Presentation on theme: "Brain-Based Learning The Foundation for Differentiating Instruction Presented by Nancy Gardner & Virginia McQueen."— Presentation transcript:
Brain-Based Learning The Foundation for Differentiating Instruction Presented by Nancy Gardner & Virginia McQueen
Audience Teachers? Grade/Subject? Years taught? Purpose for taking this course?
The Human Brain: Agree or Disagree? 1.The brain is like a sieve. 2.Enriched environments grow dendrites. 3.Your brain power is inherited.
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
Elements of Brain-Compatible Classrooms Assessment People will overachieve targets they set for themselves Students with positive attitudes are more likely to learn
Elements of Brain-Compatible Classrooms Emotions –Drives attention drives learning –Fun is part of learning –Play is crucial to learning –Positive language
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
Emotions Emotions have their own pathways or superhighways in our body. They affect brain chemicals which influence Learning and memory
Read “How Emotions Affect Learning” or “Portraits in Emotional Awareness” Highlight phrases that are meaningful to you
Reading / Break Return from break ready to discuss what you have read.
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
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
Making Meaning Attaching new knowledge to something already familiar Making connections/metaphors
How is your brain like...? A cabbage A raisin A pillowcase A grapefruit An avocado String cheese A walnut
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.
Our school is a living cell. Just as plant and animal cells produce proteins, our school creates educated students.
Cell Wall Rigid layer that provides structure and support for plant cells. The school building provides a place for us to learn.
Cell Membrane The campus supervisors control movement on campus. Semi permeable layer that regulates movement into and out of cells
Vacuoles Store water and other substances needed by cells Lockers store books.
Chloroplasts Make glucose sugar for plant cells using the sun’s energy. The cafeteria provides food for students.
Endoplasmic Reticulum A series of passageways used for the transport of proteins. The hallways allow students to move from class to class.
Nucleus Controls all cellular activities. The front office regulates school activities.
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
Brain & Learning View classroom application of how the brain learns - Brain and Learning:Classroom Application Note ways students are actively engaged in learning.
Making Meaning Students need opportunities to Talk Reflect Apply What they are learning.
Yours, Mine, Ours Structure for expressing own ideas, listening to others, developing a list of common concepts
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.
Brain-Body –Active learning –Demonstrations –Movement Elements of Brain-Compatible Classrooms
Crossovers Physical break that energizes brain Two sides of brain take turns being in charge Use both sides of brain - best learning occurs
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
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.
Brain-Body Movement is not a luxury, it is a necessity.
Agree / Disagree Pair up and decide whether you agree or disagree with statements about the human brain.
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
Nutrition –Good food choices –Specific information about nutrition –Water available at all times Elements of Brain-Compatible Classrooms
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
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