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BRAIN BASED THEORY.pptx
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- 8. Now, can youshare of what information you do remember in the video?
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- 12. Brain-Based Learning: (What isit?) A BRAIN-FRIENDLY APPROACH TO LEARNING ADDRESSES STUDENT LEARNING AND LEARNING OUTCOMES FROM THE POINT OF VIEW OF THE HUMAN BRAIN A STRATEGY WHICH CAME FROM THE STUDY ON COGNITIVE DEVELOPMENT HOW STUDY LEARN DIFFERENTLY AS THEY AGE, GROWN, AND MATURE SOCIALLY, EMOTIONALLY, AND COGNITIVELY.
- 14. PRINCIPLES of Brain-BasedLearning 1. UNIQUENESS 2. UNSAFE ENVIRONMENT AND STRESS CAN ALTER AND IMPAIR LEARNING 3. EMOTIONS ARE CRITICAL TO LEARNING. 4. ALL LEARNING IS MIND-BODY. 5. SEARCHING FOR MEANING IS INHERENT. 6. THE BRAIN IS A COMPLEX AND ADAPTIVE SYSTEM. (NEURAL PLASTICITY)
- 16. STRATEGIES for Brain-BasedLearning 1. CHUNK DOWN INFORMATION. 2. HONOR UNIQUENESS AND RESPECT DIFFERENCES. 3. MOST SUBJECTS CAN BE LEARNED UNDER MODERATE STRESS. 4. IMPROVE METACOGNITIVE SKILLS. 5. REMEMBER TO VALUE NON-LEARNING TIME. 6. TRY TRIAL AND ERROR LEARNING.
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- 20. Remember that… Through theunderstanding on how students’ brain actually work and develop, then applying strategies and classroom learning instructions, we may be able to positively influence classroom education and prepare them to face their unforeseen future.
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Editor's Notes
- #2 GOOD MORNING EVERYONE! I AM HERE IN FRONT TO DISCUSS WITH THIS TOPIC, THE BRAIN BASED THEORY. BRAIN-BASED THEORY IS OF COURSE INCLINED WITH BRAIN-BASED LEARNING.
- #3 WE ARE THINKING OF THAT BEACAUSE OUR BRAIN REACTS OF WHAT WE HEARD, WHAT WE SEE AND WHAT WE FEEL. AND THAT’S NORMAL. NOW, WE WILL STUDY HOW THE BRAIN WORKS, AND HOW THA BRAIN-BASED LEARNING IS DONE.
- #4 BUT BEFORE WE PROCEED, HERE IS OUR OBJECTIVES WITH OUR DISCUSSION TODAY.
- #5 OK BUT BEFORE WE DISCUSS THE PARTS OF THE BRAIN, LET US HAVE A BRAIN DOMINACE TEST. WE HAVE 8 ITEMS ONLY, EVEN MYSELF SHOULD TRY TO ANSWER, TO TEST WHAT PART OF MY BRAIN IS DOMINANT. LATER ON, YOU WILL CHECK YOUR OWN ANSWER AND ASSESS TO WHAT BRAIN DOMINANCE ARE YOU. I HAVE PROVIDED THE ANSWER SHEETS FOR THIS ONE. (DISTRIBUTE THE SHEETS)
- #7 SO, HAVE YOU ANSWERED IT CORRECTLY? OK THEN, LET’S PROCEED.
- #8 NOW, BEFORE WE PROCEED, LET’S GO BACK AS TO OUR BACKGROUND, OF THE PARTS OF THE BRAINS AND ITS FUNCTIONS, SOME OF BRAIN-BASED LEARNING WERE DISCUSSED A LITTLE IN THIS VIDEO BUT WE WILL STILL DISCUSSED IT MORE THEREAFTER. NOW, LET’S WATCH THIS ONE. (PLAY THE VIDEO)
- #9 ACCORDIND TO FROSCHL & SPRUNG, (READ)
- #10 NOW, WHAT IS BRAIN BASED LEARNING?
