1. Principle 8:
Environments matter
Strong scientific evidence suggests that environments
not only directly influence our mind, mood and
behaviors, but can also trigger changes (e.g. gene
expression)
4. A well-designed learning
environment can...
encourage a positive relationship between the Ss
and the subject matter
build relationships between the T and the Ss
stimulate thought, creativity, and curiosity
increase Ss’ level of responsibility, sense of
justice, and positive feelings about school
help make your classroom a cool place to be
5. Elements of a Brain-based
Learning Environment
Lighting
Seating
Temperatur
e
Noise
Color
6. Lighting
Daylight is best; maintain a constant, adequate level of
bright lighting in the classroom.
Limit S exposure to darkened lecture halls and similar
environment - darkness produces melatonin, a hormone
associated with regulating the sleep schedule (levels are
low during teen years)
Avoid fluorescent lights - bad for migraine and ADHD -
flicker and barely discernible hum can raise cortisol level
(stress hormone)
Maximize S exposure to daylight
Hold class outside on occasion
7. Seating
Match appropriate seating arrangement to the activity
Give Ss a sense of control through flexible seating
Where Ss sit influences stress levels and access to
resources
Provide unattached chairs and movable desks
Group carefully
Allow Ss to position themselves in different ways
Ask Ss to stand occasionally for brief periods
Encourage Ss to avoid incorrect posture while sitting
9. Noise
Increases stress level
Excessive noise can reduce comprehension and
work performance, especially in the early stages
of learning a new task
Control the noise level in the classroom
Using soothing music when Ss are working
10. Heads-up for Teachers!
Pay attention to the
classroom/learning environment.
Provide the Ss with an enriched
environment.
11. PRINCIPLE 9:PRINCIPLE 9:
MIND AND BODYMIND AND BODY
THERE IS NO SEPARATION BETWEEN THE TWO.
BODY INFLUENCES MIND AND MIND INFLUENCES
BODY. LEARN HOW TO APPLY THIS KNOWLEDGE
IN YOUR WORK.
12. What are “States”?What are “States”?
• They are bodily responses
created by:
1. momentary aggregate of
signals from emotional,
cognitive and sensory
neurons AND
2. a corresponding chemical
signature
13. How the Brain’s ResponseHow the Brain’s Response
Systems WorkSystems Work
1. All behaviors are dependent on the state that one is
in.
2. The path to engagement is through reading and
managing states.
3. The longer anyone is in any state, the more stable
that state becomes.
4. Your state is as important as (or more important
than) the student’s state.
14. Why Are States So Critical?Why Are States So Critical?
• Brain Can Learn Under
Extreme Conditions...
• But Complex Learning
Requires Background
Knowledge, Working
Memory, Processing Skills,
Long- Term Retrieval and
Risk-Taking.
• These all require Positive
Learning States.
15. StatesStates
1.States usually last for seconds or
minutes; moods last for hours or days.
2.We experience hundreds of states
every day.
3.More states impair learning
than help it.
16. • There’s no such
thing as an Unmotivated
Student...only students in
Unmotivated States
17. Qualities of StatesQualities of States
1. States usually “run a course” and one
state will often lead to another state.
2. States are self-reinforcing; the longer
you’re in a state, the more comfortable it
becomes.
3. We all range from being very flexible to
very inflexible with our states.
18. Importance of Accurate, FastImportance of Accurate, Fast
Readings of Emotional StatesReadings of Emotional States
• A frustrated student, if ignored
by a teacher, will likely either...
1) detach and become apathetic
or,
2) intensify and get angry.
• Teachers who “missed thecue”
for frustration, end up dealing
with the next (usually worse)
state.
Which do you want?
19. OLD: Kids have “behaviors” (i.e. character)
NEW: Behaviors are not what we “have” but rather
what “emerges” through the interactions of the
person and context.
At school, the
context, the environment
matters far more than you
may believe it does.
