criteria The grade you receive on this project will significantly affect your overall grade in this class. You have all completed a group project, so you all know how important it is to have clear expectations of one another from the beginning. What are your expectations of one another? What is MOST important? What percentage of the grade you give one another will each criteria represent? And most importantly, how much will you grade one another if the criteria is not met? In other words, if someone is absent once, how much will you “dock” from their total 100 points? Tardy? Absent twice? And what if they don’t do a homework assignment the team has assigned? What if they say they will call (i.e., communicate) and just don’t? What if they say they will be somewhere, and simply don’t show up? What if they are late with doing their share of the work? Be as SPECIFIC as possible. (NOTE: Choose a MAXIMUM of five criteria.)Team Member Grading CriteriaRESULT OF NOT MEETING CRITERIA% OF GRADECRITERIAAs team members, we understand and agree to fulfill the expectations of our fellow team members. We also understand that our grade will be reflected in how well we uphold these expectations.___________________________________ ______________________________
36 Worksheet #3: Team Backwards Planning Timeline (Write down date for them)Turn in AssignmentDate you will finish this stepStep by Step Things to Do
37 Releasing the Process: Implications for Educators “You can either have your learner’s attention, or they can be making meaning -- but never both at the same time.” Jensen (1998)Brain-centered = student-centered = less educator controlSelf-awareness: how much control do you need?Walking the talk
38 Now It’s Your Turn…Choose two things you have learned today that you will commit to applying in your classroomShare your commitments with those at your table
39 Traditional Paradigm Emerging Paradigm 1. Motivators are external2. Aging lowers ability3. IQ is a single-faceted, academic concept4. There are no sex differences5. Nurture is the main factor6. Germs cause disease7. Diet is unrelated to the brain8. The brain is seen as a computer9. Memory is retrieval of complete episodes1. Motivators are internal2. Use it or lose it!3. IQ is a multifaceted, street-smart concept4. The sexes are wired differently5. Nature is the main factor6. The mind controls disease7. Diet influences mental function8. The brain is seen as a pharmacy9. Memory is construction of episodes from pieces of informationOwner’s Manual for The Brain by Dr. Pierce Howard
40 Want to Know More? www.jigsaw.org The Owner's Manual for the Brain: Everyday Applications from Mind-Brain Research- Pierce J. Howard, Ph. D.Active Learning: 101 Strategies to Teach Any Subject Mel Silberman-The Jigsaw ClassroomThe Colour of HappinessNew Scientist Vol 178 Issue May 2003, page 44.Brain Rules-John MedinaHow The Brain Learns-David A. Sousa
41 Where is Rick? Rick Stepp-Bolling Mt San Antonio College Learning Assistance Center, 6-150Telephone: (909) , ext. 4303