ENGAGE THE BRAIN WATCH BEHAVIOR CHANGE! January 22, 2014 HPS Curriculum Fair Presenter: Titus L. Hopper, Hickory High School.

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January 22, 2014 HPS Curriculum FairPresenter: Titus L. Hopper, Hickory High School

WHO’S THE MOST DISTRACTED?

STUDENTS DON’T LOOSE FOCUS THEY CHOOSE FOCUS!

STUDENT ENGAGEMENT MADE CONCRETE

MORE CONCRETE!!!

1. The Fellowship of the Rings

2. The Two Towers3. The Return of the King4. The Hobbit: The

Unexpected Journey5. The Hobbit: The

Desolation of Smaug

CONSEQUENTLY….

My Attention was divided.

STUDENTS DON’T LOOSE FOCUS THEY CHOOSE FOCUS!

WHO’S THE MOST DISTRACTED?

INFORMATION

INPUTPROCESSRETRIEVE OUTPUT

THE BRAIN

Essential Questions

1. How does the brain impact the “choice” to learn?

2. How do teachers impact and increase students’ ability to think and learn?

3. What does “learning to learn and think” look, feel and sound like?

THE BRAIN STEM

The BRAIN STEM is responsible for basic vital life

functions - breathing, heartbeat, and blood

pressure. It is referred to a reptilian

brain because a reptile’s entire brain

resembles our brain stem.

•Basic vital life functions

•Reptilian brain

THE CEREBELLUM

The CEREBELLUM, or "little brain", it has two

hemispheres.

It regulates and coordinates movement, posture,

and balance.

THE LIMIBIC SYSTEM (THE FILTER)

The LIMBIC SYSTEM, mid-brain, and often

referred to as the “emotional brain”. Buried

within the cerebrum. It contains the thalamus,

hypothalamus, amygdala, and hippocampus

The CEREBRUM, or cerebral cortex, controls

higher brain functions such as reasoning. The

two sides of the cerebrum, or hemispheres, are

connected by the corpus callosum. The Frontal

Lobe is the location of reasoning, planning, and

problem solving.

TWO TASKS…

The brain filters information by predicting its risk

for harm, or value for pleasure.

Value Pleasure

or

Sense Danger

THE LIMBIC SYSTEM

The thalamus, hypothalamus, amygdala, and hippocampus

• The thalamus is first part of the brain to receive all the signals gathered from the environment .

• Before the information travels to the cerebral cortex the AMYGDALA get’s it and it’s categorized as WONDERFUL OR TERRIBLE!!!

THE CEREBRUM

The CEREBRUM, or cerebral cortex, controls

higher brain functions such as reasoning.

The Frontal Lobe is the location of reasoning,

planning, and problem solving (higher brain

function such as reasoning)

However, the information must get there!!!

SUMMARY…

• Atmosphere matters• You cannot let the Amygdala hijack sabotage

your lesson• Amygdala » DANGER SIGNAL » (fear/anxiety)

floods the body with adrenaline.• Adrenaline directs the brain to react

automatically ↗ low level thinking… “Just Do It!”• Adrenaline also inhibits neurotransmitters

messages to the cerebrum ↘ higher level thinking.

OR…

The amygdala might perceive incoming

information as not dangerous… but valuable

or delightful…

If so then there is not an emergency alert and

the cerebrum has a chance to think about to the

information.

ENDORPHINS INSTEAD OF ADRENALINE

Amygdala » Valuable » signals the body to

produce endorphins.

•Endorphins increase neurotransmitters’ ability to carry messages to the cerebrum ↗ higher level thinking

STUDENT ENGAGEMENT MADE CONCRETE

MORE CONCRETE!!!

1. The Fellowship of the Rings

2. The Two Towers3. The Return of the King4. The Hobbit: The

Unexpected Journey5. The Hobbit: The

Desolation of Smaug

ONCE STUDENTS TRUST YOU... PLAN!!!

7 Thinking Skills Proficiencies

1. Critical Thinking – Analysis Evaluation Problem Solving

2. Creative Thinking – Generate Associate Hypothesize

3. Complex Thinking – Clarify Interpret Determine

4. Comprehensive Thinking – Understand Infer Compare/Contrast

5. Collaborative Thinking – Explain Develop Decide

6. Communicative Thinking – Reason Connect Represent

7. Cognitive Transfer – Synthesize Generalize Apply

ONCE AGAIN…

THE TRUTH ABOUT DIFFERENTIATION!

• It’s more than academic• It’s social• It’s motivational• It’s cultural• It’s generational

ACTION PLAN!

• Think about your classroom setting

• Neuroscientists have found that rats exposed to enriched environments develop thicker and heavier cortex, greater synapse density, and increased dendrite branching. Rosenzweig, Krech, & Bennett. (1962); Greenough & Volkmar.(1973); Gage (1997)

ACTION PLAN!

1. Gain the students attention

2. Bring to mind relevant prior learning

3. Point out important information and show relevance

4. Present information in an organized manner

5. Help students categorize and connect information

6. Provide students with an opportunity to elaborate on new information

7. Provide repetition

8. Provide opportunities for the overlearning of fundamental concepts and skills

9. Let the students provide written or verbal explanations. Make them say it!!!

ENGAGE THE B

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