Brain Based Teaching and Learning Jenna Hallman Based on the work of Ann Anzalone, Renate and Geoffrey Caine, Erik Jensen, Sean Layne, and Daniel Pink
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Brain Based Teaching and Learning Jenna Hallman Based on the work of Ann Anzalone, Renate and Geoffrey Caine, Erik Jensen, Sean Layne, and Daniel Pink.
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Slide 1
Slide 2
Brain Based Teaching and Learning Jenna Hallman Based on the
work of Ann Anzalone, Renate and Geoffrey Caine, Erik Jensen, Sean
Layne, and Daniel Pink
Slide 3
What do you know? http://www.thinkingmaps.com/ Brain- Based
Today you will learn five new ideas about brain based
learning.
Slide 4
Why Brain Based?
Slide 5
A Few Quick Facts and Some Stretches The 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!
Slide 6
12 Core Principles - Renate Nummela Caine and Geoffrey Caine 1)
Every brain is uniquely organized. Lets take a test!
Slide 7
Clock Partners 2) The brain is a social brain.
Slide 8
And one more 3) The search for meaning is innate. ABCDEFGHIJKLM
NOPQRSTVWXYZ JOBINJOB VA DERS NINE CUMULUS
Slide 9
And 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.
Slide 10
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?
Slide 11
Its all about patterns! 4) The search for meaning comes through
patterning (organization/categorization). Immediate Memory 30
seconds Working memory 45 minutes Long-term memory
Slide 12
A Safe Brain is a Learning Brain 5) 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.
Slide 13
Helping the Brain to Learn 6) Learning involves both focused
attention and peripheral perception. Thats interesting! Colors,
smells, shapes, rhythms Body Mapping Attention Brain Breaks
Slide 14
Time 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 toss Find a new place to
sit.
Slide 15
Right Brain or Left Brain 7)We have at least two types of
memory a spatial memory system (autobiographical) and a set of
systems for rote learning. 8)The brain simultaneously perceives and
creates wholes (big picture = right) and parts (details =
left).
Slide 16
Its all Connected! Left BrainLeft Brain Right BrainRight Brain
starts at beginningstarts at beginning starts at endstarts at end
facts rulefacts rule imagination rulesimagination rules detail
orienteddetail oriented big picture orientedbig picture oriented
uses l uses l uses feeling uses feeling symbols and images symbols
and images 9) Learning involves the entire physiology. 10)The brain
is a parallel processor (colateral). Brain Dance by Anne Green
Gilbert: Breath Tactile Core-Distal Stretch Head-Tail Curl
Upper-Lower Body-Side Cross-Lateral Vestibular
Slide 17
Balancing the Brain 11) Learning involves both conscious and
unconscious processes. Singing, Music, and Laughing Verbalize
thought process
Slide 18
Finally 12) Learning is enhanced by challenge and inhibited by
threat. Under stress we go to our primary brain. Game Time
Slide 19
Random Thoughts We comprehend 4x higher than we can read
Females use 25,000 words per day/ Males use 12,500 Age + 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 teaching The best way to get children thinking is to have
them write every day.
Slide 20
What do you know? http://www.thinkingmaps.com/ Brain-
Based
Slide 21
Resources Ann Anzalone: Learning with Thinking in Mind
http://annanzalone.com/ Renate and Geoffrey Caine
http://www.mainesupportnetwork.org/handouts /pdf/Caine's.pdf
http://www.mainesupportnetwork.org/handouts /pdf/Caine's.pdf
Jensen, 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/http://www.thinkingmaps.com/
Slide 22
In the end, all that matters is what you think, because if you
dont think it, it cant exist for you. Jenna Hallman
[email protected]