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Brain-Based Learning The Foundation for Differentiating Instruction Presented by Nancy Gardner & Virginia McQueen
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Audience Teachers? Grade/Subject? Years taught? Purpose for taking this course?
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The Human Brain: Agree or Disagree? 1.The brain is like a sieve. 2.Enriched environments grow dendrites. 3.Your brain power is inherited.
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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
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WIIFM What’s In It For Me?
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WIIFM What’s In It For Me? –Why learning about the brain might be worth your time?
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WIIFM What’s In It Form Me –Why learning about the brain might be worth your time? –Turn to neighbor and share your ideas
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SWYAK Show What You Already Know About the Brain and Learning –Organize your thoughts as a graphic Web, List, Diagram
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SWYAK Show What You Already Know About the Brain and Learning –Organize your thoughts as a graphic Web, List, Diagram –Share with neighbor
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Changes in Education One lesson for all Individualized Instruction Brain-Based Learning = Differentiated Instruction
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Elements of Brain-Compatible Classrooms Uniqueness –Variety and Choice –Prior knowledge and experiences –Learning styles and strengths
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Variety & Choice
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Elements of Brain-Compatible Classrooms Assessment –Timely and specific feedback –Student and peer feedback –Personal reflection –Mistakes a positive part of learning
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Feedback & Reflection
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Elements of Brain-Compatible Classrooms Assessment People will overachieve targets they set for themselves Students with positive attitudes are more likely to learn
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Elements of Brain-Compatible Classrooms Emotions –Drives attention drives learning –Fun is part of learning –Play is crucial to learning –Positive language
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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
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Emotions Emotions have their own pathways or superhighways in our body. They affect brain chemicals which influence Learning and memory
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Emotion & Learning
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Read “How Emotions Affect Learning” or “Portraits in Emotional Awareness” Highlight phrases that are meaningful to you
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Reading / Break Return from break ready to discuss what you have read.
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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
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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
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Making Meaning Attaching new knowledge to something already familiar Making connections/metaphors
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How is your brain like...? A cabbage A raisin A pillowcase A grapefruit An avocado String cheese A walnut
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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.
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Our school is a living cell. Just as plant and animal cells produce proteins, our school creates educated students.
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Cell Wall Rigid layer that provides structure and support for plant cells. The school building provides a place for us to learn.
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Cell Membrane The campus supervisors control movement on campus. Semi permeable layer that regulates movement into and out of cells
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Vacuoles Store water and other substances needed by cells Lockers store books.
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Chloroplasts Make glucose sugar for plant cells using the sun’s energy. The cafeteria provides food for students.
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Endoplasmic Reticulum A series of passageways used for the transport of proteins. The hallways allow students to move from class to class.
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Nucleus Controls all cellular activities. The front office regulates school activities.
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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
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Brain & Learning View classroom application of how the brain learns - Brain and Learning:Classroom Application Note ways students are actively engaged in learning.
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Making Meaning Students need opportunities to Talk Reflect Apply What they are learning.
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Yours, Mine, Ours Structure for expressing own ideas, listening to others, developing a list of common concepts
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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.
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Yours, Mine, Ours
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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)
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Yours, Mine, Ours Closure –Groups prioritize list –Groups share with whole class their first two statements
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Break
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Multi-Path –Recognize multiple intelligences –Multiple ways of presenting - VAK –Enriched environment of music, aromas, posters Elements of Brain-Compatible Classrooms
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About Me Graph
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Learning Modalities Auditory Visual Kinesthetic/Tactile
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Multiple Intelligences Linguistic Logical/Mathematical Musical Spatial
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Multiple Intelligences Bodykinesthetic Interpersonal Intrapersonal Naturalist
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Brain-Body –Active learning –Demonstrations –Movement Elements of Brain-Compatible Classrooms
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Crossovers Physical break that energizes brain Two sides of brain take turns being in charge Use both sides of brain - best learning occurs
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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
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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.
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Brain-Body Movement is not a luxury, it is a necessity.
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Agree / Disagree Pair up and decide whether you agree or disagree with statements about the human brain.
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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
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Nutrition –Good food choices –Specific information about nutrition –Water available at all times Elements of Brain-Compatible Classrooms
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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
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Lunch Break
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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
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SuccessEffort
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SuccessEffort
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We need to keep the scales balanced for each individual. SuccessEffort
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Planning for Differentiation Lesson Plan Template
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Allies Starbases Outposts Klingons Enemies Romulan Warbirds Romulans Superhawks Cardainian Destroyers Ferenngi Marauders Select a Mission Cadet Lieutenant Captain Admiral Mission Set up
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The Equalizer
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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
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State of Mind State of learning –Positive State - enhances learning –Negative State hinders learning Teacher effort Student effort
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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
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Elimination of Threat –Manage stress –Climate of respect –Support available –Intrinsic motivation; avoid rewards Elements of Brain-Compatible Classrooms
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Review Activity Homework Elements of Brain-Compatible Classrooms
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Deluxe Budget Tour
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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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