Learning in a Brain Compatible Classroom Presented by Rosalie Furman Duquesne University Presented by Rosalie Furman Duquesne University.

Learning in a Brain Compatible Classroom

Learning in a Brain Compatible Classroom

Presented by

Rosalie Furman

Duquesne University

Presented by

Rosalie Furman

Duquesne University

BRAINOBRAINO

Please choose 9 words from the following list and complete your Braino card:Amygdala Paraphrase Passport

Cerebral Cortex Simultaneous Roundtable

Dendrites Affirmation

Axon Mozart Effect

Cortisol Mindmap

Endorphins Semantic Memory

Dopamine Episodic Memory

Corpus Callosum Hippocampus

Please choose 9 words from the following list and complete your Braino card:Amygdala Paraphrase Passport

Cerebral Cortex Simultaneous Roundtable

Dendrites Affirmation

Axon Mozart Effect

Cortisol Mindmap

Endorphins Semantic Memory

Dopamine Episodic Memory

Corpus Callosum Hippocampus

How would you title this picture?

Inside-Outside CircleInside-Outside Circle

Share your title with other students. Share your title with other students.

Affirmations Point to someone and say, “You are a genius!”

Affirmations Point to someone and say, “You are a genius!”

Affirmations make firm that which you value.

Affirmations model a habit of affirming others instead of criticizing.

Affirmations make firm that which you value.

Affirmations model a habit of affirming others instead of criticizing.

Confucius say:五十而知天命 )Confucius say:五十而知天命 )

“It is easier to ride a horse in the direction that he is

already headed.”

“It is easier to ride a horse in the direction that he is

already headed.”

What is brain compatible learning?

What is brain compatible learning?

Brain compatible learning is understanding what the brain needs for

optimal learning potential and then creating a teaching environment to accommodate

those needs.

Brain compatible learning is understanding what the brain needs for

optimal learning potential and then creating a teaching environment to accommodate

those needs.

The Five Principles of Brain Compatible Learning

The Five Principles of Brain Compatible Learning

1

2

3

5

4

Five Principles of Brain Compatible Learning

Five Principles of Brain Compatible Learning

How would you accommodate these principles in your school and classroom?

1. Brains seek safety and security 2. Brains need nourishment 3. Brains need social interaction 4. Brains are emotional 5. Brains seek and process information

How would you accommodate these principles in your school and classroom?

1. Brains seek safety and security 2. Brains need nourishment 3. Brains need social interaction 4. Brains are emotional 5. Brains seek and process information

I. Brains Seek Safety and Security

I. Brains Seek Safety and Security

• The brain’s primary goal is always survival. When we are frightened, threatened or anxious, our primitive fight-or-flight-defense alarm systems kick in and we downshift into “primitive survival mode”.

• The brain’s primary goal is always survival. When we are frightened, threatened or anxious, our primitive fight-or-flight-defense alarm systems kick in and we downshift into “primitive survival mode”.

Stress and AnxietyStress and Anxiety

Threat or anxiety decreases the probability of learning.

BoredomBoredom

Lack of challenge results in little or no learning.

Low threat + High Challenge & Motivation =Relaxed AlertnessLow threat + High Challenge & Motivation =Relaxed Alertness

Higher-level thinking occurs when we are in a state of relaxed-alertness

Cerebrum

Cerebellum

Brain Stem

Amygdala

ThalmusCorpus Callosum

Hippocampus

Practice Providing SafetyPractice Providing Safety

• Smile• Use humor Establish routines and procedures Engage in classbuilding activities Create smaller communities of learning Teach to instructional levels for success Provide a supportive, non-threatening classroom

climate

• Smile• Use humor Establish routines and procedures Engage in classbuilding activities Create smaller communities of learning Teach to instructional levels for success Provide a supportive, non-threatening classroom

climate

II. Brains Need NourishmentII. Brains Need Nourishment

• We need to feed our brain!

• The brain weighs only 3 pounds, which is about 2% of our bodies weight, BUT consumes 20% of our body’s water and energy.

• It takes a lot of energy to feed

100 billion neurons.

• We need to feed our brain!