There are four domains:
Academic Physical
Social Cultural
20. The Distinction is ProfoundThe Distinction is Profound
• We often feel tired,
sleepy or
unmotivated. But
those are just
states. Humans go
in and out of many
states per day. It
would be unfair to
judge or define you
by those very
temporary states.
21. All Behaviors Are StateAll Behaviors Are State
DependentDependent
To get the behavior you want, first notice what state
they’re already in.
Then ask yourself if they’re in
a state that would allow them
to say, “Yes.”
If not, change their state to
a more receptive one before
asking them for the eventual
behavior you want.
23. Dopamine is theDopamine is the
feel-good chemicalfeel-good chemical
“Yahoo!”“Yahoo!”
• Dopamine is triggered
both by experience of
pleasure AND by the
anticipation of pleasure.
• Dopamine supports both
working memory and
neural plasticity.
24. How Teachers Can InfluenceHow Teachers Can Influence
Students’ Positive FeelingsStudents’ Positive Feelings
• Celebration of success
• Prediction of pleasure
• Voluntary repetitive activity
• Problems solved
• Strong bonding
• Winning or fun
26. OpenOpen or Closed State?or Closed State?
• In closed states,
behavior is
unpredictable; it’s
usually “No way” or
“Whatever.” To get a
more positive
response, shift the
state first. Always think
... “Better states get better
results!”
27. Use FrequentUse Frequent
“Micro State“Micro State
Changes”Changes”
• The more often you keep students in engaged
states, the easier it is to engage them the next
time. They simply won’t get lethargic. Here are
some simple examples...
28. Strategies to EngageStrategies to Engage
• “Take in a slow, deep breath... hold it... and now
slowly... let it out.”
• “Please angle your chair to face three others, so now
you’ve got a group of four.”
• “Let’s vote. How many of you think option #1 is
plausible? Raise your hand.”
Continually involve, never stop!
29. Constantly Engage StudentsConstantly Engage StudentsWrite this down, even it it’s the only
thing you write down all day.”
Look at your neighbor’s paper. If the
assignment’s written correctly, say
‘Great job!’
Count off by tables starting here.
All at this table say, ‘This is table #1,
where is table #2?’ etc...
30. StrategiesStrategies (for slow responders)(for slow responders)
Build relationships
Discover their areas of
interest and expertise
Engage a variety of peer
pressure tools
Use micro state changes
Never, ever, give up hope
reaching them; as soon as
you give up, they do, too.
31. But the Most Important State ofBut the Most Important State of
All is...All is...
Your own state! Students respond to the state
you’re in constantly.
32. Heads-up for Teachers!Heads-up for Teachers!
Read states quickly
Read states accurately
Respond to states of concern
Manage states proactively
Engage your students
Manage your own state
34. The scientific link betweenThe scientific link between
enhanced physical activityenhanced physical activity
and cognition growsand cognition grows
stronger every year.stronger every year.
• The “mind over
matter” studies
are clear: we
can influence
our physical
performance
through mental
training.
35. The Brain-Changing Value of Recess,The Brain-Changing Value of Recess,
Activities and Physical EducationActivities and Physical Education
• Compelling
behavioral,
social,
academic and
neurobiological
evidence
support the
strong role of
daily exercise. Activity Rocks!
36. • Brain chemicals released during physical activity
strengthen focus, energy levels, learning and even
memory. Thus, when you put P.E. right before an academic
class, the scores should go up. They do! Evidence for this was
uncovered by Harvard professor John Ratey.
37. Heads-up for Teachers!Heads-up for Teachers!
Be sensitive to the energy level of your Ss.
Integrate brief physical activities in your
classes.
Lead a healthy lifestyle and encourage your
students to do the same!
38. Strong scientific evidence suggests thatStrong scientific evidence suggests that
memories are often not formed correctly,memories are often not formed correctly,
formed with a bias, alter after formation orformed with a bias, alter after formation or
inadequately retrieved at a later time.inadequately retrieved at a later time.
