Top 10 Brain-Based Top 10 Brain-Based Teaching StrategiesTeaching Strategies

Tom LavellaTom Lavella

Cognition – ED 515Cognition – ED 515

Strategy #10Strategy #10

What Research SaysWhat Research Says Physical MovementPhysical Movement

– Strengthens learningStrengthens learning– Improves memory Improves memory

retrievalretrieval– Enhances learners Enhances learners

confidenceconfidence– Movement increases Movement increases

blood flow and blood flow and oxygenates the brainoxygenates the brain

What Should Be DoneWhat Should Be Done– Active learningActive learning– Go outsideGo outside– Move aroundMove around– StretchStretch– Role PlayingRole Playing

Strategy #9Strategy #9

What Research SaysWhat Research Says Use collaborationUse collaboration

– Brain is inherently Brain is inherently socialsocial

– Explaining to others Explaining to others makes information the makes information the studentsstudents

– Feel support of peersFeel support of peers– Small group decision Small group decision

making skillsmaking skills– Promotes social Promotes social

interactionsinteractions

What Should Be DoneWhat Should Be Done– Breakout spacesBreakout spaces– Small groupsSmall groups– Cooperative Cooperative

learninglearning– Group and Group and

individual individual accountabilityaccountability

Strategy #8Strategy #8

What Research SaysWhat Research Says Stimulating EnvironmentStimulating Environment

– Color promotes Color promotes memory and memory and motivationmotivation

– YellowYellow, , light orangelight orange, , beigebeige - calming - calming

– Colorful Student work Colorful Student work around the room around the room promotes student promotes student ownershipownership

What Should Be DoneWhat Should Be Done– Colored Colored

transparenciestransparencies– Colored handoutsColored handouts– Colorful postersColorful posters– Colored Markers Colored Markers

(whiteboards)(whiteboards)– Highlight notesHighlight notes

Strategy #7Strategy #7

What Research SaysWhat Research Says Use HumorUse Humor

– Reduces stressReduces stress– Boosts immune Boosts immune

systemsystem– Enhances Enhances

alertness and alertness and memorymemory

What Should Be DoneWhat Should Be Done– Funny storiesFunny stories– JokesJokes– Cartoon in class Cartoon in class

or testor test– Joke around in Joke around in

small groupssmall groups

Strategy #6Strategy #6

What Research SaysWhat Research Says Incorporate MusicIncorporate Music

– Alters brain Alters brain chemistrychemistry

– EnergizesEnergizes– CalmsCalms– Increase Increase

effectiveness for effectiveness for task completiontask completion

What Should Be DoneWhat Should Be Done– Use as a timerUse as a timer– Use during Use during

transitionstransitions– Increase Increase

suspense or suspense or tensiontension

– Welcome to classWelcome to class– During During

independent workindependent work

Strategy #5Strategy #5

What Research SaysWhat Research Says Problem SolvingProblem Solving

– The brain grows by The brain grows by trying to solve trying to solve problemsproblems

– Need to find the edge Need to find the edge of what students can doof what students can do

– Real-world problem Real-world problem solving promotes solving promotes creative and creative and meaningful judgmentmeaningful judgment

What Should Be DoneWhat Should Be Done– Open ended Open ended

questionsquestions– Higher level Higher level

thinking thinking questions/projectsquestions/projects

– What if….?What if….?– Can you figure Can you figure

this out?this out?– Brain teasersBrain teasers– GraphingGraphing– Labs/ExperimentsLabs/Experiments

Strategy #4Strategy #4

What Research SaysWhat Research Says Link to Previous KnowledgeLink to Previous Knowledge

– Start with what they Start with what they know and move forward know and move forward to what they need to to what they need to knowknow

– Supply background Supply background information if necessaryinformation if necessary

– Motivating to studentsMotivating to students– Helps students be more Helps students be more

successfulsuccessful

What Should Be DoneWhat Should Be Done– Check to see Check to see

what students what students already knowalready know

– Expand on what Expand on what they understandthey understand

– KWLKWL

Strategy #3Strategy #3

What Research SaysWhat Research Says Allow Student ChoiceAllow Student Choice

– Lowers stressLowers stress– Helps release Helps release

good brain good brain chemicalschemicals

– Give students the Give students the choice while adult choice while adult remains in controlremains in control

What Should Be DoneWhat Should Be Done– Give students Give students

choices when choices when possiblepossible

– Option as to how to Option as to how to take note – outline, take note – outline, concept map, etcconcept map, etc

– Which problems to Which problems to go overgo over

Strategy #2Strategy #2

What Research SaysWhat Research Says RepetitionRepetition

– Strengthens Strengthens connections to connections to the brainthe brain

– Synapses are not Synapses are not static, adapt to static, adapt to activityactivity

What Should Be DoneWhat Should Be Done– Differentiate Differentiate

previewing and previewing and reviewing reviewing strategiesstrategies

– Interesting Interesting approaches and approaches and assessmentsassessments

– Video clips, posters, Video clips, posters, cooperative cooperative learning, graphic learning, graphic organizers, etcorganizers, etc

And finally….the #1 And finally….the #1 Brain-Friendly Brain-Friendly StrategyStrategyWhat Research SaysWhat Research Says Use of ImagesUse of Images

– 80-90% of all 80-90% of all information information absorbed by brain absorbed by brain is visualis visual

– Concrete visual Concrete visual images contrast, images contrast, movement and movement and color attract color attract attentionattention

What Should Be DoneWhat Should Be Done– Working modelsWorking models– Project based Project based

assignmentsassignments– Varied information Varied information

formsforms– Assortment of art Assortment of art

suppliessupplies– Add pics, graphics, Add pics, graphics,

charts, etc to charts, etc to presentationspresentations

ReferencesReferences

Elder, Janet. (July 29, 2008). Twenty-five Brain Frienldy Strategies. Elder, Janet. (July 29, 2008). Twenty-five Brain Frienldy Strategies. [Electronic Version]. [Electronic Version]. Janet Elder Papers. Janet Elder Papers. Available: Available: http://readingprof.com/papers.htmlhttp://readingprof.com/papers.html

Hileman, Sarah. (January 1, 2006). Motivating Students Using Brain-Hileman, Sarah. (January 1, 2006). Motivating Students Using Brain-Based Teaching Strategies. [Electronic Version]. Based Teaching Strategies. [Electronic Version]. The Agricultural The Agricultural Education MagazineEducation Magazine. Available: . Available: http://www.allbusiness.com/agriculture-forestry-fishing-hunting/1046039-1.html

Lackney, J. (June 8, 1998). Twelve Design Principles Based on Brain-Lackney, J. (June 8, 1998). Twelve Design Principles Based on Brain-based Learning Research. [Electronic Version]. based Learning Research. [Electronic Version]. Regional CEFPI Regional CEFPI Conference workshop (summary). Conference workshop (summary). Available: Available: http://schoolstudio.engr.wisc.edu/brainbased.html

Wagner, M. (June 30, 2006). Ten Easy Ways to Help Kids Learn: A Wagner, M. (June 30, 2006). Ten Easy Ways to Help Kids Learn: A Brain-based Learning Strategy that Really Works. [Electronic Brain-based Learning Strategy that Really Works. [Electronic Version]. Available: Version]. Available: http://www.classbrain.com/artteensm/publish/10_brain_based_learnihttp://www.classbrain.com/artteensm/publish/10_brain_based_learning_strategies.shtmlng_strategies.shtml