STIMULATING Brain Compatible Learning… Through Visual Graphics and Questioning Aids Carolina Barrera TEA Program Student  ...
Brain based learning…  <ul><ul><li>Caine and Caine  conclude that &quot;Optimizing  the use of the human brain means using...
LOOK AT THE FOLLOWING PICTURE…  <ul><li>Why does the following picture show an excellent use of maximizing the brain’s pro...
Continues… <ul><li>They identify three interactive and mutually supportive elements that should be present in order for co...
QUESTIONING…  <ul><li>As the term &quot; orchestrated immersion &quot; implies, the teacher becomes </li></ul><ul><li>the ...
Cont… QUESTIONING <ul><li>Instead of the TEACHER always formulating the questions…  </li></ul><ul><ul><ul><li>Have student...
More on Questioning…  <ul><li>Students can learn to distinguish between questions  by stems  which can be listed on a clas...
TIME TO THINK… AND ASK?
IMPORTANT! For questioning to WORK…  <ul><li>The key to climate in the CLASSROOM is the attitude of the teacher towards qu...
GRAPHIC AIDS… <ul><li>Graphic organizers are visual representations of knowledge, concepts or ideas. They are known to hel...
GOOD EXAMPLES… <ul><li>K-W-L-H Technique  </li></ul>About  mammals… H  L W K
Spider Map… (for Writing)
Series of events chain (for reading comprehension).
Compare Contrast Matrix  ATRIBUTE 2  ATRIBUTE 1 NAME 2 NAME 1
Problem Solution Outline
Network TREE
Upcoming SlideShare
Loading in …5
×

Stimulating Brain Compatible Learning Questioning And Visual Aids

1,404 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,404
On SlideShare
0
From Embeds
0
Number of Embeds
9
Actions
Shares
0
Downloads
24
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Stimulating Brain Compatible Learning Questioning And Visual Aids

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

×