40. Why are memories so
malleable?
Memory is not a thing,
but an ongoing process.
This discovery means
that memory is neither
fixed nor permanent.
Any memory can be,
and usually is changed!
41. False memories
False memories
occur when we
intentionally or by
accident, alter one
or more of the
properties of the
memory so that it
“feels” real and true
to us.
42. Memory Summary
Memories are not “things.”
We don’t have a “memory
bank.”
Memories are encoded
through multiple pathways.
Memories consist of
properties bound together.
It’s rare that a retrieved
memory will have all the
properties re-activated.
43. What would you recall from the
Educational Tour/Immersion/an out of town
trip?
Who you were with?
Clothing
How you felt
Weather
What you saw and did
The day, month, time
Reason you were
there
44. Amazingly, you
are designed by
nature to forget...
In fact, you are supposed to forget
everything except what is required for survival.
45. There’s not room in our brain to store endless
amounts of trivia. We prioritize memory-making
by how it supports our survival.
Aroma and Smells (foods
could kill)
Pain and Pleasure (tell us
whom to trust or love)
Food and Housing
(home or new
opportunities)
Locomotion and Tools
(how to walk, run, eat,
drive and make things)
46. Memories must be . . .
1)encoded
accurately
2)maintained over
time
3)retrieved in
context
to be accurate
47. Key Factors: (that influence memory)
Glucose consumption Health, allergies etc.
Stress levels Context/environment
Gender
Nutrition
Speed of input
Drugs/meds
Type of input
Background of subject
48. Heads-up for Teachers!
Provide opportunities for students to build working
memory skills.
Make special accommodations for students who
have weak working memory.
Use the strategies for helping
students remember lessons
better.
49. You Can Build Working Memory Skills
(there is no other solution but practice)
Using “repeat after me” instructions/games
Practicing “stretch my number recall” with partners
Playing a musical instrument will train the brain
Serial story telling in small groups
Use clapping games first with the whole class, then in groups
Write-to-recall short stories with partner: there are 2 rules, you
give # of words in sentence, they have to write sentences that
continue their story. They write then repeat their sentence to a
partner w/o looking
More ideas?
________________________________________________
50. Accommodations
for Weak WM in
Ss
1. Use the “pause” technique. Every few minutes,
pause to let content sink in.
2. Chunk content into smaller chunks to aid
understanding, then review
3. Prime the learning to create an attentional bias to
the content.
4. Do a fast physical activity to activate the frontal
lobe uppers.
52. 7 Critical Strategies
a.k.a ROY G. BIV
1. Repetition
2. Oxygen
3. Yearning for Meaning
(Goal-directed)
4. Glucose
5. Bias the Attention
6. Intensity of Emotions
7. Variety of Pathways
53. Repetition:
Review & Revise
1. Spaced is better than massed.
2. Review after error correction
3. Practice w/ low & high stress (match
the testing state)
4. Match testing location (even if just
for a review, if possible)
54. Oxygen from Physical
Activity
Activity Enhances
Glucose Which Supports
Memory
Kids with moderate to severe
AD/HD have glucose
metabolism deficits and tend to
self-medicate with sugar. But
physical activity also produces
glucose.
55. Yearning for Meaning:
Meaning-Making Tells the Brain
“This is worth saving!”
Meaning comes from
many sources including
stories, emotions,
personal experiences,
being practical, our
values, rarity of
incidence, but most of all
context.
56. Meaning comes from...
1.Personalizing the content
2.Reflection with feedback
3.Emotions triggered
4.Associations with impact
5.Circumstances or context
57. Glucose levels, which
support memory, are
influenced by:
Example: Acting out the learning (emotions +
movement) increases chances the learning will be
recalled.
Diet
Emotions
Movement
59. To Bias Attention...
1. Frame it... “This will change the way you think about
memory, so listen carefully.”
