1. Session III Brain Based Classroom Putting It All Together

2. The Connection Between Learning Styles and Multiple Intelligences Learning Styles Focuses on circumstances surrounding the learning –Refers to the preferences that learners have for different kinds of input and learning experiences. –Refers to activation of different parts of the brain Multiple Intelligences Focuses on how one is intelligent. –Refers to one’s abilities –Most people have a combination of intelligences.

3. Multiple Intelligences Logical-Mathematical- Sort objects,word problems, discussion Verbal-Linguistic- Loves to talk, stories, debates,reading Spatial - Putting pieces together, mind maps Interpersonal - Loves to talk, pair work, organizer Body-Kinesthetic - Movement, arts Intra persona l - Thinking strategies, imagery, journal writing Musical Rhythmic -Appreciation of sounds, rhythm

4. Using Senses to Store and Retrieve Information To facilitate the processing of data through the senses- offer a variety in instructional strategies so that learners are exposed to variety of styles. –Visual (46% of learners) –Kinesthetic (35% of learners) –Auditory (19% of learners)

5. Using the Full Range of Mental Skills

6. Utilizing Mind Maps Mind-Mapping is the process of “Note Making” Assists students in assembling and refining ideas The process of creating and utilizing mind maps uses the three dominant senses to store and retrieve information. Use of mind maps increases higher level thinking skills in students.

7. Thinking Skills and Learning What’s different here? Compare and contrast. Model – The thought processes that you wish students to utilize. Model -The questions that you ask yourself.

8. Cognitive Activity and Eye Movement

9. Changes in Capacity of Working Memory With Age Approximate Age Range in Years Capacity of Working Memory With Age MinimumMaximumAverage Younger than 5 Between 5 and 14 14 and Older 135135 379379 257257

10. Developmentally Appropriate Practices Design lessons that utilize the capacity of working memory. Design lessons based upon students’ attention spans. Utilize the principle of Primacy-Recency in designing lessons.

11. Primacy-Recency- Using Our Time Wisely – In a learning episode we tend to remember That which comes first -fit into the working memory’s functional capacity-retained in Semantic Memory – Prime Time -1 That which comes last- – Prime Time –2 – Restructuring Class Time 20-10-20 Teacher reviews previous lesson-makes connections for students Teach new material first Review previous day’s homework

12. Differentiated Instruction

13. Brain Based Classroom Teach in many different learning styles so that the potential of every learner is tapped. Design multi-path sensory experiences. Teach the thinking strategies. Understand the relationship between eye movement and attempts to process and recall. At some point in most lessons students should be up and moving around talking about the new learning.

14. Closure 1.Educators tend to teach the way that they learn. 2.When we implement instructional strategies that honor learning styles we increase student success. 3.Differentiated Instruction incorporates learning styles and cognitive research