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Brain-Based Learning The Foundation for Differentiating Instruction Presented by Nancy Gardner & Virginia McQueen.

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Presentation on theme: "Brain-Based Learning The Foundation for Differentiating Instruction Presented by Nancy Gardner & Virginia McQueen."— Presentation transcript:

1 Brain-Based Learning The Foundation for Differentiating Instruction Presented by Nancy Gardner & Virginia McQueen

2 Audience Teachers? Grade/Subject? Years taught? Purpose for taking this course?

3 The Human Brain: Agree or Disagree? 1.The brain is like a sieve. 2.Enriched environments grow dendrites. 3.Your brain power is inherited.

4 Overview of Three Days Day 1 Elements & Details of Brain-Based Learning Review Lesson Plan Template Day 2 Differentiation –Readiness, Learning Profile, Interest – Content, Process and Product Tools and Tiering Assignments - Application Day 3 Ed Code Standards Parents Lesson Plan prep and wrap-up

5 WIIFM What’s In It For Me?

6 WIIFM What’s In It For Me? –Why learning about the brain might be worth your time?

7 WIIFM What’s In It Form Me –Why learning about the brain might be worth your time? –Turn to neighbor and share your ideas

8 SWYAK Show What You Already Know About the Brain and Learning –Organize your thoughts as a graphic Web, List, Diagram

9 SWYAK Show What You Already Know About the Brain and Learning –Organize your thoughts as a graphic Web, List, Diagram –Share with neighbor

10 Changes in Education One lesson for all Individualized Instruction Brain-Based Learning = Differentiated Instruction

11 Elements of Brain-Compatible Classrooms Uniqueness –Variety and Choice –Prior knowledge and experiences –Learning styles and strengths

12 Variety & Choice

13 Elements of Brain-Compatible Classrooms Assessment –Timely and specific feedback –Student and peer feedback –Personal reflection –Mistakes a positive part of learning

14 Feedback & Reflection

15 Elements of Brain-Compatible Classrooms Assessment People will overachieve targets they set for themselves Students with positive attitudes are more likely to learn

16 Elements of Brain-Compatible Classrooms Emotions –Drives attention drives learning –Fun is part of learning –Play is crucial to learning –Positive language

17 Emotions …emotions are the gatekeepers to the intellect…emotional hooks are necessary for long-term learning; negative emotions can become blocks to learning. Robin Fogarty Brain-Compatible Classrooms

18 Emotions Emotions have their own pathways or superhighways in our body. They affect brain chemicals which influence Learning and memory

19 Emotion & Learning

20 Read “How Emotions Affect Learning” or “Portraits in Emotional Awareness” Highlight phrases that are meaningful to you

21 Reading / Break Return from break ready to discuss what you have read.

22 Emotion & Learning Discussion strategy: Final Word –Read one of your highlighted passages to the group –Individuals respond with their thoughts –When all of group has responded the person who read the passage gives his/her thoughts - Final Word

23 Meaning –Holistic, integrated, thematic, relevant learning –Large blocks of time for work –Time for processing and reflection Discuss with neighbor how these elements look at your school Elements of Brain-Compatible Classrooms

24 Making Meaning Attaching new knowledge to something already familiar Making connections/metaphors

25 How is your brain like...? A cabbage A raisin A pillowcase A grapefruit An avocado String cheese A walnut

26 Making Meaning The brain makes meaning throughpatterns, relevance and emotion. Our brain is a superb patternmaker scanning the environment looking for patterns and connections so that new information links with current knowledge and understanding.

27 Our school is a living cell. Just as plant and animal cells produce proteins, our school creates educated students.

28 Cell Wall Rigid layer that provides structure and support for plant cells. The school building provides a place for us to learn.

29 Cell Membrane The campus supervisors control movement on campus. Semi permeable layer that regulates movement into and out of cells

30 Vacuoles Store water and other substances needed by cells Lockers store books.

31 Chloroplasts Make glucose sugar for plant cells using the sun’s energy. The cafeteria provides food for students.

32 Endoplasmic Reticulum A series of passageways used for the transport of proteins. The hallways allow students to move from class to class.