2. Tie it in personally... “Remember when you were over at
Kevin’s house the other day?”
3. Give a reason to buy into it... “This may show up on
the test.”
4. Make it rare... “This is the only time we’ll go over it.”
5. Novelty... demonstrations, simulations, activities,
experiments, trips and predictions
60. Novelty Enhances Attention
via Emotional Arousal
Use it often, but prudently
Involve students
Avoid overkill
Balance with predictability in otherareas
61. Intensity of Emotion: Recall
Emotional events...
are much more likely to be recalled
get preferential encoding
Emotional memories get
preferred treatment!
62. Variety of Pathways
Semantic - reading, being read to, seeing signs,
net surfing, seeing pictures
Emotional - surprise, shock, being scared,
excited, suspense, fun
Episodic - field trip, changing locations, recalling
something by location, autobiographic memories,
new seats
Procedural - action-based learning, models,
walks, sports, manipulatives, playing an
instrument, games, energizers
63. Use the Body to Remember
Drama/Role play
Hands-on
Response Signals
Science
Body Demonstrations
Energizers
Props
Manipulatives
64. To Create Associations, Link Up Key
Words You Have to Learn Using
These Reliable Methods
1)Loci - use known landmarks from a walk, your
body, a room or neighborhood and link it to known
items
2)Peg words - make your own list of words such as
one is a bun, two is a shoe ... and link them to your
list
3)Acronyms - Take the letters of the key words and
make up a new word; do you know what SCUBA
stands for?
65. Principle 11:
Perception, not reality matters
Our brain only knows what it takes in
perceptually and is easily fooled. Our prior
knowledge & expectations is a huge factor.
66. • Teachers MUST Shape S Perceptions
from apathy to engagement
from victim to enabled
from low to higher standards
from a fixed to a “growth” mindset
from learning as a finite job to learning as a lifelong
process
from life as a struggle to life as a joyful, challenging
adventure
67. • Affirmations
• Structured Journaling
• Framing
• Stories/Biographies
• Experiences debriefed
• Sharing your own
personal experiences
How to Shape Your S’s Perceptions
About Themselves
68. The Key to Affirmations
• Affirm social connectedness
• Egs. -Turn to your neighbor and say, “glad to be on
your team.” or “Way to stick to it
You’ll go far with your persistence.”
• Affirm Strategy
• Eg. “You made a good choice by
using that idea. It helped you succeed.”
• DO NOT AFFIRM: Luck, Genetics, Circumstances,
Success without effort
69. Structured Journaling
Ss can be writing in their journals things that:
1. build capacity through insight
2. help express feelings
3. support skill practice
Examples:
1. What am I most grateful for in life?
2. What have I learned about myself that will help
me do better?
3. What am I most looking forward to?
70. FRAMING: An Intentional Bias
• The power of framing is
that it redirects
attention and focus,
which can alter states.
• That can put the odds
of a positive response
strongly in your favor.
71. • Your choice of Words
Influences Brain Activity
• Framing ex.
• “I’ve had many students get close to 100%
on this next task. Today might be your
day. Who knows? Well, in any case, let’s
experiment just to see how you do.”
72. • Research
• Reasons
• Compelling questions
• Inspirational Stories
• “Mom, I have good
news and bad news.
Which one do you
want first?”
How to Frame?
73. Common Types of Framing
• Repackage - put the same “news” in a different
“wrapper” or context (new value) - “You know
what’s really curious . . . ?”
• Redefine - change the definition of the topic, the
process or the goal. “Let’s first just focus on the
solution.”
• Reposition - change the importance, the
sequence, the roles of the participants. “As your
leader, I’d like to . . .” or “before we begin,
let’s . . .”
74. Framing is the “Why”
• The only time to use framing is if
you believe that your audience is
not yet with you and needs
justification for a request.
In many cases, it is not
necessary. The response of
your audience will tell you if
you need it.
