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STIMULATING Brain Compatible Learning… Through Visual Graphics and Questioning Aids Carolina Barrera TEA Program Student Teacher Nora Elbilawi (GMU)

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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>

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LOOK AT THE FOLLOWING PICTURE… <ul><li>Why does the following picture show an excellent use of maximizing the brain’s process? </li></ul>

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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>

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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>

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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>

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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>

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TIME TO THINK… AND ASK?

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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>

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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>

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GOOD EXAMPLES… <ul><li>K-W-L-H Technique </li></ul>About mammals… H L W K

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Spider Map… (for Writing)

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Series of events chain (for reading comprehension).

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Compare Contrast Matrix ATRIBUTE 2 ATRIBUTE 1 NAME 2 NAME 1

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Problem Solution Outline

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Network TREE