Brain-Compatible Learning Lanai Slifka EDU 417: Cognitive Studies Capstone

1. Brain-Compatible Learning Lanai Slifka EDU 417: Cognitive Studies Capstone Joanna Savarese- Levine 04/28/2014

2. Purpose of this Presentation • The purpose of this presentation is to introduce to everyone the idea of brain-compatible learning and how it can be incorporated into the classroom. • The use of neuroscientific principles will also be emphasized. The importance of why we should support this teaching style as well as ways that these techniques can be implemented will be shared. • In addition, it is brain-compatible techniques that can benefit students and teachers.

3. Introduction Hi my name is Lanai Slifka. I live in Ohio. I have been married to my husband Nick for 8 years. We have three daughters. All of them have birthdays at the beginning of April. Adalena turned 8 on April 8th, Cheyenne turned 6 on April 5th, and Chaselyn turned 3 April 8th as well. I am also 23 weeks pregnant with girl number 4. I am a stay at home mom and have been since my oldest daughter was born. We also have two dogs. They are both girls and both turned one in January. Kira is a rot/lab mix and Penny is a red blood coon hound.

4. Introduction part 2 • I am so excited to announce that this is my very last class with Ashford. I started with Ashford in August of 2008. • I will be participating in the May commencement and will be graduating with a double bachelor in Child Development and Cognitive Studies as well as a minor in Psychology. • I do not know how I plan to use my degrees once I am finished, time will only tell what opportunities will arise.

5. Overview of Brain-Compatible Learning • Brain-Compatible teaching is purposeful teaching with the brain in mind. Teachers that utilize this approach do so in a way that they know why they are teaching in the way that they are and also how it will be accepted by their students. • Some of the pros for brain-compatible education are that teachers create lessons that will individually target students. Students will be able to learn in their own way. Teachers use the approach of Howard Gardner’s multiple intelligence to focus lessons on the student’s strengths. Using brain-compatible learning is appropriate because just as everything evolves overtime so does how the brain works. As we gather more information on how the brain works, it is only fitting to adjust the approach to education to match. Students are provided with more of a variety of teaching to help target different learning styles and abilities. (Fischer& Immordino-Yang, 2008)

6. Traditional Learning vs. Brain Compatible Learning Traditional Learning Assumes all students learn in the same manner Positive or negative environment May present more information than can be processed. Teaching time to complete the lesson regardless of the child’s age. Teach one lesson right after one another without the opportunity for a brain break in between. Does not support drinking of water within the class, seen as a distraction. Teaches on a need to know basis, for tests. Relies on rote rehearsal. (McDaniel, 2008)

7. Traditional Learning vs. Brain Compatible Learning Brain-Compatible Learning • Knows what type of learner the student is. Visual, kinesthetic, auditory etc. • Positive learning environment/stress free • Chunking based on age • Teaching times based on child’s age • Teaches the new information first and then provide activity to review that information they just learned. • Allows times in between lessons for children to rest their brains and to stretch • Allows students to drink water in class as it can help avoid dehydration which can cause a loss of focus and attention. • Provides students with the opportunity to focus on the type of learner they are and to do assignments according to their strengths. (McDaniel, 2008)

8. Genetic Factors that Impact Learning • It is important to understand the relationship between genetic factors and how they can impact learning. Some of the genetic factors include reading disabilities, speech disabilities, hearing impairments and behavior disorders. • A teacher needs to understand how these different genetic factors can affect the way the student can and will learn. Students who have reading disabilities may have them because of speech disabilities or hearing impairments. Observing and evaluating students is a great way to see what kind of additional help may be needed to help them learn. Students who are having behavior issues or disorders may need to seek additional support. Once a teacher knows what is going on with a student they will be able to accommodate their needs so that they can still have optimal learning and development. • Some students may require additional support in cases such as autism, cognitive delays, or intellectual disabilities. • A brain-compatible setting needs to be aware of these conditions in order to appropriately assist students to offer them the best environment and set up to learn.

9. Environmental Factors that Impact Learning • There are environmental factors that occur in and out of the classroom that can affect the way a student learns. Some of these factors include movement, sleep, nutrition, and technology. Movement can affect a student. Allowing students to take a break to stretch or hop around the room can give them a brain break. Physical activity can also positively affect emotional and physical well being. Consolidation occurs while we are sleeping. This is the process of information going from short term to long term. It also gives our brain a break from constantly receiving incoming stimulus. Sleep also helps make connections between received information. Nutrition is important as it helps the brain to develop and to function. It also has a role in the deliverance of chemicals within the brain. Lastly, technology can be beneficial to learning as it gives students the chance to problem solve and use higher end thinking. Students are also internally motivated to learn as they reach new levels in games and need to continually think to advance in their goals. • Teachers as well as parents need to understand the importance of these environmental factors and how they do affect learning. Parents need to support their children at home as well as schools do to children within their care. All of these factors can determine whether a student will succeed or not. (Wolfe, 2010)