75. Common Framing Examples
• Disarming: Before we begin . . .
• Elicit Curiosity: I shouldn’t be telling you this but. . .
• This is worth listening to: You know what’s
interesting?
• You’re listening to an authority: As someone who
used to babysit their kids . . .
• This perspective is really good: From an insider’s
point of view . . .
76. More Framing Examples
• Pay attention to this more than that: Here’s a good
one . . .
• This is not as boring as before: You know what I
found interesting (or curious, weird, etc.)
• Get ready to be shocked: You won’t believe this . . .
• I have “hot” insider knowledge few others have: As
someone who used to call her a friend . . .
• You won’t hear this just anywhere: Hey, can you
keep a secret?
77. • Framing: tool used to create
intentional bias
• Getting Ss to do the following, among others, may
require framing:
having to change seats/groups
Must re-do a HW
Take a test early
Extra HW
Have to get up to do an activity
78. • Shape your Ss’ perceptions about themselves to
optimize learning
• Use affirmations judiciously
• Use framing when necessary but be cautious
about manipulating
Heads-up for Teachers
80. • Work in assigned teams
• Jigsaw for new content
• Engage class experts
• Draw #s for partners
• Work with a study buddy
Engage with Social Structures
81. Social Conditions Influence
Stress levels
Cognition
Moods & Affect
Status
Immune Systems
Self-concept
Chronic or acute exposure to these may create significant
brain changes.
82. Repeated and
intermittent social defeat
experienced over
multiple days suppresses
neurogenesis.
It also increases risk
for stress-related
psychopathologies.
83. Social Operating Systems
•
When this is high-
functioning, Ss get
along with their
teachers, they
make and keep
friends and are
typically more
successful in
school.
84. 2 Brain-Based, Hard-Wired Social
On-going Student Quests
•
1. Quest for acceptance and
affiliation - “How can I become
part of a group?
•
2. Quest for social status -
“How can I feel special?”
•
*HINT: DO NOT get in the
way of these; simply anticipate
and facilitate the inevitable
process in productive ways!
85. Do not inhibit S pursuit of social status!
•
Instead . . .
Encourage pursuit of skill sets that will lead to academic
success (i.e. arts, sports)
Encourage activities which help Ss feel special (positions
of leadership, responsibility and those that showcase
unique talents and behaviors i.e. kindness - kindness tree)
86. When your Ss feel special,
they don’t have to act special
Support Social Status and
Reduce Discipline Problems
87. Rituals: thoughtful, short, prearranged events
•
100% Predictable
•
Simple to do
•
Engage Everyone
•
Solve a Recurring
Problem
•
End in Positive
State
88. Rituals Can Influence States
•
Establish and use rituals to regulate emotional
states for recurring events such as:
Birthday
Starting/Ending the class
Visitors/Interruptions
Energizers/Stretch breaks
Getting the class’s attention
Celebrations
Team Activities
89. Success with Rituals
•
Your enthusiasm and consistency are key
elements.
•
If you forget to use them, they won’t
•
Ss will desensitize; be ready to vary your
rituals or have the Ss innovate; they must
meet the key criteria
90. Heads-up for Teachers
•
Social conditions are altered by raising
status, use of teams, and use of rituals
•
Social structures need to be varied for
state changes
•
Discipline problems can be reduced by
supporting social status and using rituals
91. Principle 13:
Developmental
Learning
There are ideal types of learning for each stage of
our developing brain. The closer we match the
natural path, the easier it is to learn and the better
it is for the next stage.
92. Pre-Processing Time
In your team, divide the slides in your handouts (on
this Principle only) so that each person has at least
1 number. Take one minute now to divide.
Each one has to come up with 1-2 questions about
the content they are previewing. You have 1
minute.
Share those questions with your entire system.
Stay on task; you have about 30 seconds per
person. Raise your hand when your entire team is
done.
