Brain Based Teaching and Learning

Brain Based Teaching and LearningJenna HallmanBased on the work of Ann Anzalone, Renate and Geoffrey Caine, Erik Jensen, Sean Layne, and Daniel Pink1What do you know?http://www.thinkingmaps.com/

Brain- Based Today you will learnfive new ideas aboutbrain based learning. Circle Map - Activates big pictures and places in context whatever you see in a circle you remember better than any other shapeTeachers job Today you will learn five new things about how your students brains work and how to engage them in the learning process! First ten and last ten minutes in a 40 minute class are what you will remember most.

2Why Brain Based?

3A Few Quick Facts and Some StretchesThe brain is made up of a higher percentage of water than any other organ.Until the age of 15, boys need more physical space in which to work.Girls tend to learn better in groups and in darkened rooms.The adolescent brain needs 9 hours and 15 minutes of sleep a night!Lethargy and loss of attentiveness accompanies dehydration. 412 Core Principles - Renate Nummela Caine and Geoffrey Caine 1) Every brain is uniquely organized.

Lets take a test!

There are 12 core principles of brain based learning. First described by Renate Nummela Caine and Geoffrey Caine in Making Connections (1994)Organized based on genetics, environments, experiences, prior knowledge, emotions, and memories Caroline and Catherine differences express themselves in terms of learning styles, talents, intelligences etc. Learners are different and need choice and exposure to a multiplicity of inputs75% are visual learners

5Clock Partners

2) The brain is a social brain. Turn and talk, elbow partners, clocks partners, quadrant partners, table teams6And one more 3) The search for meaning is innate.ABCDEFGHIJKLMNOPQRSTVWXYZJOBINJOBVA DERSNINE CUMULUSPicture your house see it in color learn in color, video or still frameInnate from birth We want to make sense of our experiences natural curiosity

MISSING U, IN BETWEEN JOBS, SPACE INVADERS

7And yet The end result is not automatic!You can either hold students attention or they can make meaning.Personal processing time is required.New content/novice learners 2-5 minutes every 10-15 minutes.Synapse between dendrites and axon strengthen when competing stimuli is eliminated.Time for a Change!Turn to an elbow partner.Work together to recall the first three core principles.Brainstorm three reasons why this is important for teachers AND students.What are your thoughts about how you can use this information with your students?Its all about patterns!4) The search for meaning comes through patterning (organization/categorization).

Immediate Memory 30 secondsWorking memory 45 minutesLong-term memoryPatterning is everywhere. We want to impose our patterns on what we see, and breaking patterns is very difficult. It's as if we spend the first few years as an open system taking in information and experiences and drawing conclusions, and then the rest of our lives we go around proving that what we learned is in fact so.The ideal process in learning is to present information in a way that allows the brain to extract patterns rather than attempt to impose them. The brain is capable of taking in enormous amounts of information when that information is related in a way so the brain can pattern appropriately.

10A Safe Brain is a Learning Brain5) Emotions are critical to patterning.

Students must feel emotionally safe and have a sense of belonging in order to learn. Using the same routines creates safety.

A-mig-duh-luhs brains Dept. of Homeland SecurityOne on the left and one on the right job is to process emotion esp. fear left deals with situation (scene) right looks at faces and expressionsBrain needs the familiar but craves the original, resists the meaningless (learning in isolation)Describe routines to get attentionImportant in testing situationsEmotions and thoughts shape one anotherRoutines attention, lining up, schedule for the day, morning meeting, rules, 11Helping the Brain to Learn6) Learning involves both focused attention and peripheral perception.Thats interesting!Colors, smells, shapes, rhythms Body MappingAttentionBrain Breaks

Brain absorbs information that lies beyond the immediate focus of attentionNow we can talk about things and your brain is prepared to hear the information. Yellow and red sharpest contrast, anything in a circle you are more likely to remember, peppermint alert, lavender calming, cinnamon-creativity, upbeat at beg. And end of classPrime peoples attentionRock back and forth, stop Motor Cortex automatic patterns of thinking and movement needs oxygen -cannot sit still, hyper, easily distracted, dont finish work, everything is boring, cry, arms in clothes, knee sitters, chair rockers12Time for a Change!Find your 6:00 partner.Decide on a way to practice principles 4-6.- Walk and talk- Create a chant- Create a tableau with another group- Ball tossFind a new place to sit.

