Brain Friendly Learning at Kidurong International School

1. Brain Friendly Learning atKidurong International School

2. Explaining the Theme Our Learning Targets for this session: To know more about Learning To know more about the Brain and Brain Friendly Learning To know more about how the IPC, is based on aspects of Brain Friendly Learning.

3. Structure of the IPC units Exit Point Entry Point Recording Activities (MI) Knowledge Harvest Units Research Activities (VAK) Explaining The Theme (The Big Picture) 3

4. Our Knowledge Harvest What is learning? What do you already know about learning?

6. IPC definition of learning “Learning is new when we add to that which already exists. Learning is consolidated when, even if nothing new is added, our existing learning becomes more secure and faster.”

7. “When the neurons are firing the brain’s hard wiring.” Pat Wolfe (Mind Matters inc.)

8. Biological process of learning: hard wiring

9. Neurons are the building blocks of learning. The more we learn, the more extensive the connections between the neurons, the bigger the neuronal constellations. The better we learn, the faster those connections operate and work together. The more the brain learns the more it becomes capable of learning

10. Myelination

11. How do you help the children make connections in their learning?

12. Enriched learning environment: wide variety of sensory stimuli Give the Big Picture Use mind-maps in learning Identify links in (subject) learning Make connections to previous knowledge, skills and understanding Build on previous learning: Assessment for Learning and differentiation (building on existing neurons, not in isolation) Links with home

13. Knowledge Harvest What do you know about the brain and Brain Friendly Learning?

15. A healthy brain needs…. Water Complex carbohydrates (for breakfast) Sleep Exercise Anti-oxidants Iron and zinc Oxygen

16. The Brain Reptilian brain Ensures ‘survival’: controls routine body functions & instinctive behaviours Limbic system (mid brain) Deals with the emotions, belief and value systems & long term memory Neo-cortex Cognitive or thinking area

17. Reptilian brain (lower brain) Territorial space Emotional & physical comfort Belonging and rituals Safety: physically & emotionally

18. Reptilian brainmust be satisfied that all is well for learning to take place Clear expectations Praise Be fair & consistent Provide opportunities to talk about feelings Opportunities to develop social skills WIIFM

19. Limbic system (in the mid brain) Governs emotions, belief values and sense of identity Attach concept of truth to what we learn Develop a sense of self Site of the long term memory Rich in brain chemicals, including endorphins Filters massive amounts of data Directs what is important to conscious attention

20. Limbic system (in the mid brain) The more emotion attached to a learning experience to more memorable it becomes Positive emotional states are crucial to learning To keep children’s attention, information has to have direct relevance to self

21. Neo Cortex

22. Neo-cortexEveryone creates their own map or model of the world: distinguishes us from other animals Upper part of brain, 80% of the whole brain Oversees higher order skills: thinking, problem solving, development of language, pattern & model recognition, metaphors, reflective thought and creative expression Searches for novelty Looks for self value in learning Organises incoming data, stimulation from all senses Works in peaks & plateaus, not on one level Works in short spurts of concentration Requires feedback

24. Left/ analyticalRight/global

25. Left brain dominated learners prefer: Structured, sequential material & tasks Moving from the parts to the whole Explicit instructions Written information Working in a linear way Right brain dominated learners prefer: Open ended tasks Going from the ‘big picture’ to parts Self-selected tasks Working from intuition, guesses and hunches

26. The most effective thinking & learning occur when both sides work together.

27. Think of a teacher who influenced you the most as a learner and tell a partner how he or she accomplished this.

28. Good states in teaching & learning Curiosity Interest Anticipation Challenge Alertness Motivated Mental well-being Physical well-being

29. Self esteem “Betty Youngs” Physical safety Emotional security Identity Affiliation Competition Mission Emotional Intelligence “Daniel Goldman” Confidence Curiosity Intentionality Self-control Relatedness Communication Cooperation

30. How do you encourage children in your class to believe in themselves as capable learners?

31. FlowMihaly Csikszentmihalyi When time passes quickly We have achieved something significant We have enjoyed the experience Learning takes place most effectively in a state of ‘relaxed alertness’.

32. Slow thinking “Hare Brain, Tortoise Mind” Guy Claxton The brain needs time to work out more complex issues. Some learning will benefit from slow thinking: the process of digesting input information and cementing ideas

33. Learning Styles The learning styles are about how your brain takes in information The IPC focuses on V.A.K. Visual, Auditory and Kinaesthetic We often prefer one learning style over the other Learning is optimised when learning style is catered for We need to be aware of our own preferred learning style and how this influences our teaching style

34. Learning Styles Unique Characteristic way in which we interact with our learning environment, taking in and filtering data to enrich and enlarge our models of the world. Dependant on: hemisphere dominance environmental preferences: light, temp, sound physical preferences; time of day, food 7 drink requirements Psychological preferences: motivation, working alone/with others gender: biological differences as well as environmental/society influences

35. How do you cater for Visual Auditory Kinesthetic learning in your classroom?

36. IPC Research Tasks(accessing information using the different learning styles) Using internet and reference books (Relies on good reading and interpretation skills) Dialogue (parents, peers, teacher, visitors) Using the community: guest speakers Observation Experimenting

37. What is intelligence? “the ability to operate successfully in your environment” Influenced by genetic end environmental factors Individuals develop intelligence at different rates No limit to how far intelligence can be developed Cultural considerations influence what is valued as intelligence. “Consider the all round potential of each individual & actively develop all intelligences”

38. Howard Gardner’sMultiple Intelligences Linguistic Musical Visual/Spatial Bodily-Kinaesthetic Naturalist Logical and Mathematical Intrapersonal Interpersonal

39. Howard Gardner’sMultiple Intelligences Word smart Music smart Self smart People smart Nature smart Logic smart Picture smart Body smart

40. Using questions to reflect intelligences Do you think the author chose the words well? How do you think the main characters will get on from now on? How would you have felt about that?

41. How have you given the children the opportunities to use their multiple intelligences through their IPC learning?

42. IPC Recording tasks(processing information using the multiple intelligences) Mind-map List Prose Diagram Pictures, sketches and paintings Graphs Tables Role Play Song Dance Construction Oral presentations (taped) Discussions Categorising…

43. Good health is important to an effective brain Relaxed alertness, not stress, is the best state for learning Pupils need to see the ‘big picture’. Learning is about making connections You need to address children’s different learning styles Each child has a portfolio of intelligences WIIFM: emotionally rewarding learning is the most effective Time needs to be created for complex (slow) thinking

44. The IPC A broad curriculum, making connections between subject learning Challenging learning: new knowledge, skills and understanding Offering research tasks, using different Learning Styles Offering recording tasks, developing Multiple Intelligences Gives children ownership of learning and raises self esteem (WIIFM), enabling children to engage emotionally in their learning

45. Slow thinking: the way the brain processes complex information over time- reflecting and revisiting. Rigour and engagement: the links between stress and learning and the importance of ‘high challenge, low stress’ or ‘relaxed alertness’. Neuronal constellations: the existing neuronal clusters to which new learning is added or existing learning is consolidated. Multiple Intelligences: the way in which information and experiences are processed. Learning Styles: the way learners access, take in information and experiences differently. The behaviour of neurons and the importance of connections.