1. ENGAGE THE BRAIN WATCH BEHAVIOR CHANGE! January 22, 2014 HPS Curriculum Fair Presenter: Titus L. Hopper, Hickory High School

2. WHO’S THE MOST DISTRACTED?

3. STUDENTS DON’T LOOSE FOCUS THEY CHOOSE FOCUS!

4. STUDENT ENGAGEMENT MADE CONCRETE

5. MORE CONCRETE!!! 1.The Fellowship of the Rings 2.The Two Towers 3.The Return of the King 4.The Hobbit: The Unexpected Journey 5.The Hobbit: The Desolation of Smaug

6. CONSEQUENTLY…. My Attention was divided.

7. STUDENTS DON’T LOOSE FOCUS THEY CHOOSE FOCUS!

8. WHO’S THE MOST DISTRACTED?

9. INFORMATION INPUT PROCESS RETRIEVE OUTPUT

10. THE BRAIN Essential Questions 1. How does the brain impact the “choice” to learn? 2. How do teachers impact and increase students’ ability to think and learn? 3. What does “learning to learn and think” look, feel and sound like?

11. THE BRAIN STEM The BRAIN STEM is responsible for basic vital life functions - breathing, heartbeat, and blood pressure. It is referred to a reptilian brain because a reptile’s entire brain resembles our brain stem. Basic vital life functions Reptilian brain

12. THE CEREBELLUM The CEREBELLUM, or "little brain", it has two hemispheres. It regulates and coordinates movement, posture, and balance.

13. THE LIMIBIC SYSTEM (THE FILTER) The LIMBIC SYSTEM, mid-brain, and often referred to as the “emotional brain”. Buried within the cerebrum. It contains the thalamus, hypothalamus, amygdala, and hippocampus

14. The CEREBRUM, or cerebral cortex, controls higher brain functions such as reasoning. The two sides of the cerebrum, or hemispheres, are connected by the corpus callosum. The Frontal Lobe is the location of reasoning, planning, and problem solving.

15. TWO TASKS… The brain filters information by predicting its risk for harm, or value for pleasure. Value Pleasure or Sense Danger

16. THE LIMBIC SYSTEM The thalamus, hypothalamus, amygdala, and hippocampus The thalamus is first part of the brain to receive all the signals gathered from the environment. Before the information travels to the cerebral cortex the AMYGDALA get’s it and it’s categorized as WONDERFUL OR TERRIBLE!!!

17. THE CEREBRUM The CEREBRUM, or cerebral cortex, controls higher brain functions such as reasoning. The Frontal Lobe is the location of reasoning, planning, and problem solving (higher brain function such as reasoning) However, the information must get there!!!

18. SUMMARY… Atmosphere matters You cannot let the Amygdala hijack sabotage your lesson Amygdala » DANGER SIGNAL » (fear/anxiety) floods the body with adrenaline. Adrenaline directs the brain to react automatically ↗ low level thinking… “Just Do It!” Adrenaline also inhibits neurotransmitters messages to the cerebrum ↘ higher level thinking.

19. OR… The amygdala might perceive incoming information as not dangerous… but valuable or delightful… If so then there is not an emergency alert and the cerebrum has a chance to think about to the information.

20. ENDORPHINS INSTEAD OF ADRENALINE Amygdala » Valuable » signals the body to produce endorphins. Endorphins increase neurotransmitters’ ability to carry messages to the cerebrum ↗ higher level thinking

21. STUDENT ENGAGEMENT MADE CONCRETE

22. MORE CONCRETE!!! 1.The Fellowship of the Rings 2.The Two Towers 3.The Return of the King 4.The Hobbit: The Unexpected Journey 5.The Hobbit: The Desolation of Smaug

23. ONCE STUDENTS TRUST YOU... PLAN!!! 7 Thinking Skills Proficiencies 1. Critical Thinking – Analysis Evaluation Problem Solving 2. Creative Thinking – Generate Associate Hypothesize 3. Complex Thinking – Clarify Interpret Determine 4. Comprehensive Thinking – Understand Infer Compare/Contrast 5. Collaborative Thinking – Explain Develop Decide 6. Communicative Thinking – Reason Connect Represent 7. Cognitive Transfer – Synthesize Generalize Apply

24. ONCE AGAIN…

25. THE TRUTH ABOUT DIFFERENTIATION! It’s more than academic It’s social It’s motivational It’s cultural It’s generational

26. ACTION PLAN! Think about your classroom setting Neuroscientists have found that rats exposed to enriched environments develop thicker and heavier cortex, greater synapse density, and increased dendrite branching. Rosenzweig, Krech, & Bennett. (1962); Greenough & Volkmar.(1973); Gage (1997)

27. ACTION PLAN! 1.Gain the students attention 2.Bring to mind relevant prior learning 3.Point out important information and show relevance 4.Present information in an organized manner 5.Help students categorize and connect information 6.Provide students with an opportunity to elaborate on new information 7.Provide repetition 8.Provide opportunities for the overlearning of fundamental concepts and skills 9.Let the students provide written or verbal explanations. Make them say it!!!

28. ENGAGE THE BRAIN WATCH BEHAVIOR CHANGE!