Slide Show on Brain and Learning
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Slide Show on Brain and Learning

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Slideshow for the CFT New Faculty Institute on brain and learning. Day 2 of workshop.

Slideshow for the CFT New Faculty Institute on brain and learning. Day 2 of workshop.

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Slide Show on Brain and Learning Presentation Transcript

  • 1. Prepare the Brain to Take a Test ✦ Exercise ✦ Fruit ✦ WaterSunday, July 1, 2012 3
  • 2. Information Processing Model ✦ A model for explaining how the brain deals with information from the environment.Sunday, July 1, 2012 4
  • 3. Probability data gets stored in memory ✦ The way Sense & Meaning influence how information is stored in memory. Moderate Very High MEANING PRESENT YES to High Moderate NO Very Low to High NO YES LESSON MAKES SENSE PRESENTSunday, July 1, 2012 5
  • 4. Sensory Preferences and Learning StyleSunday, July 1, 2012 6
  • 5. Sensory Preferences and Learning Style ✦ Understand students different learning stylesSunday, July 1, 2012 6
  • 6. Sensory Preferences and Learning Style ✦ Understand students different learning styles ✦ Recognize we teach the way we learn.Sunday, July 1, 2012 6
  • 7. Sensory Preferences and Learning Style ✦ Understand students different learning styles ✦ Recognize we teach the way we learn. ✦ Note, what do diverse learners need?Sunday, July 1, 2012 6
  • 8. Sensory Preferences and Learning Style ✦ Understand students different learning styles ✦ Recognize we teach the way we learn. ✦ Note, what do diverse learners need? ✦ Avoid misinterpreting different learning style behaviors with inattention or misbehaviorSunday, July 1, 2012 6
  • 9. Sensory Preferences and Learning Style ✦ Understand students different learning styles ✦ Recognize we teach the way we learn. ✦ Note, what do diverse learners need? ✦ Avoid misinterpreting different learning style behaviors with inattention or misbehavior ✦ Understand your learning style and sensory preference can affect learning & teachingSunday, July 1, 2012 6
  • 10. Developing a Classroom Climate Conducive to LearningSunday, July 1, 2012 7
  • 11. Developing a Classroom Climate Conducive to Learning ✦ Environment-free from threat or intimidationSunday, July 1, 2012 7
  • 12. Developing a Classroom Climate Conducive to Learning ✦ Environment-free from threat or intimidation ✦ How to deal with wrong answers?Sunday, July 1, 2012 7
  • 13. Developing a Classroom Climate Conducive to Learning ✦ Environment-free from threat or intimidation ✦ How to deal with wrong answers? ✦ Avoid humiliationSunday, July 1, 2012 7
  • 14. Developing a Classroom Climate Conducive to Learning ✦ Environment-free from threat or intimidation ✦ How to deal with wrong answers? ✦ Avoid humiliation ✦ Make grading instructional NOT punitiveSunday, July 1, 2012 7
  • 15. Developing a Classroom Climate Conducive to Learning ✦ Environment-free from threat or intimidation ✦ How to deal with wrong answers? ✦ Avoid humiliation ✦ Make grading instructional NOT punitive ✦ Establish democratic climatesSunday, July 1, 2012 7
  • 16. Developing a Classroom Climate Conducive to Learning ✦ Environment-free from threat or intimidation ✦ How to deal with wrong answers? ✦ Avoid humiliation ✦ Make grading instructional NOT punitive ✦ Establish democratic climates ✦ Show support for school policySunday, July 1, 2012 7
  • 17. Developing a Classroom Climate Conducive to Learning ✦ Environment-free from threat or intimidation ✦ How to deal with wrong answers? ✦ Avoid humiliation ✦ Make grading instructional NOT punitive ✦ Establish democratic climates ✦ Show support for school policy ✦ Model the behaviors you valueSunday, July 1, 2012 7
  • 18. Active Meaningful LearningSunday, July 1, 2012 8