10. Information Processing Model • Students learn through an Information Processing Model. This model consists of three parts. There is the sensory memory, working memory, and long-term memory. In our sensory memory we have receptors that will receive sight, sound, smell, taste, and touch. They are initially processed and either rehearsed or forgotten and not moved to the next stage. If one of these sensors triggers meaning it is more than likely to be acknowledged and related to something that is familiar. Once the information from the sensory memory reaches the working memory it is either rehearsed and moved to long term memory or it is forgotten and not moved to the last stage. Once information reaches long term it is broken up into two types of memory storage. There is the declarative and also the procedural. Declarative memory is something you recall that you can speak or write. Procedural memory is knowing how to do something that cannot necessarily be explained such as riding a bike or tying your shoe. • People will remember information that elicits an emotional response longer than ones that do not. It is incoming stimulus that will receive our initial attention if it is emotionally relevant. If an event is meaningful we will remember it longer as it probably had more of an affect on us. Therefore when teachers are teaching they need to find a way to emotionally connect students to the lesson. This can be done through linking of information from something old to something new that is relevant. (Banikowski,1999). (Banikowski,1999)

11. (Wolfe, 2010). (Wolfe, 2010). Information Processing Model (Model) Rehearsal RECEPTORS Sensory Memory Working Memory Long-Term Memory Sight Elaboration & Organization Sound Initial processing Smell Taste Retrieval Touch Declarative and Procedural Not transferred to next stage and forgotten (Wolf, 2010)

12. Lesson Plan • The initial lesson plan was called “Our Five Senses”. The students were to create charts and identify what the senses were and write a sentence about what the sense did. Example: I use my (eyes) to (see) the (clouds). They were to make a chart using each sense. I modified the lesson to make it more complex and more brain-compatible. I added in a science lesson before this lesson that reviewed what the senses were and what they did. The lesson had hands on experience, visualand auditory. After that pre lesson I went on to the initial lesson with some minor changes. The combined lesson plan was a way to incorporate brain-compatible techniques. I USE MY TO MANY THINGS Eyes See the clouds Ears Hear the fire truck Mouth Taste the pizza Hands Feel the grass Nose Smell the candle (Mácajová, 2013)

13. Steps in Creating a Brain Compatible Lesson • Cue to signal class for it to begin. • Associate new lesson with something already existing or known to help link new information to old. • Point out the important information. • Present information in an organized manner. • Start with simple concepts and progress to more difficult ones. • Show students how to use the information in other relevant ways through generalization and inductive reasoning. • Allow students opportunities to apply their new knowledge to other relevant areas. • Use mental imaging to reinforce learning. • Use repetition. • Allow time for reflection. *These techniques help to support brain-compatible learning.

14. Conclusion This presentation has shown through various ways that brain compatible learning techniques are ways that can benefit students and teachers and the future of education. We can see through the comparison of traditional learning techniques versus brain compatible techniques which ways offer a better learning environment for students. Genetic factors are another area that can show that brain compatible learning can be useful and can help to accommodate these situations. Environmental factors are another area that is addressed as we have been able to see through research the profound effect they have on a student and how they learn. The information processing model is a good visual that allows us to see just how the brain interprets incoming information. By this we can present information in a more direct way so that our brains can process it and later recall it. The last way that brain compatible learning has been shown to be effective is through the modified lesson plan and the steps that create a brain compatible lesson. These modifications are made to target the learning styles and abilities of students. Brain compatible teaching allows students to learn where they are at and teachers to teach where the students are at and to hopefully stitch it all together to create a wonderful learning experience.

15. References • Banikowski, A. K. (1999). Strategies to Enhance Memory Based on Brain- Research. Focus On Exceptional Children, 32(1), 1-16. Retrieved from the MasterFILE Premier database in the Ashford Library.  • Fischer , K. W., Immordino-Yang, M. H., & , (2008). The jossey-bass reader on the brain and learning. (1st ed.). San Francisco, CA: Jossey-Bass. • Mácajová, Monika. TechnológiaVzdelávania, 2013, Vol. 21 Issue 3, p19-27, 9p. Publisher: ZdruzenieSlovdidac. NEUROPEDAGOGY AND BRAINCOMPATIBLELEARNING -- IDEAS FOR EDUCATION IN THE 21ST CENTURY. Retrieved from http://search.proquest.com.proxy- library.ashford.edu/docview/1365799732?accountid=32521 • McDaniel, R. (2008, July 28). Brain based learning vs. traditional learning. Yahoo Voices. Retrieved from http://voices.yahoo.com/brain-based-learning-vs- traditional-learning-1717969.htm • Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.). Alexandria,VA: Association for Supervision & Curriculum Development.