Brain Strategies to Differentiate the Classroom

Brain Strategies to Differentiate the Classroom

The neuroscience of the brain and the cognitive science of learning

Introductions

Shawn AbbateMS, NBCT20 yearsLead TeacherGATE CoordinatorNerd

Goals for the Session

Goals: Your Goals:~Give you a basic understanding

of the brain

~Give you some applications of

brain information for your classroom

~Give you specific strategies to utilize

cognitive science to improve student

achievement

~ Create a plan of your own as a result

of being here today.

The BrainSo why does information from the neurosciences and cognitive science matter?

IT HAS BEEN A CURIOSITY FOR MUCH OF HUMAN HISTORY!

Yesterday’s thinking…..Phrenology – 1840s and 50s

An early practice at the end of the 19th century that claimed to be able to identify mental capacity and character by feeling the bumps of the skull.

Today’s Neuroscience

SPECT Scans

PET Scans

MRI and fMRI

It is possible to see the mind at work!

BRAIN BASICS

Brain 101

1. An adult brain weighs 2 to 4 pounds.2. The brain is comprised of at least 60% fat. 3. Every heart beat provides 25% of the blood and oxygen to your

brain.4. The hippocampus encodes new information and initiates

learning and memory.5. You have millions of brain cells (called neurons) that increase

in number with exposure to complex and novel environments.6. Neurons communicate with each other chemically, in a process

referred to as a synapse.7. The more synaptic connections, the greater your brain reserve.8. Brain reserve is thought to delay the onset of diseases such as

Alzheimer’s Disease.

Communication of Neurons

Dendrites grow when we think. New pathways increase intelligence.

The Brain Is Shaped and Developed throughout Life

It has plasticity. There is no finite capacity or limitation.

Environmental input across one’s lifespan, beginning at conception shapes the brain.

There is no critical period of brain development, unless one considers life itself to be the measure.

Environmental input into a brain can make a difference with respect to the health of that brain.

Three factors critical to a brain enriching environment:

1. physical activity

2. socialization

3. mental stimulation

# 1 Physical Activity and Movement

Why? Humans are mobile throughout their life Movement provides stimulus and helps neuron

systems develop Having students stand up, sit down, jump, or

clap as they review activates procedural memory

Movement is fundamental to the very existence of the brain. In fact, only an organism that moves from place to place even needs a brain.

The entire front half of the brain is devoted to organizing action, both physical and mental.

“Higher” brain functions have evolved from movement and still depend on it.

Movement is crucial to every brain function, including memory, emotion, language, and learning.

The ability to mimic is movement based.

Physical activity forces oxygen and glucose to the brain.

Why Should I Include Movement in My Lessons?

How?

Students pick an energizing partner across the room. Provide opportunities for partners to meet.

Stand up for yes! Role play stories, order of operations,

historical events, scientific concepts. Musical pair share

#2 SocializationBrainstorming and Discussion

Why? Humans are social Silence is not natural Talking leads to breathing Brainstorming improves

comprehension and leads to higher order thinking

Research Rationale

Students remember 90% of what they say or discuss.

Learning increases when students have a chance to talk about it in their own words.

Brainstorming activates prior knowledge. Formulating questions is realistic and

leads to better thinking skills.

How?

DOVE Discussions - Defer judgment, One idea at a time, Variety of ideas, and Energy on task

No Opt Out Discussion: Costa’s Level of Questioning, Socratic Seminar

Pair/Share – Give One and Get One, Cornell Notes, quick writes, problem solutions, explain a concept

Brain Snacks

Provide opportunities to: reflect on learning provide movement anchor learning check on understanding

How do you use brainstorming and discussion in your room?

Give One and Get OneList 3 ways you can use

discussion.Get up and move.Share and collect ideas

Brain Snack!

#3 Mental StimulationThe brain benefits from a novel and

complex environment

What is novelty? Construct unique and individualized meaning of the

structure or concept. Recreate or innovate old systems and ideas. Create a means of expressing understanding of

subject matter creatively AND with a higher level in a new, unusual, or unique way.

Incorporate original interpretations of existing information by utilizing personal views and interests.

