Brain Based Learning

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A new look into brain-based strategies for the everyday teacher.

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Brain Based Learning

  1. 1. Brain-Based Learning <br />Ms. Alexis K. Morgan<br />Camden City Public Schools <br />
  2. 2. What I Do<br />
  3. 3.
  4. 4. Anyone, Anyone? <br />
  5. 5. End Result? <br />
  6. 6. “What’s Going On?” <br />Teaching 50 Years Ago<br />Teaching Today <br />1 Teacher/30 Students<br />Whole Group<br />Technology = Typewriters <br />Student Achievement Scores <br />1 Teacher/17 Students<br />Small Groups <br />98% of all schools own computers<br />85% of schools have multimedia computers<br />¾ have access to cable TV<br />1/3 have videodisc technology<br />64% of schools have access to the Internet <br />38% of schools use LAN for student instruction <br />Policy Information Report: Computers and Classrooms, The State of Technology in U.S. Classrooms<br />
  7. 7. Our Brains <br />
  8. 8. Left v. Right <br />Left-Side of the Brain<br />Right Side of the Brain<br />Highly verbal<br />Primarily a sequential learner<br />All-or-none outcome oriented<br />Logical and analytical thinking <br />Rational <br />Objective <br />Not easily able to express ideas or experiences or verbal form<br />Excellent spatial memory<br />Experiences the “whole” <br />Feeling <br />Creativity <br />Subjective <br />Caine & Caine, 1991 <br />
  9. 9. Brain-Based Learning <br />Brain-based learning involves using approaches to schooling that rely on recent brain research to support and develop improved teaching strategies. Researchers theorize that the human brain is constantly searching for meaning and seeking patterns and connections. Authentic learning situations increase the brain’s ability to make connections and retain new information. <br />
  10. 10. Brain-Based Learning (continued) <br /> Teaching strategies that enhance brain-based learning include:<br />Manipulatives<br />Active Learning <br />Field Trips <br />Guest Speakers <br />and Real-Life Projects that allow students to use many learning styles and multiple intelligences. <br />An interdisciplinary curriculum or integrated learning also reinforces brain-based learning, because the brain can better make connections when material is presented in an integrated way, <br />
  11. 11. Brain-Based Learning (continued) <br /> rather than as isolated bits of information. A relaxed, nonthreatening environment that removes students’ fear of failure is considered best for brain-based learning. Research also documents brain plasticity, which is the notion that the brain grows and adapts in response to external stimuli. <br />Source: Adapted from The Language of Learning: A Guide to Education Terms, by J.L. McBrien & R.S. Brandt, (1997). Alexandria, VA: Association for Supervision and Curriculum Development. <br />
  12. 12. Generation M<br />Among 8 – 18 year olds:<br /><ul><li>Spent in school 900 hours
  13. 13. Daily TV time 4 hours/day
  14. 14. Daily computer time 1 hour/day
  15. 15. Time spent playing </li></ul> video games 1 hour/day<br /><ul><li> Time with audio 2 hours/day
  16. 16. Average time reading books 23 minutes/day
  17. 17. Homework > 1 hour/day</li></ul>Source: Kaiser Family Foundation, Generation M: Media in the Lives of 8-18 Year-olds, 2005 (http://www.kff.org/entmedia/7251.cfm) <br />
  18. 18. Brain-Based Learning Tools <br />
  19. 19. Overload of Information <br />
  20. 20. Concept Mapping <br /> Concept maps are graphical tools for <br /> organizing and representing knowledge.<br />
  21. 21. Concept Mapping Resources <br />Inspiration 8*<br />Kidspiration 3<br />Webspiration<br />MindMapping<br />Mindomo<br />Bubbl.us<br />Smart Ideas <br />Cmap Tools <br />
  22. 22. Activity #1<br /> TWBAT: Work in collaborative groups to create paper and pencil concept maps of how technology is used in education. <br />
  23. 23. Brain-Compatible? <br />
  24. 24. Part II: Game-Based Learning <br />
