Brain-Based Learning The Foundation for Differentiating Instruction

1. Brain-Based LearningThe Foundation for Differentiating Instruction Presented by Nancy Gardner & Virginia McQueen

2. Audience Teachers? Grade/Subject? Years taught? Purpose for taking this course?

3. The Human Brain: Agree or Disagree? • The brain is like a sieve. • Enriched environments grow dendrites. • Your brain power is inherited.

4. Overview of Three Days Day 1 • Elements & Details of Brain-Based Learning • Review Lesson Plan Template Day 2 • Differentiation • Readiness, Learning Profile, Interest • Content, Process and Product • Tools and Tiering Assignments - Application Day 3 • Ed Code Standards • Parents • Lesson Plan prep and wrap-up

5. WIIFM • What’s In It For Me?

6. WIIFM • What’s In It For Me? • Why learning about the brain might be worth your time?

7. WIIFM • What’s In It Form Me • Why learning about the brain might be worth your time? • Turn to neighbor and share your ideas

8. SWYAK • Show What You Already Know About the Brain and Learning • Organize your thoughts as a graphic • Web, List, Diagram

9. SWYAK • Show What You Already Know About the Brain and Learning • Organize your thoughts as a graphic • Web, List, Diagram • Share with neighbor

10. Changes in Education • One lesson for all • Individualized Instruction • Brain-Based Learning = Differentiated Instruction

11. Elements of Brain-Compatible Classrooms • Uniqueness • Variety and Choice • Prior knowledge and experiences • Learning styles and strengths

12. Variety & Choice

13. Elements of Brain-Compatible Classrooms • Assessment • Timely and specific feedback • Student and peer feedback • Personal reflection • Mistakes a positive part of learning

14. Feedback & Reflection

15. Elements of Brain-Compatible Classrooms • Assessment People will overachieve targets they set for themselves Students with positive attitudes are more likely to learn

16. Elements of Brain-Compatible Classrooms • Emotions • Drives attention drives learning • Fun is part of learning • Play is crucial to learning • Positive language

17. Emotions …emotions are the gatekeepers to the intellect…emotional hooks are necessary for long-term learning; negative emotions can become blocks to learning. Robin Fogarty Brain-Compatible Classrooms

18. Emotions Emotions have their own pathways or superhighways in our body. They affect brain chemicals which influence Learning and memory

19. Emotion & Learning

20. Emotion & Learning • Read “How Emotions Affect Learning” or • “Portraits in Emotional Awareness” • Highlight phrases that are meaningful to you

21. Reading / Break Return from break ready to discuss what you have read.

22. Emotion & Learning • Discussion strategy: Final Word • Read one of your highlighted passages to the group • Individuals respond with their thoughts • When all of group has responded the person who read the passage gives his/her thoughts - Final Word

23. Elements of Brain-Compatible Classrooms • Meaning • Holistic, integrated, thematic, relevant learning • Large blocks of time for work • Time for processing and reflection • Discuss with neighbor how these elements look at your school

24. Making Meaning • Attaching new knowledge to something already familiar • Making connections/metaphors

25. A cabbage A raisin A pillowcase A grapefruit An avocado String cheese A walnut How is your brain like. . .?

26. Making Meaning The brain makes meaning through patterns, relevance and emotion. Our brain is a superb patternmaker scanning the environment looking for patterns and connections so that new information links with current knowledge and understanding.

27. Castillero Our school is a living cell. Just as plant and animal cells produce proteins, our school creates educated students.

28. Rigid layer that provides structure and support for plant cells. The school building provides a place for us to learn. Cell Wall

29. The campus supervisors control movement on campus. Semi permeable layer that regulates movement into and out of cells Cell Membrane

30. Store water and other substances needed by cells Lockers store books. Vacuoles

31. Make glucose sugar for plant cells using the sun’s energy. The cafeteria provides food for students. Chloroplasts

32. A series of passageways used for the transport of proteins. The hallways allow students to move from class to class. Endoplasmic Reticulum

33. Controls all cellular activities. The front office regulates school activities. Nucleus

34. Brain & Learning • Reflect then discuss how comparing and contrasting assist students in understanding. • With a partner create metaphors that would assist students in understanding a concept taught in your classroom. • Share with the group one of your metaphors • Questions, Comments

35. Brain & Learning • View classroom application of how the brain learns - Brain and Learning:Classroom Application • Note ways students are actively engaged in learning.

36. Making Meaning Students need opportunities to Talk Reflect Apply What they are learning.

37. Yours, Mine, Ours • Structure for expressing own ideas, listening to others, developing a list of common concepts

38. Yours, Mine, Ours • List ways you could apply what you have learned about the brain from the article you read and the classroom application seen in the video.

39. Yours, Mine, Ours

40. Yours, Mine, Ours • Structure for expressing own ideas, listening to others, developing a list of common concepts • Record own ideas • Share with large group • Discuss common ideas (strive for 4)

41. Yours, Mine, Ours • Closure • Groups prioritize list • Groups share with whole class their first two statements

42. Break

43. Elements of Brain-Compatible Classrooms • Multi-Path • Recognize multiple intelligences • Multiple ways of presenting - VAK • Enriched environment of music, aromas, posters

44. About Me Graph

45. Learning Modalities • Auditory • Visual • Kinesthetic/Tactile

46. Linguistic Logical/Mathematical Musical Spatial Multiple Intelligences

47. Bodykinesthetic Interpersonal Intrapersonal Naturalist Multiple Intelligences

48. Elements of Brain-Compatible Classrooms • Brain-Body • Active learning • Demonstrations • Movement

49. Crossovers • Physical break that energizes brain • Two sides of brain take turns being in charge • Use both sides of brain - best learning occurs

50. Crossovers • Cross-lateral activities activate the brain and force the two sides to talk to each other • One hand to opposite side of back • Hands to opposite knees, hips, elbows, heels, toes