• The brain weighs only 3 pounds, which is about 2% of our bodies weight, BUT consumes 20% of our body’s water and energy.

• It takes a lot of energy to feed

100 billion neurons.

A NeuronA Neuron

Cell Body

Dendrites

Axon

The brain is fed by:The brain is fed by:

Food Water Oxygen The Environment Sleep Music

Food Water Oxygen The Environment Sleep Music

Why Music?Why Music?

Music creates mood states:

Music can “charge and energize the brain” Music can carry instruction. Music can signal and prepare the brain. Music can boost intelligence.

Music creates mood states:

Music can “charge and energize the brain” Music can carry instruction. Music can signal and prepare the brain. Music can boost intelligence.

Provide Nourishment in the Classroom

Provide Nourishment in the Classroom

Provide healthy snacks. Include green leaf and flowering plants in your

classroom to cleanse the air. Monitor sleep habits of your students. Provide students with water bottles so they remain

hydrated. Include exercise daily. Provide music in the school.

Provide healthy snacks. Include green leaf and flowering plants in your

classroom to cleanse the air. Monitor sleep habits of your students. Provide students with water bottles so they remain

hydrated. Include exercise daily. Provide music in the school.

Music, Mix, FreezeMusic, Mix, Freeze

Share with a colleague something that you have learned that has some personal meaning to you.

Share with a colleague something that you have learned that has some personal meaning to you.

III. Brains need Social Interaction

III. Brains need Social Interaction

Brains are far more active when interacting with others:

Discuss Debate Learn cooperatively

Brains are far more active when interacting with others:

Discuss Debate Learn cooperatively

Cooperative StructuresCooperative Structures

Think Pair Share Paraphrase Passport Numbered Heads Say Something Expert Jigsaw Literature Circles Question Generator Talking Chips/Drop a Chip

Think Pair Share Paraphrase Passport Numbered Heads Say Something Expert Jigsaw Literature Circles Question Generator Talking Chips/Drop a Chip

Think-Pair-ShareThink-Pair-Share Teacher poses question Teacher allows for “Think Time” Students pair and discuss responses

Paraphrase Passport One student shares response. The other student restates the

information. “In other words…” “Are you saying…?”

Say Something Teacher poses question for partners to discuss “Say something that disagrees with that point of view.” “Say something to share how that information makes you feel.”

Teacher poses question Teacher allows for “Think Time” Students pair and discuss responses

Paraphrase Passport One student shares response. The other student restates the

information. “In other words…” “Are you saying…?”

Say Something Teacher poses question for partners to discuss “Say something that disagrees with that point of view.” “Say something to share how that information makes you feel.”

What makes an outstanding teacher?What makes an outstanding teacher?

1. Think about your response. 2. Taller partner shares his/her response. 3. Shorter partner paraphrases. 4. Repeat

1. Think about your response. 2. Taller partner shares his/her response. 3. Shorter partner paraphrases. 4. Repeat

Numbered HeadsNumbered Heads

Each student in the team has a number. After team discussion, teacher chooses one

number to share-out for the whole group. This ensures active listening and individual

accountability

Each student in the team has a number. After team discussion, teacher chooses one

number to share-out for the whole group. This ensures active listening and individual

accountability

Expert JigsawExpert Jigsaw Students become teachers

Literature Circles Reader: Chooses a special part to read aloud Question Generator: Creates questions Responder: Answers question Clarifier: Paraphrases responses Augmenter: Adds additional information to answer Connector: Connects information to self Praiser: Exaggerates affirmation

Students become teachers

Literature Circles Reader: Chooses a special part to read aloud Question Generator: Creates questions Responder: Answers question Clarifier: Paraphrases responses Augmenter: Adds additional information to answer Connector: Connects information to self Praiser: Exaggerates affirmation

Talking ChipsTalking Chips

Student get “x” amount of chips, and must make that number of contributions to the team.

Drop-a-Chip Students give a chip that has a specific

meaning to other members of the team. “I really like that idea.” (Drop a Praise chip)

Student get “x” amount of chips, and must make that number of contributions to the team.

