1 / 14

Brain Compatible Learning

Brain Compatible Learning. If the brain is the organ for learning, then why aren’t teachers brain experts? Learning is constructed in the mind based on a student‘s experiences The brains of students today are completely different than the brains of our students even 10, 20 or 100 years ago.

abedi
Download Presentation

Brain Compatible Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Brain Compatible Learning If the brain is the organ for learning, then why aren’t teachers brain experts? Learning is constructed in the mind based on a student‘s experiences The brains of students today are completely different than the brains of our students even 10, 20 or 100 years ago

  2. Emotion and Learning • Appeal to a student’s emotion through • Storytelling- Story Chunking • Piquing curiosity • Questioning • Novelty • Prior knowledge • Movement • Too many public schools focus on the measurable to the exclusion of the possible. We are preparing for tests, but are we preparing for skillful learners in the world beyond school?

  3. Brain Development and Adolescence • What we have to remember when teaching subject matter and content standards • Prefrontal lobe- looks like Swiss cheese- seat of logical reasoning, problem solving, decision making • Amygdala- clusters of neurons that are intimately tied to our emotional responses and memory functions

  4. Adolescent Development and Learning • Hormones surging • Peers • Sexual exploration • Identity and Role Confusion • Development of abstract thinking and metacognition • Reactionary or thalamic responses come from the amygdala which is usually stimulated and over functioning

  5. Stress and its effects on Learning and Memory • High stress levels- affect immune system, clarity of thought, and memory function • Causes of Stress • Over packed curriculum • Fear of being wrong • Test-taking • Frustration with difficult material • Boredom from lack of stimulation! • Embarrassment ( to read aloud)

  6. What is the worst thing a parent or teacher could do in the eyes of an adolescent? • A. Pile on added chores or assignments • B. Scream and yell engaging in power struggles over every issue that is irritating • C. Embarrass the adolescent

  7. Stress- The Diagnosis of the 21st century • Anytime there is perceived fear, there is stress and a decrease in flow of information to the PFC. • Boredom makes you do crazy things- it may create its own fun or novelty • Most often, it is not the child’s choice- misbehavior is when the lower brain is in control • Flight-withdrawal, look like ADD or ADHD • Fight- ODD • Freeze-Social Anxiety and Seizures or OCD • Dr. Judy Willis

  8. Why do students drop out of school? • 75%- material wasn’t interesting • 39% material wasn’t relevant • 37%no interactions with teachers • Boredom is stressful! • So what do we do? • Create a community and classroom culture that feels safe and accepting. • Teach students ways to control their own responses – MODEL!!! • Visualizations and activities that are physical and tactile- movement engages 100% of the brain which no cognitive skill or strategy can do this!

  9. How May I Serve You? • We ask the questions: what do you need? • How can I help? What can I do? • Brain processes questions long after they have been asked • Self-reflection time • Story-telling in content areas • Choices

  10. Strategies • Allow students to design quizzes and test questions • There is a 95% or higher retention rate over a 24 hour period when students are allowed to teach what they need to learn • Hand Exercise- when we are holding onto power or control , there is no room for growth, novelty or leadership from students

  11. Strategies continued • Writing with non-dominant hand • Why do you need to know this? What professions or jobs would ask for these skills? • Self-reflection • Feedback- informative, frequent and displayed with variety

  12. Environment is Key • Genius is much more than genes! When you enrich the environment and exercise the muscles of the brain and power of the mind, you are literally creating neurons, neural connections and stimulating IQ and brain development • Frequent informal assessment strengthens learning • Self-assessment

  13. Strategies that enhance Learning • Prediction • Multi-sensory • Memory- manipulation of information and focused attention • Hooks at the beginning and end!

  14. Memory Facts • If you yelled for 8 years, 7 months and 6 days you would have producedenough sound energy to heat one cup of coffee. • (Hardly seems worth it.) • If you farted consistently for 6 years and 9 months, enough gas isproduced to create the energy of an atomic bomb. • (Now that’s more like it!) • The human heart creates enough pressure when it pumps out to the body tosquirt blood 30 feet. • (O.M.G.!) • A pig’s orgasm lasts 30 minutes. • (In my next life, I want to be a pig.) • A cockroach will live nine days without its head before it starves todeath. (Creepy.) • (I’m still not over the pig.) • Banging your head against a wall uses 150 calories an hour. • (Do not try this at home. Maybe at work.) • The male pray mantis cannot copulate while its head is attached to itsbody. The female initiates sex by ripping the male’s head off. • (“Honey, I’m home. What the….?!”)

More Related