93. Birth to 5: What
Matters Most
Emotional Bonding
Mediation of the stress of the world: Manage the
harmful download
Exploratory play, movement, games
Quality Nutrition
Lavishing Language: Complex, interactive, often
94. Emotions
healthy emotional attachment in the first
2 years helps develop social and
emotional skills fundamental for life
relationship with caregiver is crucial - helps the child
learn appropriate behavior and responses
Lack of exposure to proper models will affect
development of emotional skills later
If child has poor attachments from birth to 2,
relationships with parents during adolescence may
suffer even if the parents are nurturing
95. Misbehavior & Discipline
Problems
Less parent contact time = less skill building
Discipline problems emerge when teacher expect what
they cannot get - many kids have not been taught certain
emotional states such as humility, gratitude, forgiveness,
trust, cooperation, affinity, etc.
• emotional development of children
• has taken a dramatic downturn in
• just two generations
96. Symptoms of Inadequate
Emotional Brain
Development
lack of empathy
poor patience
too little joy
weak at cooperative activities
weak attentional skills
inability to read other’s emotions well
poor choice of friends
inappropriate stress responses
97. Mediating stress of the world
Indiscriminate downloading - nearly every experience
forms part of the lasting structures and messages that
will run their brains
Highly immature frontal lobes are unable to delete or
reframe negative input
Metaphor: like making a copy of a CD of the world -
downloading culture
98. TV & Computers vs. Games
and Exploratory Play
to help kids develop emotional and social skills,
replace TV time with interactions with REAL people
Baby Einstein: many parents believe the bogus
educational claims made for infant DVDs & videos.
But! There is NO evidence that supports the value of
so-called “Einstein” videos
Avoid Computer Time for kids under 5 years of age
Opportunity Cost: preferable that they play, move,
communicate and socialize rather than watch TV
99. Quality Nutrition
Most children are not
malnourished; they are
improperly nourished
Foods good for the brain:
leafy green vegetables,
salmon, nuts, lean meats,
fresh fruits
Hydration: important to
the brain’s normal
development and
functioning - 8 to 12
glasses a day
100. Heads-up for Teachers!
Read to kids, talk to them and ask questions
Give them time to discover and learn on their own
teach them rhyming games and the alphabet
provide simple toys that encourage imagination
provide opportunities for social games and activities
role-model emotional stability and kindness
teach them how to behave with their peers
help them be comfortable away from parents
Ensure not just quality time but quantity of quality time -
focus on love and emotional reciprocity
101. Young Kids (5 to 10 years)
brain of wonder: ready to take on new challenges such
as reading, writing, arithmetic, and the world of reason
develop a wider sense of what the world offers, their
social sense, more interest in friendships and criteria for
friends
novelty abounds, exposed to music, new classmates,
different options in clothing, exploration of environment
first become interested in computers, hobbies, sports,
and sexuality
102. Young Kids (5 to 10 years)
have definitive ideas about what they like to eat
often consume non-nutritious foods from vending
machines, school lunch counters, fastfood and
enticing supermarket displays
nutritional deficits have been known to decrease test
scores and nutritional supplementation has improved
them
Snacks good for the brain: popcorn, carrots, raisins,
rice cakes, energy bars, yogurt, mixed nuts, dried
fruits, veggie sticks
103. Heads-up for Teachers!
No time to waste - they need physical play, guided
exploration and socialization more than seatwork!
Travel, explore nature, play sports, visit museums,
watch plays, etc.
