By Karen Paris Mid-Term Project EDTC 631 Linking the Brain, Mind, Teaching and Learning

 Tell time using both analog and digital clocks.  Tell time using a “24-hour clock” and distinguish between A.M. and P.M.  Tell time using specific words, phrases, and sentences.  Ask and respond orally and in writing to the question “What time is it”?  Tell time using both analog and digital clocks.  Tell time using a “24-hour clock” and distinguish between A.M. and P.M.  Tell time using specific words, phrases, and sentences.  Ask and respond orally and in writing to the question “What time is it”?

Prime-Time 1 New learning takes place and is most likely to be remembered. Down Time Time when it is most difficult for retention to occur, practice helps the learner further process the information. Prime-Time 2 Closure – the second most important learning position and helps the learner determine sense and meaning.

 Oral response  Written response  Teacher observation  Oral response  Written response  Teacher observation

Smartboard

Sousa, David. How the Brain Learns. 3rd ed. Thousand Oaks, CA: Corwin Press, Print. Bernice, Nick. "Gardner's Multiple Intelligences.". Ramapo College. Web. 14 Oct MSET,. "Gregorc Overview." The Gregorc Model. MSET, n.d. Web. 14 Oct Buckner, R.L.,.M, Kelley, and S.E. Petersen. "Frontal cortex contributions to human memory formation." Trans. Array Nature Neuroscience Print. N.d. Graphic. clock?page=1Web. 17 Oct N.d. Photograph Oct N.d. Photograph Oct 2013.

Cooper, Belle. Why We’re More Creative When We’re Tired and 9 Other Surprising Facts About How Our Brains Work Graphic. google imagesWeb. 14 Oct N.d. Photograph Oct N.d. Photograph Oct N.d. Photograph. background.htmlWeb. 17 Oct Oct sound. 17 Oct Paris, Karen, dir Film. 17 Oct Audio Flashards Time DVD. 17 Oct N.d. Photograph. tOnyX3uRI/AAAAAAAAALE/7DaHhCxo2U0/s1600/Intelligences multiples.jpgWeb. 17 Oct N.d. Photograph Oct 2013.