1.500 grams .

2. 1.500 grams.

3. SO WHAT ? WHAT? WHY? HOW?

4. Do YouWonder? • Howdoesthebrainlearnnaturally ? • What is the role of emotions in thelearningprocess? • Why do studentslearndifferently? • Howdoesattentionimpactlearning? • Howdoesbrainchemicalsandneurotransmittersimpactlearning? • How can wecreate an environmentcondusiveto optimal learning? • Whatfosterscognitiveskills? • So on andsoforth

5. Recentbrainresearchnowgivesyoupowerfulandpracticalsuccessstrategiestoboostmotivation, attention, understanding, meaning, andrecall. EricJensen

6. Educators who become aware of recent researchon how the brain learns will gain exciting ideas aboutconditions and environments that canoptimizelearning. Renate & GeoffreyCaine Reference: Renate Caine& Geoffrey Caine, Understanding a Brain-Based Approach to Learning and Teaching, EducationalLeadership, October 1990, p.66

7. Reference: It’sMindboggling, The Dana AlliancefortheBrainInitiaitives, New York, 2003, p.1 Visualize a place you’d like to be. Maybe it’s lounging on a sunny summer day at the beach. Maybe it’s in your living room, watching a favorite movie. Create the image of that place in your mind, and hold it for a minute.

8. Listen to the sounds in the room around you. Really listen. What do you hear? Reference: It’sMindboggling, The Dana AlliancefortheBrainInitiaitives, New York, 2003, p.1

9. Tap your fingers on the board, one tap, one finger at a time,in succession. Then reverse the order of tapping. Then tap each finger twice, in succession; then in reverse.Thenthree… Reference: It’sMindboggling, The Dana AlliancefortheBrainInitiaitives, New York, 2003, p.1

10. Starting at 100,count backwardby 7s.

11. Remember some event from your past. The first time you wereteaching in class. Put yourself back in that place, and recall everything you can about it. Who was there with you? What were you wearing? What emotions were you feeling? Reference: It’sMindboggling, The Dana AlliancefortheBrainInitiaitives, New York, 2003, p.1

12. FRONTAL LOBE PARIETAL LOBE 2 1 TEMPORAL LOBE 4 OCCIPITALLOBE 3 In performing these tasks,you’ve justactivated a goodportion of your brain.

13. When you look at a color, or hear a sound, or remembersomethingfromthepast, countingbackwards, doingsomethingcomplicatedwiththelanguagewhich parts of your brain come alive with electrical impulses?

14. PET/CT and MRI • Non-invasive technologies such as the PET/CT Scan and the MRI has enabledresearcherstolook inside the head and see what the brain is doing.

15. HowtoIntegrateBrainResearchintoTeaching Asmore andmoreabout the brain is discovered, thesefindingshavebeentranslated into educational programs, practices,and policies.

17. Art andMusic is Timeless

18. Brainresearchaddedtoourknowledge of howtheartsdevelopthebrain. Reference: David A. Sousa, “ Mind, Brain, andEducation: TheImpact of EducationalNeuroscience on theScience of Teaching”, LEARNingLandscapes, Vol.5,N0:1, 2011, p.41 Researchstudiesarerevealinghowexposuretothearts can increaseone’sattention, spatialskills, andcreativity. Brainresearch is showingthattheyareimportantcontributorstothedevelopment of cognitiveprocessing. DavidSousa

19. Howmightstudyingandpractisingtheartsenhancecreativity, cognitionandlearning? Learning, ArtsandTheBrainSummit2009

20. Art integration… • improveslearning • maintainsdeeperengagement in subjectmatter • betterretention of content • greateremotionalinvolvement in thelearningprocess • deepersocialawareness • theabilitytoapplyprinciplesacrossdisciplines Learning, ArtsandTheBrainSummit2009 ThePremise Reference: Neuroeducation: Learning, Arts, and the Brain, Dana Press, New York, 2009, p.4

21. What’shappening? Whatmakesyou say so?

22. What’shappening? Whatmakesyou say so? Pablo Picasso

23. What do yousee? What do youthinkabout it?Whatdoes it makeyouwonder? “I see…, I think…, I wonder” KarelAppel Reference: Harvard Project Zero, ArtfulThinking, ThinkingRoutines

24. What kind of thinking does this routine encourage?

25. Beginning, Middle, or End; A thinkingroutine for observing and imagining • If this artwork is the beginning of a story, what might happen next? • If this artwork is the middle of a story, what might have happened before? What might be about to happen? • If this artwork is the end of a story, what might the story be? • -- Use your imagination - FabbioFabbi Reference: Harvard Project Zero, ArtfulThinking, ThinkingRoutines

26. What kind of thinking does this routine encourage?

27. MusicandBrain • MusicalCreativityandtheBrain; MonicaGonzales,Ph.D Charles J. Limb, M.D.MusicalCreativityandTheBrainCerebrum, (https://www.dana.org/news/cerebrum) • MusicalSkillandCognition; John Jonides, Ph.D, University of Michigan (Ref: Learning, Arts, andtheBrain,The Dana ConsortiumReport on ArtsandCognition, Dana Press, New York, 2008, pp.11-17 )

28. A thinkingroutine for observing and describing music Reference : Project Zero. ArtfulThinking, ThinkingRoutines 1. Listen to a piece of music quietly. Let your ears take in as much as possible. 2. List minimum 5 words or phrases about themusicyouhear. ( genre, voice, sounds, tempo/beat, feelingsetc.) 3. Listen again and try to add more words or phrases to your list.

29. Brain research helpsteacherstobetterunderstandhowthe brain learnsbestandhow they can use this knowledgetohelp second language studentslearnEnglishquicklyand efficiently. Teachersshouldrememberthatwedon'thave a "coherent model” of howthebrainworks, but we do knowenoughtomakesignificantchanges in howweteach. EricJensen

30. ThankYou ! Belgin Öğrek, FreelanceEducationalConsultant, TeacherTrainer www.belginogrek.com