Drop-a-Chip Students give a chip that has a specific

meaning to other members of the team. “I really like that idea.” (Drop a Praise chip)

Take Brain BreaksTake Brain Breaks

The brain needs physical as well as mental breaks: Energizers Silly Sports Stretching Snacks Recess Dance Creative Expression

The brain needs physical as well as mental breaks: Energizers Silly Sports Stretching Snacks Recess Dance Creative Expression

Circle 11Circle 11

1. Form a circle of four to six 2. Say: One, Two, Three: ELEVEN

making a fist in the middle of the circle

3. On the count of eleven, players open their fist to reveal from zero to five fingers.

4. Add the sum of the group’s fingers. 5. Your group did it? Change the number.

1. Form a circle of four to six 2. Say: One, Two, Three: ELEVEN

making a fist in the middle of the circle

3. On the count of eleven, players open their fist to reveal from zero to five fingers.

4. Add the sum of the group’s fingers. 5. Your group did it? Change the number.

IV. Brains are EmotionalIV. Brains are Emotional

Close your eyes and remember an incident from your childhood.

Our brains are better able to

recall that which is associated

with emotion--that which

makes us “feel”--

is remembered.

Close your eyes and remember an incident from your childhood.

Our brains are better able to

recall that which is associated

with emotion--that which

makes us “feel”--

is remembered.

Emotions are Critical to LearningEmotions are Critical to Learning

Emotionally-laden experiences generate more interest, engagement, and retention because emotional learning has preferential processing in the brain.

Emotionally-laden experiences generate more interest, engagement, and retention because emotional learning has preferential processing in the brain.

Emotional Events Get Preferential Encoding

Emotional Events Get Preferential Encoding

Engage emotions…Engage emotions…

• Through the use of stories, videos, pictures and activities.

• By asking students how they “feel” about topics.• By debating emotionally-charged topics.• Through the use of drama, theater, and expressive

arts.

• Through the use of stories, videos, pictures and activities.

• By asking students how they “feel” about topics.• By debating emotionally-charged topics.• Through the use of drama, theater, and expressive

arts.

Museum WalkMuseum Walk

In a small group (using your bodies) create a sculpture representing something you have learned today.

Be prepared to share the title of your sculpture.

In a small group (using your bodies) create a sculpture representing something you have learned today.

Be prepared to share the title of your sculpture.

V. Brains Seek & Process Information

V. Brains Seek & Process Information

Engage multiple memory systems to enhance the brain’s ability to retain.

Semantic: Fact memory Procedural: Skill memory Episodic: Episode memory Working: Thinking memory Spatial: Map Memory

Engage multiple memory systems to enhance the brain’s ability to retain.

Semantic: Fact memory Procedural: Skill memory Episodic: Episode memory Working: Thinking memory Spatial: Map Memory

Semantic MemorySemantic Memory

Content knowledge, facts, formulas, etc. Semantic memory is created through

repeated practice. “Practice makes Perfect” Build bridges to connect new learning Use mnemonic devices Test later Use Novelty

Content knowledge, facts, formulas, etc. Semantic memory is created through

repeated practice. “Practice makes Perfect” Build bridges to connect new learning Use mnemonic devices Test later Use Novelty

Bio PoemBio Poem

First name: Four descriptive traits: Sibling of or son/daughter of: Lover of: Who fears: Who needs: Who gives: Who said: Resident of: Last name:

First name: Four descriptive traits: Sibling of or son/daughter of: Lover of: Who fears: Who needs: Who gives: Who said: Resident of: Last name:

Procedural MemoryProcedural Memory

Sometimes called “motor memory” or “muscle memory”.

We acquire procedural memory by doing--writing, drawing, etc.

Skills require repeated practice but eventually become automatic.

Test procedural memory through authentic assessments.

Sometimes called “motor memory” or “muscle memory”.

We acquire procedural memory by doing--writing, drawing, etc.

Skills require repeated practice but eventually become automatic.

Test procedural memory through authentic assessments.

Episodic MemoryEpisodic Memory Episodic memory is designed for one-time

events--easily forgotten. Write it to memory: journals, diaries, etc. Relive the event by drawing or discussing. Vary your delivery in the classroom--make

it memorable—no front of room. Ask students to change seats—even it’s just

for a few minutes.