Right Brain or Left Brain

We have at least two types of memory a spatial memory system (autobiographical) and a set of systems for rote learning.The brain simultaneously perceives and creates wholes (big picture = right) and parts (details = left). http://www.youtube.com/watch?v=0BxckAMaTDc

6 rote memorization left brain, spatial right brain7- because they are tied to an emotionhumor14Its all Connected!Left BrainRight Brainstarts at beginningstarts at endfacts ruleimagination rulesdetail orientedbig picture oriented uses l uses feelingsymbols and images 9) Learning involves the entire physiology.The brain is a parallel processor (colateral).

Brain Dance by Anne Green Gilbert:BreathTactileCore-Distal StretchHead-Tail CurlUpper-LowerBody-SideCross-LateralVestibular

Colateral each half of brain controls the other half of the body (turn head to left right side in control) Names activities where we shift from left to right brain (reading driving) Western civilization has created left hemisphere dominance (the alphabetic mind Eric Havelock)Use cross clap with a partner do three times required for learning cross clap good for anything you want to become automatic (spelling words, math facts, vocab.)

Charts, web work for visual learners redo study guides as webs

15Balancing the Brain11) Learning involves both conscious and unconscious processes.Singing, Music, and Laughing Verbalize thought process

1) True learning often occurs long after the lessonWater cycle, rounding song3) use before tests music activates the brain to receive new information, mood music learning rates 5X faster than beforeWalk shape, walk and focus, walk, focus and swing arms, walk, focus, swing arms, answer questions16Finally 12) Learning is enhanced by challenge and inhibited by threat. Under stress we go to our primary brain.Game Time

17Random ThoughtsWe comprehend 4x higher than we can readFemales use 25,000 words per day/ Males use 12,500Age + 2 minutes = how often students must share (include visual options)Schedule for Long Term Memory- 10 minutes after teaching-1 day after teaching-1 week after teaching-1 month after teaching-3 months after teachingThe best way to get children thinking is to have them write every day.Writing any subject, any process, some talk first, some draw, some write18What do you know?http://www.thinkingmaps.com/

Brain- Based Circle Map - Activates big pictures and places in contextLeft hemisphere reasons sequentially larger circle (recognizes words) categoriesRight hemisphere reasoned holistically (concerned with whole) rectangle (patterns) relationships19ResourcesAnn Anzalone: Learning with Thinking in Mindhttp://annanzalone.com/Renate and Geoffrey Caine http://www.mainesupportnetwork.org/handouts/pdf/Caine's.pdfJensen, E. (1998). Teaching with the brain in mind. Alexandria: ASCD.Pink, D. H. (2006). A whole new mind. New York: Riverhead Books. Thinking Maps: http://www.thinkingmaps.com/

In the end,all that matters is what you think, because

if you dont think it,it cant exist for you.

Jenna Hallmanhallmanj@cerra.org

Had fun clap once, didnt stomp one timewant to know more clap once, dont stomp one time21Canon in D MajorKevin MacLeodFamous Classics2006Classical355736.28eng - incompetech.comeng - iTunPGAP0eng - iTunNORM 000000E4 0000018C 0000092E 0000104F 0001EA00 0001EA00 00003732 00003B13 00022253 0001B939eng - iTunSMPB 00000000 00000210 0000075C 0000000000EF4E94 00000000 00B291C2 00000000 00000000 00000000 00000000 00000000 00000000