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Stimulating Brain Compatible Learning Questioning And Visual Aids

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  • 1. STIMULATING Brain Compatible Learning… Through Visual Graphics and Questioning Aids Carolina Barrera TEA Program Student Teacher Nora Elbilawi (GMU)
  • 2. Brain based learning…
      • Caine and Caine conclude that "Optimizing the use of the human brain means using the brain’s infinite capacity to make connections–and understanding what conditions maximize this process."
      • This statement involves BOTH :
      • STUDENTS AND TEACHERS
  • 3. LOOK AT THE FOLLOWING PICTURE…
    • Why does the following picture show an excellent use of maximizing the brain’s process?
  • 4. Continues…
    • They identify three interactive and mutually supportive elements that should be present in order for complex learning to occur:
      • 1. An optimal state of mind that they call relaxed alertness , consisting of low threat and high challenge.
      • 2. The orchestrated immersion of the learner in multiple, complex, authentic experience.
      • 3. The regular, active processing of experience as the basis for making meaning.
      • (Caine and Caine 1997)
  • 5. QUESTIONING…
    • As the term " orchestrated immersion " implies, the teacher becomes
    • the orchestrator , or the architect, designing experiences that will lead students to make meaningful connections.
    • TEACHERS need to provide the oportunity for STUDENTS TO elaborate QUESTIONS!
  • 6. Cont… QUESTIONING
    • Instead of the TEACHER always formulating the questions…
        • Have students COME UP WITH THEIR OWN!
        • FOR EXAMPLE:
        • -Have the students be lost in a specific place and make them formulate questions on how to get back to a certain area. Using (Who? What? Where? How? When?)
        • For WRITING… any topic like “Values” have them come up with their own questions on how to approach the topic…
  • 7. More on Questioning…
    • Students can learn to distinguish between questions by stems which can be listed on a classroom chart.
    • THAT WAY… They quickly discover the difference between "how," "what," "when," or "where" as opposed to "why," "what if," "suppose" and "in what ways might".
    • Teachers may then request that students formulate questions with certain stems.
  • 8. TIME TO THINK… AND ASK?
  • 9. IMPORTANT! For questioning to WORK…
    • The key to climate in the CLASSROOM is the attitude of the teacher towards questions.
    • (should not…?)
    • There are many alternatives to the "Are there any questions?" approach (such as…?)
    • If a teacher desires student questions, they must be greeted with enthusiasm, a commitment of time and an unthreatening manner.
    • SO… NURTURE
    • curiosity and the tools to quench its thirst…
  • 10. GRAPHIC AIDS…
    • Graphic organizers are visual representations of knowledge, concepts or ideas. They are known to help: * relieve learner boredom *
    • They help visual and nonvisual students
    • They are wonderful ways to focus on or capture main points, to summarize information, to show logical arrangement of ideas, etc.
  • 11. GOOD EXAMPLES…
    • K-W-L-H Technique
    About mammals… H L W K
  • 12. Spider Map… (for Writing)
  • 13. Series of events chain (for reading comprehension).
  • 14. Compare Contrast Matrix ATRIBUTE 2 ATRIBUTE 1 NAME 2 NAME 1
  • 15. Problem Solution Outline
  • 16. Network TREE