The document discusses strategies for brain-based teaching and learning. It explains that brain-based learning involves engaging students' thinking through activities rather than passive listening. Two key strategies mentioned are allowing time for students to discuss material to internalize it, and providing visuals to engage their strongest sense of sight. When teaching science, the document suggests grouping students to discuss organ system posters and then showing a video for deeper learning. Overall, brain-based learning makes students more engaged and active, resulting in stronger memory formation and better retention of the material.

1. Brittany Smith
Chelsea Green
Jessica Cureton
Megan Lambert

2.  Understanding of how our brain works and
the purposeful engagement in brain based
strategies to maximize learning.
 Also known as “brain-friendly teaching”
 New information is best learned by the
brain through brain-based learning.

4. The brain seeks and process information.
The brain is geared for figuring things out
and takes the new information it gains and
organizes it based on its schema.

5. The brain is social.
Social interaction is necessary for the brain,
so it is important that you as a
teacher provide social activities to support
the brain.

6. The brain is emotional.
The brain reacts to and remembers things that
produce emotion. If you link your information to some
kind of emotion your students have, they will be more
likely to retain the information.

7. The brain needs
nourishment.
The brain needs glucose and oxygen in order to function
properly so it is important to encourage movement within
your activities so your students can retain the proper
amounts of these two things throughout the day.

8. The brain needs safety.
It is vital that the brain feels safe in the classroom. Building
relationships, incorporating group work, and implementing
routines are things you can do help the brain feel safe in
the classroom.

9. Write the question directed in
the center of the butcher
paper (only ONE question  )

10. Questions:
Table 1: By knowing that the brain responds more effectively to
information that evokes emotion, how can you use this in your
future classroom?
Table 2: Why do you think it is necessary to provide students with
socially interactive lessons?
Table 3: In what ways can you make sure that your classroom
reinforces the feeling of safety?

11. •What did you enjoy about this activity?
•Did this activity successfully engage thinking?
•Which of the 5 main principles of brain-based
teaching –social engagement, emotional
engagement, safety, nourishment, and procession
of information– were incorporated into this activity?

12.  Chalk Talk
 This supports the all five of the principles.
 3-2-1 Bridge
 This supports the social, informational, emotional,
and safety principles.
 Round Robin & Rally Robin
 This supports the social, informational, and safety
principles.
 Take Off /Touch Down
 This supports all five of the principles.
 Mix-Pair Share
 This supports the social, informational, and safety
principles.

13. Neuroplasticity- Brain changes
and adapts
Teacher expectations
need to be flexible

14. Memories of class are often reconstructed
Repeat and review for student retention

15.  Multiple Intelligences /Learning Styles
 Present in multiple modalities
 Too much of a good thing!

16. Strategies that can be used in the
classroom for brain based learning.

17. When teaching science, especially for the 4-8
level, you have to get students involved with
the different topics and subjects.
When students get involved and participate
the material gets drilled into their heads to
where they can remember it.

18. With brain based learning, this involves getting
the students to work their brains and have them
think rather than their brain sit there the whole
45 minutes to an hour and hear the teacher talk
the whole time. The strategies given and about
to be given can help in any classroom, but for
me, I’m going to incorporate it with the science
classroom.

19. Talking- students don’t learn a whole lot
by just sitting and listening. Though this is
helpful at times, talking about the material
can help students internalize what they’ve
learned. In a science classroom, discussion
should be a big part of the class. When
students talk about the organ systems (for
example), they will be able to get a better
understanding of it from their peers.

20. So…
giving them that time to talk and share will
help each and every one of them get their
points across and learn the right material.

21. Visuals: This is another strategy that I find could
work excellent in a science class, or any other. As
teachers, we need to give students as many
visuals as possible because sight is one of the
strongest senses. Visuals help students learn a lot
by seeing and touching.

22. Going back to the organ systems example from
before, I would group students up and give them
each a poster of a specific type of organ system,
and have them discuss and look over it. Then, after
they have looked at the posters, I would show
them a video that goes more in depth about how
each one of them works.

23. Math is based on brain-based teaching.

24. The first step of learning math is by using
actual objects.

25. The second step of learning math is
by using pictorial examples.

26. The third step is by using just the brain to
work out the math.

27. Students with disabilities &
English Language Learners (ELL’s).

28.  Important for all educators (IDEA 2004)
 Still a lot to research, but here’s what we
see…

29. While expectations should be kept high,
educators should recognize that these
students will need additional supports in order
to succeed in the general classroom
environment

30.  NOT special education, but these students
face some of the same challenges
 Begins again at Kindergarten level for
reading and writing
 Accents

31. Being aware of brain differences assists
educators in creating a safe and productive
learning environment for all.

32. •Finding books that are on level and interesting
•Linking vocabulary words with actions (ex: dingy;
dinghy)
•Reading groups
•Response Notebooks

33. • Making crafts that go along with the book being
read
• Role playing scenes from books
• Predicting, Making Connections, Inferring,
Synthesizing, Analyzing
• Solving Words, Monitoring and Correcting,
Searching for and Using Information, Summarizing,
Maintaining Fluency, Adjusting

34. • Brain based learning is active learning. It makes the
students more engaged in the material, which results
in greater memory pattern creation, which results in
greater retention.

35. With all that’s been said, brain based learning
stimulates the student’s continual interest in
learning. The teaching approach and the
safe environment challenge the students
more academically, which results in superior
understanding of the teaching the material.