Recent Changes

Monday, April 25

  1. page Chapter 10 edited A Tool Kit of Brain-Compatible Strategies We are beginning to understand why commonly used stra…

    A Tool Kit of Brain-Compatible Strategies
    We are beginning to understand why commonly used strategies work, and we need to select the strategies that fit with out students.
    'Writing is nature's way of letting us see how sloppy our thinking is." Writing can help students explain their thinking and also show teachers if they are thinking correctly.
    After watching a memorable film or set of pictures in a class, students can create creative pieces such as
    dialogues
    poetry
    stories
    newspaper editorial or eulogies
    speeches
    letter
    Writing like a scientist within the scientific theory process.
    directions
    observations
    hypotheses
    Opportunities for writing are in all curriculum areas
    Journal writing as the mathematician who developed a concept
    Free writing to define a social problem
    Exit tickets to respond to daily lessons
    I'm still confused by...
    The one thing I'll remember about today's lesson...
    What I understood that I didn't understand before
    How does something I learned today fit with something I learned before
    Mnemonics are still a great technique. They fit with brain research.
    Peer teaching: sometime the best way to reinforce learning is attempt to reteach it to a peer. For example, partners A and B both try to teach the concept just taught by the teacher to each other. They can decide who learned and taught the best.
    Periodic student-made review of material taught. Students can run a weekly review of the week's objectives. As they work to develop the review, they are learning the material. Teachers provide support and structure such as worksheet or game requirements.
    Any hands-on activity like experiments, field trips, guest speakers will always enhance learning.

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    5:23 pm
  2. page Chapter 9 edited Using the Visual and Auditory Senses to Enhance Learning ... will remember images images, an…

    Using the Visual and Auditory Senses to Enhance Learning
    ...
    will remember imagesimages, anything you can perceive with your senses, to take
    ...
    into memory. Visualizing is used in memory. Common phrases like "I never forget a face' and ' A picture is worth a thousand words' have some basis in fact.
    'The ability to transform thoughts into images is often seen as a test of true understanding.' Albert Einstein often said that he saw his ideas in complete pictures and often had a difficult time breaking them down into ideas and words.
    Using visual processing in the classroom-
    Split page note-taking- half page students take notes on what they are reading, and on the other half students draw a picture of what they understand.
    Graphic organizers such as a plot chart
    Pictures drawn of vocabulary words
    Mind or thinking maps drawn by students to organize thoughts.
    Interactive Notebook
    Teachers can provide visual organization network
    Charts to be completed
    Bubble map
    Music is a highly complex neural activity. The part of the brain that processes music is closely tied to other functions like emotion, memory, and language.
    When information is embedded in music or rhyme, it's recall is easier.
    Some music calms students.
    Listening to the music of a historical era or county helps to enhance the learning of that era or region.
    Piggyback songs are effective. List of prepositions sung to "Row, Row, Row Your Boat"

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    5:01 pm

Saturday, April 23

  1. page Chapter 9 edited Using the Visual and Auditory Senses to Enhance Learning Visual and Auditory senses enhance lea…

    Using the Visual and Auditory Senses to Enhance Learning
    Visual and Auditory senses enhance learning. You can recall a special day or vacation by thinking about what you heard, ate, or saw that day. You will remember images to take in the information and remember. Pictures also create the capacity to move learning into memory.
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    2:13 pm
  2. page Chapter 8 edited ... Study the way government works and write letters to express a concern. Simulate an archaeolog…
    ...
    Study the way government works and write letters to express a concern.
    Simulate an archaeological site on school grounds.
    ...
    real-life project from the needs discussed such as on the
    ...
    fixed income.
    Simulations- not real events; discussion after even is most important so students understand the significance.
    "Walk the punctuation"- pause at commas, stop for periods, shrug for question, jump for exclamation mark.
    In science, put oil and water in a bowl and dip cotton balls to represent birds. Test substances to absorb oil.
    Math- mark floor with x/y axis or have students stand in a line to represent integers

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    2:11 pm
  3. page Chapter 8 edited Making Curriculum Meaningful Through Problems, Projects, and Simulations The strongest connecti…

    Making Curriculum Meaningful Through Problems, Projects, and Simulations
    The strongest connections in the brain are made through concrete experiences with strong sensory input. These are real-life experiences like field trips and experiments like a trip to the zoo.
    The second level of learning is using symbols or representations of real objects.
    Sometimes, schools expose students to a representation without concrete antecedent so the child gains no knowledge.
    After a strong neural network is formed usually by reading about complex concepts, than strong neural networks are formed by actual experiences. This means we must build any background for students that is necessary for understanding of more complex concepts. If a child has 'holes' in his background, learning is much more difficult.
    Some suggestions---
    Experience actual problems in schools and communities. Through struggling that students learn content and critical thinking.
    Involve students in planning a field trip. Let them figure out the cost.
    Figure out the opinion of different factions in the school on the same issue and compare/contrast analysis.
    Research ways to save water/ electricity and to create a change in behaviors to save water/electricity in the school.
    Ask a local business for a problem to try to solve.
    Figure ways to protect local natural habitats, issues surrounding the homeless, the spread of infectious disease, how to keep teens from smoking, improve the quality of cafeteria food.
    Projects- Students need to see the connections to curricular objectives not just to create the project. For example, making sugar-cube houses of prairie homes should teach students more than just how to make a sugar-cube house.
    Study the way government works and write letters to express a concern.
    Simulate an archaeological site on school grounds.
    Interview at senior center for research on the Great Depression. This could led to a real-life project on the problems of seniors living on a fixed income.

