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Brain Research: Creating

Brain Research: Creating. A Model for Learning. “But I knew a lot of stuff that wasn’t on the test”. Result of Didactic Learning. 1 Day Later 54% 7 Days Later 35% 14 Days Later 21% 28 Days Later 14%. Only 58% of brain is genetic…. (Gelb). dendron = tree. Left loves school .

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Brain Research: Creating

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  1. Brain Research:Creating A Model for Learning

  2. “But I knew a lot of stuff that wasn’t on the test”

  3. Result of Didactic Learning 1 Day Later 54% 7 Days Later 35% 14 Days Later 21% 28 Days Later 14%

  4. Only 58% of brain is genetic… (Gelb)

  5. dendron = tree

  6. Left loves school. • Right hangs aroundhoping. • Left does verbal things. • Right does visual things. • Left likes sequences. • Right likes random patterns.

  7. Left sees the trees. • Right sees the forest. • Left likes structure. • Right is fluid and spontaneous.

  8. Males • Don’t read anymore. • Are victims of organization. • 42.6% (only) graduate on time. • 73% of all learning disabled. • 75% of all behavior problems. • 90% of all ADHD.

  9. Applying Brain Research To The Classroom I. Work from the relevant

  10. FA FAT FATH (Father) FATHEAD Build from the familiar !!!

  11. What color is this background? 2. What do cows drink?

  12. I love Paris in the the spring

  13. Applying Brain ResearchTo The Classroom 2. Appeal to emotion

  14. Emotion is the Key 9/11 Challenger? Princess Diana? HOOK Personal involvement! Real-life relevance!

  15. Prompt: Write down all the vegetables you can using your left (off) hand. … if you remove the “I”

  16. 40% of neurons run toward the emotional centers 60% from emotional mid-brain to thinking center (Begley)

  17. Applying Brain Research To The Classroom 3. Use student illustration

  18. Effects of Self-Generated vs. Instructor Generated Examples on Retention Instructor Generated 75.9% Self-Generated 90.8%

  19. Areas of knowledge Natural sciences Areas of knowledge Ways of knowing Mathematics Human sciences Emotion Reason Knower(s) Sense perception Language History Ethics The arts

  20. “Relative Ethics” A cheek Rubbing Dr. Chris’s cheek Sent him to heaven. A passionate kiss Planted on my lips Remains a routine. The powder on his cheek Stayed for a week. The saliva on my lips Is washed down the drain. Thirty years later I’d rather dance With a ruler held between us.

  21. Activity Ask learners to illustrate what a lesson was all about. For example, if lesson was on types of government, have students draw an illustration of what a particular government form (e.g. democracy) means to them.

  22. Applying Brain ResearchTo The Classroom 4. Make it controversial

  23. Controversial Not just “debatable” or “quarrelsome”

  24. rather - “learners are left to present and analyze several student initiated possibilities” (essence of Critical Thinking)

  25. TOK Essay Criteria C. Quality of Analysis “Counterclaims are explored and evaluated.”

  26. “If I am just learning facts, I only get the book’s position, which only serves the purpose of passing the test. If there is controversy, I get emotionally involved, and automatically process the information instead of memorizing it.” (Josh)

  27. Death Tolls in Iraq: • U.S. Service Members – 4,217 • Iraqi Citizens – 600,000+ (as of 19 Jan 2009) Cost: $250 million/ day

  28. Controversy! “If you stay in the bread aisle, you will never find the milk.”

  29. Applying Brain ResearchTo The Classroom 5. Infuse student and teacher questions

  30. Average pause after a teacher question? 2.1 seconds !!

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