Teaching with the Brain in Mind By Paul B. Dowdy

5. The Triune Brain The brain consists of 3 separate brains. The Action brain, Emotional brain and Thinking brain. The Action brain dominates when threat is perceived and safety and survival are needed. The Emotional brain plays a significant role in transferring information from short term to long term memory. The Thinking brain allows us to create fantasies, to imagine and to innovate.

7. Brain Scan Technology EEG: Electroencephalograph CAT: Computerized Axial Tomography MRI: Magnetic Resonance Imaging fMRI: Functional Magnetic Resonance Imaging PET: Positron Emission Tomography Scans MEG: Magneto encephalography

8. Brain Processing The brain acts more like a sieve than a sponge when processing new information. Learners who can perform a new learning task well are likely to retain it. Reviewing material just before a test is a good indicator of how much has been retained. Increased time on task increases retention of new learning. The rate at which a learner retrieves information from memory is not closely related to intelligence.

9. Brain Processing Answers True. The brain acts more like a sieve because there are several early stages where most data are dropped from the system. False. We cannot presume that because a learner performs a new learning well, it will be permanently stored. Sense and meaning must be present to some degree for storage to occur. False. Reviewing material just before a test allows students to enter the material into working memory for immediate use. Thus, this procedure cannot verify that what the learner recalls during the test was from long term storage. False. Simply increasing a student�s time on a learning task does not guarantee retention if a student is not allowed the time and help to personally interact with the content through rehearsal. True. The rate of retrieval is independent of intelligence. It is more closely tied to how and where the information was stored originally.

10. Brain Processing Continued The amount of information a learner can deal with at one time is genetically linked. It is possible to increase the amount of information that the working (temporary) memory can deal with at one time. Recent research confirms that information in long term storage deteriorates as we get older. Most of the time, the transfer of information from long term storage is under the conscious control of the learner. Intelligence is strongly connected to whether people have left or right brain dominance. People must be taught to do higher order thinking.

11. Brain Processing Answers Continued False. The amount of information a learner can deal with at one time is linked to the learner�s ability to add more items to the chunks in working memory; a learned skill. True. By increasing the number of items in a chunk, we can increase the amount of information that our working memory can process simultaneously. False. Pathways to older memory sights get obstructed by newer pathways. False. The transfer process is more often provoked by the learner�s environment. False. Left and right brain hemisphere dominance has no link to intelligence. False. We begin thinking from birth (if not before). We can teach learners how to organize the content (such as using critical attributes and mnemonics) to promote efficient thinking.

12. Learning and MemoryUnderstanding Memory to Increase Learning

13. Store by Similarity, Retrieve by Difference

16. Memory Pathway Worksheet

30. Brain Compatible Teaching Strategies(Nine strategies that produce student achievement) Comparing, contrasting, classifying, analogies and metaphors. Summarizing and note taking (key word outlines). Reinforcing effort and giving praise. Homework and practice. Nonlinguistic representations (graphic organizers). Cooperative learning Setting objectives and providing feedback. Generating hypotheses. Questions, cues and advance organizers. Marzano, R.J., �What works in Classroom Instruction?�

31. Comparing,Contrasting, Classifying, Analogies and Metaphors(Research Information) Presenting students with explicit guidance in identification of similarities and differences enhances students knowledge. Asking students to independently identify similarities and differences enhance students understanding. Representing similarities and differences in graphic form enhances student understanding. Identification of similarities and differences can be accomplished by using: comparing, contrasting, classifying, creating analogies and metaphors.

32. Summarizing and Note taking(Research Information) To take good notes students must delete some information, substitute some information and keep some information. To delete, substitute and keep information the student must analyze the information at a fairly deep level. Understanding the introduction, body of the paper and the summary is an aid to summarizing the information.

33. The Rule Based Strategy for Summarizing Delete trivial material that is unnecessary to understanding. Delete redundant material. Substitute super ordinate terms for lists (e.g.,�flowers� for �daisies, tulips, and roses�). Select topic sentence, or invent one if it is missing.

34. Key Word Outline(Note making and Outlines) Model the proper way to outline. Have students help determine which words are the �key� words. Then allow students to choose their own key words and practice. Insist upon no more than three words per line. Have students share their outlines. The goal is not to do the outline verbatim. Have students use their own words.

35. Reminders for Effective Key Word Outlines I. 1. 2. 3. II. 1. 2. 3. 3 Words Maximum Title by Name

36. Reinforcing Effort and Providing Recognition (Praise)(Research Information) People generally attribute success at any given task to: Ability Effort Other People Luck Not all students realize the importance of believing in effort. Students can learn to change their beliefs to an emphasis on effort.

37. Providing Recognition(Rewards) Rewards do not necessarily have a negative effect on intrinsic motivation. Reward is most effective when it is contingent on the attainment of some standard performance. Abstract symbolic recognition is more effective than tangible rewards.

38. Personalizing Recognition(Pause, Prompt and Praise) Pause: The teacher asks the students to stop working on the task for a moment. Prompt: The teacher provides the student with some specific suggestion for improving their performance. Praise: If the students performance improves then praise is given.

39. Homework and Practice(Research Information) The amount of homework assigned differs from elementary, to middle school to high school. Parent involvement in homework should be kept to a minimum. The purpose of homework should be identified and articulated. If homework is assigned it should be commented on.

40. A Sample Homework Policy for Parents Set up a consistent organized place for homework to be done. Establish a consistent schedule for completing homework. Encourage, motivate, prompt but do not sit with your student and do the homework with them. If your child is practicing a skill ask them to tell you the steps that are easy and hard and how they can improve. The minutes your child should spend on homework are 10 times their grade level (a 2nd grader would spend 20 minute, etc.) When bedtime comes, stop, even if your child is not done.