    (view changes)
    11:22 am

Sunday, February 20

Thursday, February 17

  1. page Strategies and Tools edited ... Students are who create their own projects, including the content, research, and project struc…
    ...
    Students are who create their own projects, including the content, research, and project structures that really interest them are actively engaged in learn and retain info.
    PBL is an "interesting, efficient and effective way to uncover the curriculum, teach the standards and address individual learning styles.
    Try www.pblnet.orghttp://pbl-online.org/ as a
    Take More Field Trips
    Emotional connections to locations, events, and real-world situations are unparalleled for learning/long term memory.
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    8:25 am
  2. page Strategies and Tools edited This page Appealing to the Emotional Connection to Learning: Create a less stressful environme…

    This pageAppealing to the Emotional Connection to Learning:
    Create a less stressful environment in the classroom by:
    Creating positive rituals in your classroom. ex. greet students personally when they enter the classroom, play music as students enter/leave, posting a new affirmation on the board for students to see every day as they enter.
    Create situations where students feel comfortable entering a classroom and accepted in class which in turn produces chemical responses that make them more adept at solving problems in potentially stressful situations.
    Use games within the lesson to help and encourage students to sustain their interest.
    Games provide a context for helping the brain seek meaning.
    If students are amused, angered, intrigued or surprised the content
    is currently under construction.more meaningful to their brains.
    Use Project Based Learning.
    Students are who create their own projects, including the content, research, and project structures that really interest them are actively engaged in learn and retain info.
    PBL is an "interesting, efficient and effective way to uncover the curriculum, teach the standards and address individual learning styles.
    Try www.pblnet.org as a starting place to get ideas on project based learning.
    Take More Field Trips
    Emotional connections to locations, events, and real-world situations are unparalleled for learning/long term memory.
    Use the internet to take students on "virtual field trips" if you can actually take them on a trip.
    Use Simulations and Role Playing.
    Role playing helps students use real-world scenarios to draw out and recall information and place it in context.
    The brain responds to the social interaction-their motivation to participate increases, enthusiasm for the project enhances the memory of it and physical motion strengthens learning by activating multiple neural pathways.

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    7:35 am
  3. page Other Resources edited ... Jensen, Eric. Brain Based Learning: The New Paradigm of Teaching. Corwin Press, 2008. ISBN 141…
    ...
    Jensen, Eric. Brain Based Learning: The New Paradigm of Teaching. Corwin Press, 2008. ISBN 1412962560.
    “This book is filled with classroom implications and instructional suggestions based on research. Classroom teachers, school administrators, professional development trainers, college/university faculty, and parents will all benefit from this information.” (Andrea Rosenblatt, Associate Professor )
    ...
    Coordinator )
    Product Description
    Discover a learning approach tuned to the brain’s natural way of learning. These strategies help reduce discipline problems, overcome learning difficulties, and increase graduation rates.
    ...
    "Scaddan has collected many positive, easy-to-read ideas that should be helpful for educators." (Eric Jensen, Educational Consultant )
    "It is great to read a book that honours the art and science of teaching and learning. Read it. Use it. Carry it from school to school, classroom to classroom for decades. This book is a backpack full of ideas, strategies, and activities to enhance brains and enrich hearts." (Glenn Capelli, Churchill Fellow )
    ...
    Consultant )
    Product Description
    This guide converts current findings on brain research into fun and effective techniques for introducing brain-compatible learning and improving test results in the K–12 classroom.
    ...
    “An excellent resource for teachers striving to improve student achievement by focusing on how the brain learns. I will be able to reach more students and enable them to have deeper understandings than they would have had I not read this book. The information is timely and relevant, and the need for this information will not lessen as time goes by.” (Marcia Carlson, Sixth-Grade Teacher )
    "For those educators passionate about practicing their craft, this book provides a blueprint for deliberate, thoughtful, and engaging teaching strategies. It is a must for anyone concerned with the question of how to be more effective in the classroom." (D. Allan Bruner, Science/Math Chair )
    ...
    Specialist )
    Product Description
    With updated research, revised sections on leadership, and new anecdotes, this second edition helps teachers and students reach higher performance levels based on how the brain learns.
    Philip, Raleigh. Engaging 'Tweens and Teens: A Brain-Compatible Approach to Reaching Middle and High School Students. Corwin Press, 2007. ISBN 1890460494
    "A remarkable blend of scientific and practical strategies. Full of heart, creativity, scientific veracity, and wisdom. A must-read for all educators who want to get inside the teenage brain." (Eric Jensen, Author and Consultant )
    "Discusses a variety of neuroscientific findings relevant to classroom teachers and their students, and includes many practical tips. A tremendous resource for educators and parents!" (Eric H. Chudler, Director of Education and Outreach )
    "Masterfully distills brain research into easily understood concepts, connecting each to simple teaching methods that lead to peak academic performance." (Jeff Haebig, President )
    "Explains the latest advances in neuro-cognitive science and supports them with practical classroom applications. This book demystifies the what, why, and how of brain-compatible teaching." (Sheryl Feinstein, Author, Secrets of the Teenage Brain )
    "Easier to read than most, because of the excellent text structure, illustrations, and attractive layout. This book can be used as a 1-chapter, 20-minute study with an application strategy; such a mini-workshop exercise can be both fun and instructive." (Teacher Librarian, April 2007 )
    Product Description
    Gain a solid understanding of the basic neurobiology behind adolescent behaviors and invigorate your teaching practices using music, movement, and brain-based activities.

    (view changes)
    7:18 am

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