Novelty

Skills: prioritize explain the main idea resolve the conflict ask questions predict hypothesize state your opinion

Examples: Debate an issue Editorialize an opinion Make a choice or decision Tally research results Interview a person Prepare an investigative report Use raw materials to solve a

problem Prepare a scrapbook or

collection Accommodate a new viewpoint Create an original interpretation

Novelty in Your Classroom

Think about the unit you are teaching now. List 3 choices you could offer students for

novelty.

1.2.3.

Turn to the person next to you and share your ideas.

Brain Snack!

“LEARNING IS

THE BRAIN’S

PRIMARY FUNCTION…”Frank Smith, Insult to Intelligence

Why don’t we like to think? Ask the Cognitive Scientist

The mind is not designed for thinking. People are naturally curious but

curiosity is fragile. Thinking requires the knowledge of

facts. Factual learning improves memory.

Source: Why Don’t Students Like School?, Daniel Willingham

How Thinking Works

EnvironmentWorking Memory

awareness and thinking

Long-Term Memory

factual knowledge and procedural knowledge

attention

learning remembering


Learning is a two-step process:

• Making meaning throughpattern seeking and chunking

• Developing a mental program for using what we understand and wiring it into long-term memory

Nine Cognitive Principles for the Classroom

1. People are curious but they are not naturally good thinkers.2. Factual knowledge proceeds skill.3. Memory is the residue of thought.4. We understand new things in the context of what we know.5. Proficiency requires practice.6. Cognition is fundamentally different early and late in training.7. Children are more alike than different in terms of learning.8. Intelligence can be changed through hard work.9. Teaching, like any complex cognitive skill, must be practiced

to be improved.


Implications for the Classroom

Think of content as answers. Spend time explaining the questions.

Factual knowledge is critical so always ask the question, “What do I want students to think about?”

Identify key concepts and practice them over time.

Let lesson content, not student differences, drive decisions about teaching.

Always talk about success and failure in terms of effort, not ability.


content

# 4 Differentiate the Classroom

Offer extension menus and extra credit enrichment opportunities to get students to read. Factual knowledge is key!

Use Levels of Questions/Kaplan Icons to help students acquire shallow AND deep knowledge.

Allow students choice or use for discussion to differentiate instruction.

Tier assignments to accommodate the working memory.

Differentiation Means Choices

Keep the focus on content. What do you want students to

learn? Teacher choice AND student

choice

Student Choice in the Classroom Extension menus Independent study Project design

Content

depth complexity novelty/product

Teacher Choice

Unit designLevels of questionsDiscussion strategies

Content

Unit design Levels of questions Discussion strategies

Depth and Complexity

Provides rigorous thinking opportunities for all students. Offers students a chance to “think about” content. Creates thinking patterns and connections to help the

brain to recall and utilize knowledge.

Using Icons

A Layered Approach to Learning

Based upon the work of Sandra Kaplan

Depth & Complexity Icon Chart

Depth Icon Definition Example

Language of the Discipline

What vocabulary terms are specific to the content or

discipline?

Tools Jargon Icons Acronyms

Special phrases Terms Slang

Abbreviations

Details

What are the defining features or characteristics? Find examples

and evidence to support opinions and ideas.

Parts Factors

Attributes Variables

Distinguishing Traits

Patterns

What elements reoccur? What is the sequence or order of events? Make predictions based on past

events.

Predictability Repetition

Unanswered Questions

What information is unclear, missing, or unavailable?

What evidence do you need? What has not yet been proven?

Missing Parts Incomplete Ideas

Discrepancies Unresolved issues

Ambiguity

Rules

What structure underlies this subject? What guidelines or regulations affect it? What

hierarchy or ordering principle is at work?

Structure Order

Reasons Organization Explanation

Classification “Because…”

Trends

Note factors (Social Economic, Political, Geographic) that cause events to occur. Identify patterns

of change over time

Influence Forces Direction Course of Action

Compare, Contrast and Forecast

Ethics

What moral principles are involved in this subject? What

controversies exist? What arguments could emerge from a

study of this topic?

Values Morals Pro and Con

Bias Discrimination Prejudice Judging

Differing Opinions Point of View

Right and Wrong Wisdom

Big Ideas

What theory or general statement applies to these ideas? How do

these ideas relate to broad concepts such as change,

systems, chaos vs. order, etc? What is the main idea?