41. Nonlinguistic Representations(Research Information) A variety of activities produce non-linguistic representations. Creating graphic representations Making physical models Generating mental pictures Engaging in kinesthetic activity Nonlinguistic representations should elaborate on knowledge.

42. Cooperative Learning(Research Information) Organizing groups based on ability levels should be done sparingly. Cooperative groups should be kept rather small in size. Cooperative learning should be applied consistently and systematically, but not overused.

43. Informal, Formal and Base Groups Informal Groups: Are ad hoc groups that last a few minutes. They are pair-share, turn to your neighbor, etc. Formal Groups: Are designed to help students have time to complete an assignment. It helps with positive interdependence, group processing, social skills, interaction and group accountability. Base Groups: Are long term. They provide students support throughout a semester or year.

44. Setting Objectives and Providing Feedback(Research Information) Instructional goals narrow what students focus on. Instructional goals should not be too specific. Students should be encouraged to personalize the teacher�s goals.

45. Rubrics for Providing FeedbackScale: 4=excellent, 3= good, 2= needs improvement, 1=unacceptable, 0=no judgment possible Rubric for Information 4 The student has a complete and detailed understanding of the information important to the topic. 3 The student has a complete understanding of the information important to the topic but not in great detail. 2 The student has an incomplete understanding of the topic and/or misconceptions about some of the information. They do maintain a basic understanding of the topic. 1 The student�s understanding of the topic is so incomplete or has so many misconceptions that the student cannot be said to understand the topic. 0 No judgment can be made about the students understanding of the topic. Rubric for Processes and Skills 4 The student can perform the skill or process important to the topic with no significant errors and with fluency. Additionally, the student understands the key features of the process. 3 The student can perform the skill or process important to the topic without making significant errors. 2 The student makes some significant errors when performing the skill or process important to the topic but still accomplishes a rough approximation of the skill or process. 1 The student makes so many errors in performing the skill or process important to the topic that he or she cannot actually perform the skill or process. 0 No judgment can be made about the student�s ability to perform the skill or process.

46. Generating Hypotheses(Research Information) Hypothesis generation and testing can be approached in a more inductive or deductive manner. Deductive is using a general rule to make predictions. Inductive is drawing new conclusions. Teachers should ask students to clearly explain their hypotheses and their conclusions.

47. Questions, cues and advance organizers(Research Information) Cues and questions should focus on what is important as opposed to what is unusual. �Higher level� questions produce deeper learning than �lower level� questions. �Waiting� briefly before accepting responses from students has the effect of increasing the depth of students� answers. Questions are effective learning tools even when asked before a learning experience.

48. Teaching Tips Tips from Brain Research

49. Environment Establish a safe environment. Make it safe to make mistakes (learning opportunities) and not �put downs�. Proper nutrition and hydration are important to the brain for learning. Establish rituals to make learning fun. Do stretch breaks, group cheers, work with partners, and music. Thank students for their time and attention. This builds community. Promote class celebrations. Spark emotions to help with memory. Show your students that you can relate to their problems, issues and successes. This effects the amygdala which helps with emotional memory.

50. Attention Use a wide variety of peripherals in the classroom. Posters, handouts, overheads and decorations. Use color in your classroom. The brain thinks in color and it helps with recall. Movement gets the blood flowing which helps the brain learn. Show pizzazz! Your interest and passion is contagious. Give students an overview of what they will learn. Stating the objective. Use Music- the brain responds to rhythms. Challenge students with a quote, statement or story. Novelty is important for keeping and maintaining attention and memory.

51. Discipline Provide direction with sharing your goals and vision for the lesson and class. Use stories and real-life examples. That provides meaning. Create ground rules and expectations. Establish control. You are in charge and that can be expressed in positive ways. Define outcomes of the lesson. Gather as much information on your students, this will help with rapport. Have a calming corner for cooling off or de-stressing. Facilitate a brain break. Have a specific spot in the room where all discipline occurs. When you have to discipline a student or class go to this spot and they will understand there is a problem before you say anything.

52. Poor Learning Checking for understanding. Check with students at regular intervals. Reteach if necessary. Ask students to set goals. This is helpful for all students. Provide previews of the material to establish curiosity. Address student concerns early on. Set expectations. Use sensory stimulation! Accessing visual, auditory and kinesthetic pathways to the brain increases memory. Use innovative teaching methods (top nine instructional strategies) to help with memory. Peer interaction is a great way to provide support for student learning. Learn about students likes and dislikes.

53. Retention Teach each unit or section in a different place in the classroom or in a different costume. This helps to establish long-term memory. Prior to learning provide the brain with a �map� that illustrates patterns, processes, connections and relationships. Let students create their own tests. It empowers the students. Provide 3 key words you want students to remember. Tap students emotions in the classroom. Emotions are the most powerful memory builder. Provide students with meaning and relevancy. Regular review is crucial for retention of information. The brain stores information in sounds, movement and location. Increase student feedback to every 15-30 minutes. Provide a consistent closing ritual to help learners follow a pattern and let the brain know when the lesson is finished.

55. Summary

56. Bibliography and Recommended Reading �Brain Matters� by Patricia Wolfe �Going to School� by Sharon L. Ramey, Ph.D. and Craig T. Ramey, Ph.D. �Brain-Based Learning� by Eric Jensen �Teaching With The Brain In Mind� by Eric Jensen �How The Special Needs Brain Learns� by David A. Sousa �How The Brain Learns� by David A. Sousa Mosaic Of Thought� by Ellin Oliver Keene and Susan Zimmermann �Classroom Instruction That Works� by Robert J. Marzano, Debra J. Pickering and Jane E. Pollock �How the Student Brain Learns�,(CD) by Eric Jensen