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Grey Matters: Activating brain strategies for more effective proofreading.,[object Object],Lorraine Wynn,[object Object],Lovinggood Middle School,[object Object]
What do you know about the brain?,[object Object],Hmmm….,[object Object]
Think about your brain…,[object Object],“It is essential to note that enrichment effects on the brain have consequences on behavior.  Parents, educators, policy makers and individuals can all benefit from such knowledge.” (Diamond),[object Object]
The Brain Craves Novelty,[object Object],Jensen recommends contrast in learning.  Contrast can be offered in the form of student choice/option menus, differentiation and etc.  A practical approach would be to provide students with multiple exposure to one concept.,[object Object]
Use Positive Affirmations,[object Object],“Our daily and hourly life experiences, thoughts, emotions, and behaviors can modulate both gene expression and neurogenesis in ways that actually can change the physical structure of the brain….The science of hope suggests that hope, affirmations, prayer, celebration and expressions of gratitude may do more than make you feel good; they may be changing your brain ( which in turn supports different behaviors).  This includes the possibility for us to make even more brain cells (neurogenesis) than normally would be predicted! When we say hope changes the brain, it’s becoming backed by science more than ever before.”,[object Object],    (Jensen 122-123),[object Object]
“I am thankful for laughter, except when milk comes out of my nose. “-Woody Allen,[object Object],Humor enhances alertness and memory by increasing the flow of neurotransmitters. Laughing lowers levels of stress hormones and strengthens the immune system.,[object Object]
According to Jeff Anderson…,[object Object],“Since the brain searches for patterns, it is the English teacher’s job to expose students to stylistic and syntatic options multiple times, in multiple ways, to constantly expand on what and how our kids see.” (52),[object Object]
Create an editor’s checklist,[object Object],Use butcher paper to create this semi-organic visual aid  that students can refer to regularly.,[object Object],Capitalization,[object Object],Dialogue,[object Object],Check Homophones,[object Object],Apostrophes,[object Object],Commas,[object Object],Sentences > ,[object Object],    Run-on? Fragment?,[object Object]
Model writing for your students,[object Object],“Oh my darling, oh my darling, Clementine.”  The song of Quick Draw McGraw lingers it’s melancholy lyric through my mind.  I am that brave white horse who, along with my  constant companion, Baba Loo,  fights crime in a dusty, desert town rife with bandits determined to disturb my peace.  When the going gets really tough I conjure up my alter ego,  El Kabong.  Instead of a six-shooter I have my trusty six-string.  The  delightfully off tune twang is strong enough to  take out even the most evil law breaking villains.,[object Object]
Quick Write…,[object Object],Today is cartoon character day.  Describe your favorite cartoon character and what you would do if you could be that character for one day.,[object Object]
Express Lane Edit,[object Object],Express- Lane Edit,[object Object],       Shopping List ,[object Object],       (items to “check out”),[object Object],Run on sentences,[object Object],Sentence fragments			,[object Object],Receipt,[object Object]
Cash in on your receipt…,[object Object],The task of editing is not so daunting if students know that the final result is rewarding.,[object Object],   Provide access to alternative publishing:,[object Object],Wordle,[object Object],Wallwisher,[object Object],Glogster,[object Object],   Voicethread ,[object Object]
Review often and make review an ongoing part of what you do.,[object Object],Wall charts can be interactive and provide a constant visual reminder,[object Object],Daily Grammar Practice,[object Object],Writing Portfolios,[object Object],Writer’s Notebook,[object Object]
Provide Opportunities for Feedback,[object Object],                       Minute Paper,[object Object],What is the most important thing that you learned in class today? ,[object Object],What is the main unanswered question you leave class with today? ,[object Object]
Works Cited,[object Object],	Anderson, Jeff. Mechanically Inclined: Building Grammar, Usage and Style into Writer's Workshop. Stenhouse , 2005.,[object Object],	Diamond, Marion Cleeves. "Response of the Brain to Enrichment". New horizons for Learning. 4/1/2010 <http://www.newhorizons.org/neuro/diamond_brain_response.htm>.,[object Object],	ensen, Eric. Enriching the Brain: How to Maximize Every Learners Potential. San Francisco: Jossey-Bass, 2006.,[object Object],	Krause, Jerrol. "Cool Brain Facts". Amen Clinics. 6/18/2010 <http://www.amenclinics.com/brain-science/cool- brain- science/cool-brain-facts>.,[object Object],	Menguin, Jeff. "Brain Friendly Teaching Strategies". Jeff menguin Seminars and Workshops. 6/14/2010 <http://jeffmenguin.wordpress.com/resources/tips-for-teachers/brain-friendly-teaching-strategies>. ,[object Object],	Turner, Kerry. "10 Easy Revsion Activities with Web 2.0". Kerry Turner. 6/15/10 <http://kerry.turner.wordpress.com/kerry-turner/10-easy-revision-activities-with-web-2-0/>. ,[object Object],     Zull, James E.. "What is "The Art of Changing the Brain?"". New Horizons for Learning. 4/1/2010 <http://www.new horizons .org/neuro/zull.htm>.,[object Object]

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