Draw conclusions based on evidence

Make generalizations Summarize

Theory Principle Main Idea

Across the Disciplines

Relate the area of study to other subjects within, between, and

across disciplines.

Connect Associate Integrate

Lind Ideas Cross-Curricular study

Changes over

Time

How are elements related in terms of the past, present, and future? How and why do things change?

What doesn’t change?

Connecting points in time Examining a time period Compare and Contrast

Different Perspectives

How would others see the situation differently?

Different roles and knowledge Opposing viewpoints

Thanks to the work of Dr. Sandra Kaplan, use of iconic thinking is becoming more common in California GATE classrooms.

Her icons are available at jtayloreducation.com.

Tiered Vocabulary Menu

Level 1 Practice words in context Fill-in-the-blank Graphic organizers Find examples in magazines, newspapers, books

Level 2 Develop understanding of words Create a worksheet, word search, or vocabulary quiz. Write your clues or definitions in your

own words. Create Power Point with words and definitions in your own words. Draw a picture or symbol for each word and explain its relationship to vocabulary word it

represents.

Level 3 Create an original composition Alone or with a friend, write a short script appropriate for students. Write a riddle for each word. Write a friendly letter using the words. Write an advertisement. Make a political or “comics”-styled cartoon book. Design a board game or a computer game using all of the words in correct context.

Choose a different product this week!

Layered Curriculum Units

Divides learning process based on cognitive science

A. Factual knowledge

B. Practice and think about content

C. Higher levels of thinking

LAYERED CURRICULUM TM

A teaching model that divides the learning process into three layers based on the complexity of the student’s thought process

Source: Differentiating the High School Classroom, Kathie F. Nunley

Nunley Model

Asks students at each level to: C Layer: Gather information B Layer: Apply or manipulate that

information A Layer: Critically evaluate an issue

Costa’s Levels of Questions

Level 1: The answer can be found in the text (either directly or indirectly). Facts about what has been heard or read.

Level 2: The answer can be inferred from the text. This type of question, although more abstract and involves examination, analysis, causes of details.

Level 3: Answer goes beyond text. This type of question is abstract, and may not pertain to text. These questions ask that judgments be made from information. They also give opinions about issues, judge the validity of the ideas or other products and justify opinions and ideas.

Let’s Try It Out

Worksheet for Designing Curriculum Unit

1. What BASIC new knowledge do I need them to know/learn?

2. How can they apply this new information?

3. What debatable issue in the real world deals with this topic?

Brain Snack!

Source: Differentiating the High School Classroom, Kathie F. Nunley

Conclusions

The brain grows and intelligence increases in complex and novel thinking environments

The brain needs movement and socialization Factual knowledge proceeds the ability for

complex thinking Differentiate to accommodate content

knowledge levels and provide opportunity for complex novelty

Teaching Techniques in Your Packet

Movement Discussion Depth and complexity icons Content frames Pathway to Learning Layered Curriculum D&C Novel Project Design Model Tate Strategies

“A journey of a thousand miles

begins with a single step.”~ Confucius

~

How?

Create a “personal pictionary” Brochures, posters Storyboard a math word problem Draw a picture to review or summarize content Use stick figures to illustrate information about

a person or groups of people

Drawing and Artwork

Why? Drawing figures helps improve

comprehension Visualization helps to teach

vocabulary Art enrichment increases gains, self-

discipline, work ethic, and teamwork Thinking in art precedes

improvement in thinking in other areas.

Field Trips

Why? Aristotle and Socrates used field trips Experience outside the classroom provides significant

gains Connects learning to real life Connects content to reality

How?

Cyber-trips, virtual field trips, web questsGoogle: virtual field trips, www.field-guides.com, www,tramline.com,

antwrp.gsfc.

Library Park Campus simulations (mock elections, debates, plays,

museums) Walk around community and create real-world math

problems and submit to National Math Trail Web site

Games

Why? Jeopardy engages the brain Creating games with content

provides connections Brain mechanisms during

games are just as cognitive as math seat work

Humans need play

How?