33 Nucleus Controls all cellular activities. The front office regulates school activities.

34 Brain & Learning Reflect then discuss how comparing and contrasting assist students in understanding. With a partner create metaphors that would assist students in understanding a concept taught in your classroom. Share with the group one of your metaphors Questions, Comments

35 Brain & Learning View classroom application of how the brain learns - Brain and Learning:Classroom Application Note ways students are actively engaged in learning.

36 Making Meaning Students need opportunities to Talk Reflect Apply What they are learning.

37 Yours, Mine, Ours Structure for expressing own ideas, listening to others, developing a list of common concepts

38 Yours, Mine, Ours List ways you could apply what you have learned about the brain from the article you read and the classroom application seen in the video.

39 Yours, Mine, Ours

40 Structure for expressing own ideas, listening to others, developing a list of common concepts –Record own ideas –Share with large group –Discuss common ideas (strive for 4)

41 Yours, Mine, Ours Closure –Groups prioritize list –Groups share with whole class their first two statements

42 Break

43 Multi-Path –Recognize multiple intelligences –Multiple ways of presenting - VAK –Enriched environment of music, aromas, posters Elements of Brain-Compatible Classrooms

44 About Me Graph

45 Learning Modalities Auditory Visual Kinesthetic/Tactile

46 Multiple Intelligences Linguistic Logical/Mathematical Musical Spatial

47 Multiple Intelligences Bodykinesthetic Interpersonal Intrapersonal Naturalist

48 Brain-Body –Active learning –Demonstrations –Movement Elements of Brain-Compatible Classrooms

49 Crossovers Physical break that energizes brain Two sides of brain take turns being in charge Use both sides of brain - best learning occurs

50 Crossovers Cross-lateral activities activate the brain and force the two sides to talk to each other –One hand to opposite side of back –Hands to opposite knees, hips, elbows, heels, toes

51 Brain-Body Frequent physical breaks are a requirement for every type of learning Situation. Through movement we reduce stress, improve short-term memory, become more creative.

52 Brain-Body Movement is not a luxury, it is a necessity.

53 Agree / Disagree Pair up and decide whether you agree or disagree with statements about the human brain.

54 Memory –Memory and retrieval can not be separated –Explicit - short term and working –Implicit - procedural and reflexive –Engage students - opportunities and time to make connections and establish memories Elements of Brain-Compatible Classrooms

55 Nutrition –Good food choices –Specific information about nutrition –Water available at all times Elements of Brain-Compatible Classrooms

56 Nutrition High Protein= alertness & quick thinking Turkey and Carbohydrate = calm & able to sleep Soybeans & Eggs = memory & smooth muscle movement Dairy Products = Cleans synapses for efficient neural transmission

57 Lunch Break

58 Brain Research - Challenge No ChallengeModerate ChallengeExtreme Challenge DepressionAchievementBurnout Carbohydrates/DairyProteinsCarbohydrates Off DutyIn ControlOut of Control RelaxationProblem SolvingFlight/Fight Cold (EEG-sleeplike)Mild (EEG)Hot (EEG) LowMiddleHigh

59 SuccessEffort

60 SuccessEffort

61 We need to keep the scales balanced for each individual. SuccessEffort

62 Planning for Differentiation Lesson Plan Template

63 Allies Starbases Outposts Klingons Enemies Romulan Warbirds Romulans Superhawks Cardainian Destroyers Ferenngi Marauders Select a Mission Cadet Lieutenant Captain Admiral Mission Set up

64 The Equalizer

65 Cycles and Rhythms –Time for energizing activities –Recognize and manage students’ states of mind –Use of ritual, novelty and challenge Elements of Brain-Compatible Classrooms

66 State of Mind State of learning –Positive State - enhances learning –Negative State hinders learning Teacher effort Student effort

67 State of Mind Activities leading to positive state of mind: –Listening to music –Doing a mind map –Group work –Getting up and moving around –Doing crossovers –Taking deep breaths –Stretching

68 Elimination of Threat –Manage stress –Climate of respect –Support available –Intrinsic motivation; avoid rewards Elements of Brain-Compatible Classrooms

69 Review Activity Homework Elements of Brain-Compatible Classrooms

70 Deluxe Budget Tour

71 Bibliography Erlauer, Laura, The Brain Compatible Classroom, ASCD, 2003 Politano, Colleen and Joy Paquin, Brain-Based Learning With Class, Portage & Main Press, 2000.

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