  25. 25. Activity #2: How Are You Using “Games” In Your Classroom? <br />TWBAT: Discuss all the ways they use games (i.e. video games, online computer games, board games) in the classroom to increase student engagement. <br />
  26. 26. Taking a Second Look<br />Inspiration <br />Kidspiration<br />InspireData<br />Connie Concepts <br />Cmap Tools <br />
  27. 27. Games = Learning? <br />
  28. 28. Leading Experts <br />Gary Stager <br />Seymour Papet<br />Sylvia Martinez, Generation Yes<br />
  29. 29. Super-Memory Club <br /> Georgia Scott <br />
  30. 30. Why Use Game-Based Learning? <br />Encourages teamwork<br />Allows students to learn from their mistakes<br />Models constructive behavior<br />Immerses students in the material<br />Develops a shared sense of mission<br />Teaches leadership and problem-solving <br />
  31. 31. Second Life <br />Educational Uses: <br /><ul><li>Art and Music Projects
  32. 32. Design and Modeling
  33. 33. Business Planning
  34. 34. Higher Education
  35. 35. Real Estate Development
  36. 36. Science Education
  37. 37. Religious Studies
  38. 38. Photostories
  39. 39. Presentations
  40. 40. Panels and Discussions
  41. 41. Interior Design
  42. 42. Health Education
  43. 43. Environmental Education </li></ul>Source: Second Life In Education: http://sleducation.wikispaces.com/educationaluses<br />
  44. 44. LineRider<br />Educational Uses<br />Physics<br />Distance <br />Lines and Angles<br />Speed <br />Storytelling <br />
  45. 45. Board Games in the Classroom <br />Scrabble<br />Scrabble clubs<br />1 million students in 200,000 schools<br />School Scrabble Program<br />Educational Uses<br />Math<br />Spatial relations<br />Spelling<br />Vocabulary <br />Social Interaction <br />
  46. 46. More Ideas <br />Tom Barrett’s 23 Interesting Ways to Use a Nintendo DS In the Classroom <br />Tom Barrett’s Nintendo Wii Golf Addition and Subtraction<br />Sudoku<br />Scrabble <br />
  47. 47. Part Three: Legos<br />
  48. 48. Lego Robotics <br />Lego Blocks <br />Lego WeDo<br />
  49. 49. Lego WeDo<br />WeDo<br />Education Possibilities<br />Hands-on, minds-on learning experience<br />Students 7 – 11 years of age<br />Actively involves students in own learning<br />Promotes<br />Creative thinking<br />Teamwork<br />Problem-solving skills <br />Language and literacy: narrative and journalistic writing, storytelling, explaining, interviewing<br /> and interpreting<br />Mathematics: measuring time and distance; adding, subtracting, multiplying, dividing, estimating, randomness; using variables<br />Science: working with simple machines, gears, levers, pulleys; transmission of motion<br />Technology: programming; using software media; designing and creating a working model<br />
  50. 50. Hands-On Learning <br />
  51. 51. Lego Robotics <br />Robotics <br />Education Possibilities<br />Language and literacy: narrative and journalistic writing, storytelling, explaining, interviewing<br /> and interpreting<br />Mathematics: Time and distance, randomness; using variables<br />Science: transmission of motion, gravity, force, <br />Technology: programming; using software media; designing and creating a working model<br />Hands-on, minds-on learning experience<br />Students 11+ years of age<br />Actively involves students in own learning<br />S.T.E.M. <br />Promotes<br />Creative thinking<br />Teamwork<br />Problem-solving skills <br />
  52. 52. Hands-On Learning <br />
  53. 53. More Work? <br />
  54. 54. What We Can Do<br />Constructing meaning = being mentally engaged<br />Anticipate what your lesson will lead students to think about.<br />Use discovery learning carefully (“Generation Effect”, Slamecka & Graf, 1978).<br />Gary Stager (Computer Software) <br />Design reading assignments that allow students to actively process text. <br />Source: Marlowe & Canestrari, Educational Psychology in Context: Readings for Future Teachers. SAGE, 2006<br />
  55. 55. Questions, Comments? <br />

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