Board games to review content Jeopardy to create questions and recall content Use Concentration to teach vocabulary Ball Toss discussions or review Who Am I? with historical or literary figures BINGO vocabulary

Graphic Organizers, Semantic Maps, Word Webs

Why? Improves reading comprehension if done before reading Integrates visual and verbal Helps students make connections Facilitates memory and content area achievement

organizers

bubble maps flow charts storyboards

How?

KWL – access prior knowledge and summarize content

Word web brainstorm to increase vocabulary meaning

Story Maps Cause and Effect Flowchart Venn Diagram to compare/contrast ideas

Humor

Why?Laughter increases alertness and memoryPositive experiences improve memory and

performanceHumor and laughter reduce stressGroup laughter builds community

relationships

How?

Incorporate cartoons, riddles, and jokes which reinforce learning

Students can design cartoons or humorous stories that demonstrate understanding

Cooperative groups write and solve content related riddles

Provide feedback with a humorous device (clapper, horn, bubbles)

Manipulatives, Experiments, Labs, and Models

Why? Brain activity and hands are so interrelated

numerous theories explain the connection Each body movement stimulates brain function Hands-on activities energize students

How?

Students can use tiles, blocks, or rods to demonstrate understanding of math concepts

Students use hands to show agreement, disagreement or level of understanding (vocabulary inventory)

Students construct models to demonstrate understanding

Mnemonic Devices

Why? Provide powerful tools to

recall information Activate neuro-links essential

to memory Create links between new

information and information already stored

How?

Give examples and have students create their own slogans or phrases to help them remember information.

Students create acronyms to help recall content.

Create rhymes, acronyms, or acrostics to help reinforce and teach important concepts.

http://www.audiblox2000.com/learning_disabilities/arcostics.htm

Reflection

Summarize the strategies that help students to make connections.

12 Word Summary and A-B Partner Teach

# 11 Music, Rhythm, Rhyme and Rap

Why? Music activates emotion and long-

term memory Music synchronizes neural networks

which increase the brain’s ability to reason, think creatively and solve math problems

Music from the baroque period appears to increase memory and test taking skills

How?

Music and lyrics to teach content Musical recall with a meet and match

pair share. Cooperative groups create raps,

rhymes or songs to recall information. Sing the quadratic equation Students write cinquains (1 word, 2, 3,

4 and back to 1 word poems) that symbolize content understanding

Reflection

How can I integrate music and movement into my lesson plans?

Quickwrite and

Think-Pair-Share

Role Plays, Drama, Pantomimes and Charades

Why? Role play makes learning fun,

increases creativity, and gives learners more choice

Provides an opportunity to organize information

Increases meaning, motivation, and facilitates the transfer of knowledge

How?

Students create a dramatic presentation of an event

Students create commercial espousing a point of view or particular concept

Create vocabulary cards and have students play a game of charades pulling the cards.

Storytelling

Stories link items to be remembered resulting in greater recall

Engage students and stimulates interest Provide a script to tie information to in our

memory Storying can be used to recall long lists of

information that should be memorized in a specific order

How?

Students create stories demonstrating and recalling the steps in a multi-step process.

Use The Story of the Algebraic Equation to help students understand how to solve algebraic equations

Use fiction and non-fiction stories which provide examples of skills or ideas being taught.

Work Study and Internships

Why? Business links share

resources, expectations, and visions

Work experiences make education relevant

Actual experiences create neural networks

Career academies reduce dropout rates

How?

Career presentations

Community service

SimulationsROP

Writing and Journals

Why? Writing down ideas is the best way to

recall information Writing and note taking helps

students organize ideas, improves comprehension, and memory

Students success is dependent on their ability to become an attentive listener, an articulate speaker, a clear writer, and a critical readers

How?

Write daily. Use Quickwrites/Warm-ups

Have students write synonyms and antonyms for vocabulary words

Respond to text Brainstorm ideas Explain problems or concepts

Teach writing process and encourage revision. Publish writing.

Give many opportunities to write for a variety of purposes.

Reflection

How can you use Tate Strategies in your classroom?

Quickwrite

Musical Pair Share

“A journey of a thousand miles

begins with a single step.”~ Confucius

~

Documents

Brain Strategies to Differentiate the Classroom