Teach about ethics, nutrition and morality
104. Tweens to Teens (11-18)
starting the engine
of a race car with an
unskilled driver
Metaphors:
blueprint more than
skyscraper
105. Rapid and massive structural change in teens’ brains:
growth spurt of grey matter followed by massive pruning
- biggest reason for the often bizarre teen behavior that
exasperates and bewilders adults
“under construction” brain areas are highly unstable,
volatile and unpredictable
debate on dopamine (feel-good neurotransmitter) levels
in teens - probably high level because they are more
sensitive to the pleasurable effects of nicotine and
alcohol and less sensitive to the adverse effects -
predisposes them to risky behavior
106. Role of sleep
Melatonin (hormone associated with
regulating sleep schedule) levels are
typically low during the teen years
teens want to stay up late and get up later
Importance of sleep: time when the teen-age brain
re-organizes, prunes synapses and stores new
learning
early school start times are associated with significant
sleep deprivation and daytime sleepiness. Solution?
107. Patterns that have
sound biological
reasons
susceptibility to risky
extremes of novelty
lack of planning
emotional stew
crowd morality
difficulty in self-regulation
108. Heads-up for Teachers!
๏ Be succinct
• Teens’ frontal lobes may not be good at storing
many ideas at a time. When giving directions, give
just one at a time. Be straightforward, not
sarcastic, circuitous, or patronizing
๏ Be a mentor & firm guide, not a best
friend
• Most teens can’t recognize the universe of options
available so they lie and assume the lie will get
them out of a bind. Guide them by showing them
options and discussing these rather than lecturing
109. Heads-up for Teachers!
๏ Be understanding rather than judgmental
• Teens’ ability to recognize and accurately
distinguish emotions of others conveyed by their
facial expressions is weaker by 20% until the age
of 18. This is even weaker at ages 11 and 12 than
10. They also have difficulty identifying their own
emotions. Thus, don’t tell them how they feel –
identify what behaviors you see and allow them to
reach their own conclusions
๏ Cut them some slack
• Make them feel the consequences of their mistake
but approach punishment carefully
110. Heads-up for Teachers!
๏ ask questions
๏ have outbound programs
๏ reduce chances for dangerous, risky behavior
๏ Guide them with focus, love and involvement
๏ affirm them and focus on their strengths - their self-
esteem is weaker than they’ll let on
๏ Basic Recipe for dealing with teens: lots of love,
talking, bonding, healthy stimulation, exploratory
games and good nutrition
111. Principle 14:
meaning making
A natural, built-in tendency of the human
brain is to want things to make sense, to
understand “why” and to make meaning of
the micro and macro world.
112. Micro vs. macro
The “MacroView” or “Big Picture”
view may require you to THINK differently
about core issues in your daily work.
The “MicroView” may ask you to DO something
differently, stop DOING a behavior or START a new
action SET.
This is not a case of “theory vs. practical.” It’s a
deeper and wider understanding of what you’re up
against. Doing the same thing won’t work.
113. What makes content meaningful to
our brain?
Personal (me!) relevance
Context (serial/global content)
Potential gain/loss
Circumstances (situation at the moment)
Framing (alternative perspectives)
114. What’s meaningful to kids? much of it
is developmental!
Am I safe or can I be hurt? (survival)
Do I have friends or not? (affiliation)
Am I valued by others or not? (status)
Will I be accepted or ridiculed? (relationship and
self-esteem)
When is lunch?Where are the bathrooms? buses,
etc? (stressors)
115. Relevance with 10 powerful and critical
adolescent life skills
Prediction Optimism
Risk Analysis Judgment
Mate Selection Parenting
Conflict Resolution
Perspective
Economics
Teamwork
116. heads-up for teachers!
Avoid long lectures!
Build brain breaks/reflection time/activities into your
lesson (ideally every 20 minutes)
Facilitate small-group discussion after new material
has been presented -- allow students to sort things
out, generate questions, explore possible scenarios
Encourage Ss to find personal meaning in their new
learning
Use “framing”
117. It’s Your Life!
Take care of your
body, mind and
soul.
Live everyday to
the fullest.
Be the miracle you
want to see in
school.
118. Congratulations!
Teaching with the brain
in mind is no longer a
trend, it has become a
necessity.
Welcome to the “brain
train.” All Aboard!