Episodic memory is designed for one-time events--easily forgotten.

Write it to memory: journals, diaries, etc. Relive the event by drawing or discussing. Vary your delivery in the classroom--make

it memorable—no front of room. Ask students to change seats—even it’s just

for a few minutes.

Working MemoryWorking Memory

This is the short-term memory system where we hold the things that are at the forefront of our minds (literally).

The more information in working memory, the less capable students are of new learning.

Process learning to move to long-term memory-write, draw, discuss, mind mapping, etc.

Reflect on learning (metacognition)

This is the short-term memory system where we hold the things that are at the forefront of our minds (literally).

The more information in working memory, the less capable students are of new learning.

Process learning to move to long-term memory-write, draw, discuss, mind mapping, etc.

Reflect on learning (metacognition)

Mind MappingMind MappingIs a process of visually depicting a concept with symbols, images, colors, key words, and branches.

Spatial MemorySpatial Memory

Spatial memory is our natural memory system strongly rooted in evolution.

Includes our mental maps of where physical objects are located in our environment.

Retain information by visually and physically organizing it--graphic organizers, mind maps, visual cues.

Spatial memory is our natural memory system strongly rooted in evolution.

Includes our mental maps of where physical objects are located in our environment.

Retain information by visually and physically organizing it--graphic organizers, mind maps, visual cues.

Brains Seek NoveltyBrains Seek Novelty

The brain can process the teacher’s voice while making judgments about the tone quality, the teacher’s dress, hair style, as well as the student sitting next to him/her, the temperature of the room, distracting noises, etc. etc. etc.

• “Are you paying attention?”• Prime with content--Surprise with process• Avoid habituation

The brain can process the teacher’s voice while making judgments about the tone quality, the teacher’s dress, hair style, as well as the student sitting next to him/her, the temperature of the room, distracting noises, etc. etc. etc.

• “Are you paying attention?”• Prime with content--Surprise with process• Avoid habituation

Brains Need Immediate Feedback

Brains Need Immediate Feedback

Focus feedback on ways to improve rather than overall evaluations.

Traditional workbook work is feedback-poor. Build feedback into each lesson- Checking for

understanding techniques:SignalsIndividual chalkboardsQuestioning StrategiesExit Tickets, etc.

Focus feedback on ways to improve rather than overall evaluations.

Traditional workbook work is feedback-poor. Build feedback into each lesson- Checking for

understanding techniques:SignalsIndividual chalkboardsQuestioning StrategiesExit Tickets, etc.

Brains Seek Patterns to Construct Meaning

Brains Seek Patterns to Construct Meaning

A B C Order Linking Connections

X

Facts Learned in Isolation are Soon Forgotten

Facts Learned in Isolation are Soon Forgotten

Thematic teaching Integrated language arts Interdisciplinary instruction Graphic Organizers (make the invisible

visible)

Thematic teaching Integrated language arts Interdisciplinary instruction Graphic Organizers (make the invisible

visible)

Using organizersallow learners to replicate patterns or excellence.

Brains Seek Meaningful Learning

Brains Seek Meaningful Learning

Relate and Motivate: Link content to student interests

Cultivate Meaning: Have students explain in their own words, negotiate meaning, write about how the knew knowledge fits into their mental schema.

Focus on Process -- Not Outcome. Students learn more from the process of searching for meaning than from retrieving an answer.

Relate and Motivate: Link content to student interests

Cultivate Meaning: Have students explain in their own words, negotiate meaning, write about how the knew knowledge fits into their mental schema.

Focus on Process -- Not Outcome. Students learn more from the process of searching for meaning than from retrieving an answer.

ClosureClosure

ABC’s of Brain Compatible Learning ABC’s of Brain Compatible Learning

No Other ProfessionNo Other Profession

No other profession changes more lives.

No other profession instills more pride.

Through children’s eyes you’re a guiding light,

A beacon down life’s road.

Your work is like no other profession in the world.

No other profession changes more lives.

No other profession instills more pride.

Through children’s eyes you’re a guiding light,

A beacon down life’s road.

Your work is like no other profession in the world.