  • 19. Active Meaningful Learning ✦ASCD PD In Focus Video: 2nd GradersSunday, July 1, 2012 8
  • 20. Active Meaningful Learning ✦ASCD PD In Focus Video: 2nd GradersSunday, July 1, 2012 8
  • 21. Active Meaningful Learning ✦ASCD PD In Focus Video: 2nd Graders ✦Questions ✦Why are experiential, hands on activities important for students no matter what grade or age level? (large group discussion) ✦Think of your discipline & classroom, what is one thing you can do now to make a lesson more active and meaningful? (journal)Sunday, July 1, 2012 8
  • 22. Increase Processing Time through Motivation Sunday, July 1, 2012 9
  • 23. Increase Processing Time through Motivation ✦Generate Interest ✦Establish accountability ✦Provide feedback: students need prompt, specific, and corrective feedback ✦Frequent brief quizzes versus the unit test ✦Formative vs. summative ✦Level of concern ✦Helpful anxiety versus harmful anxiety ✦Example: ✦“This is going to be on the test.” ✦“Knowing this will help you learn the next set of skills more easily.”Sunday, July 1, 2012 9
  • 24. Use Closure to Enhance Sense & Meaning ✦Initiating Closure ✦Example: I am going to give you 3 minutes to think of the three causes of the Civil War…., be prepared to discuss them briefly. ✦Closure is different from review ✦In review the teacher often does most of the work. In closure, the student is doing most of the work by mentally rehearsing. ✦When to use Closure ✦It can start a lesson, referring back. ✦It can occur in the middle of the lesson-moving from one sub-learning to the next. ✦It can end a lesson-tie the sub-learnings together.Sunday, July 1, 2012 10
  • 25. Safe Learning Environment ✦Safe Non-threatening Environment ✦Question ✦What is one thing you can do now to ensure that your classroom offers a safe, nonthreatening environment for students?Sunday, July 1, 2012 11
  • 26. Learning Pyramid AVERAGE STUDENT RETENTION RATES IN PERCENT OF INFORMATION STORED IN MEMORY Lecture 5% Reading-10% Audio/visual-20% Demonstration-30% Discussion Group-50% Practice by doing-75% Teach Others-90%Sunday, July 1, 2012 12
  • 27. ✦ Journal prompt: Reflect on what a typical class you teach or a class you have experienced is like, either from the past or the present. ✦ Commercial breakSunday, July 1, 2012 13
  • 28. SOUSA, HOW THE BRAIN LEARNS, 2006Sunday, July 1, 2012 14
  • 29. SOUSA, HOW THE BRAIN LEARNS, 2006Sunday, July 1, 2012 15
  • 30. Memory and Patterns ✦ Memory, Emotion and Attention: ASCD ✦Follow-up Questions on which to reflect ✦ What techniques and strategies have your teachers used to capture your attention and engage you in learning? ✦ What are the effects of stress on learning from your experience?Sunday, July 1, 2012 16
  • 31. QuestionsSunday, July 1, 2012 17
  • 32. Questions ✦ What kind of emotions in school could interfere with cognitive processing?Sunday, July 1, 2012 17
  • 33. Questions ✦ What kind of emotions in school could interfere with cognitive processing? ✦ What strategies or structures can schools and teachers use to limit the threat and negative effects of these emotions?Sunday, July 1, 2012 17
  • 34. Questions ✦ What kind of emotions in school could interfere with cognitive processing? ✦ What strategies or structures can schools and teachers use to limit the threat and negative effects of these emotions? ✦ What factors in the classroom can foster emotions in students that promote learning?Sunday, July 1, 2012 17
  • 35. Questions ✦ What kind of emotions in school could interfere with cognitive processing? ✦ What strategies or structures can schools and teachers use to limit the threat and negative effects of these emotions? ✦ What factors in the classroom can foster emotions in students that promote learning? ✦ What strategies have you used to encourage positive emotions that promote learning?Sunday, July 1, 2012 17