- #11 ACCORDIND TO FROSCHL & SPRUNG, (READ)
- #12 NOW, HERE ARE THE OTHER DEFINITION OF BRAIN-BASED LEARNING, IN ORDER FOR US TO COMPREHEND OF WHAT IS BRAIN-BASED LEARNING IS.. (READ)
- #13 OTHERS, DEFINES (READ) WHEN WE SAY BRAIN-FRIENDLY, IT ADDRESSES FROM THE OUTCOME AND LEARNING OUTPUTS FROM THE POINT OF VIEW OF THE HUMAN BRAIN. STUDENTS LEARNING IS CONNECTED TO HOW THE HUMAN BRAIN DEVELOPS. IT CONSIDERS HOW STUDENTS LEARN DIFFERENTLY BY THE AGE, GROW AND MATURE SOCIALLY, EMOTIONALL AND COGNITIVELY. IT INVOLVES SPECIFIC STRATEGIES FOR LEARNING WHICH ARE PLANNED BASED ON HOW HUMAN ATTENTION, MEMORY, MOTIVATION AND ABSTRACT KNOWLEDGE AND ACQUISITION WORKS. BRAIN BASED LEARNING CAN OPTIMIZED LEARNING HOLISTICALLY. HOLISTICALLY MEANS AS A WHOLE.
- #14 NOW, HERE ARE THE WAYS ON HOW OUR BRAIN LEARNS BEST. WHEN QUESTIONS ARISES, THE BRAIN WORKS FOR ANSWERS EVEN IN A COMMON QUESTIONS THAT WE HAVE HERE AS AN EXAMPLE. WHO, WHAT, WHERE, WHEN, WHY AND HOW. SOMETIMES, THIS QUESTIONS ARISES EVEN IF WE’RE NOT STARTING OUR LESSONS YET. BUT WITH THIS SIMPLE QUESTIONS, THEIR BRAIN ARE STARTING TO FUNCTION AND GETTING READY FOR THE LESSON.
- #15 THIS TIME, LET MOVE ON TO PRINCIPLES OF BRAIN BASED LEARNING. 1. Uniqueness OUR BRAIN IS UNIQUE, IT CAN RETAIN MEMORY, INTERPRET THINGS, GIVES COMMAND TO OUT BODY, CREATE A PLAN, SHARE IDEAS TO OTHERS AND THE LIKE. OUR BAIN WORKS LIKE A DEVICE, A PROGRAMME THAT HAS MANY FUNCTIONS.. AND IF WE STORE MORE KNOWLEDGE AND LEARNING, IT WORKS MORE PRODUCTIVELY. EVERY SINGLE BRAIN IS TOTALLY UNIQUE, LIKE THE PERSON ITSELF. AS WE GROW, IT BECOMES MORE UNIQUE BECAUSE OF SOME FACTORS LIKE GENES, EXPERIENCES, INTEREST, EVEN ENVIRONMENT, OUR BRAIB DEVELOPS DEPENDING ON HOW WE GROW AND INTERACT IN OUR ENVIRONMENT. THAT WOULD MEAN, OTHER PEOPLE AND THE PLCAE ITSELF OTR THE WAY WE EXPERIENCE OUR ENVIRONMENT. Unsafe environment and stress can alter and impair learning WHEN THE ENVIRONMENT IS NOT CONDUCIVE TO LEARNING, LEARNING CANNOT PROCESS, MOSTLY WHEN IT IS UNSAFE. IF IT IS UNSAFE, THE BRAIN AUTOMATICALLY COMMANDS TO OUR BODY TO BECOME MORE ALERT BUT NOT IN LEARNING BUT IN THE ENVIRONMENT. FOCUS IS LESSEN TO LEARNING. SOMEPOINT, WHEN THERE IS STRESS, THE BRAIN STRUGGLES TO FOCUS. OUR BRAIN IS PRE-OCCUPIED. WITH THAT, IT IMPAIRS LEARNING. IT INTERFERS THE MIND ABILITY TO FOCUS ON LEARNING. FOR THIS REASON. TEACHERS ARE REQUIRED TO PROVIDE A SAFE LEARNING ENVIRONMENT, PROVIDE A FAVOURABLE CLASSROOM, A CONDUCIVE LEARNING ENVIRONMENT, NOT ONLY INSIDE THE CLASSROOM BUT THE SCHOOL ITSELF AND OUTSIDE SCHOOL, THE COMMUNITY AND SOCIETY. 3. Emotions are critical to learning. EMOTIONS ARE CHARACTER REPRESENTS A FACIAL EXPRESSION OR SUGGEST AN ATTITUDE. EVEN IN MODULES, WE COMMONLY USE EMOTICONS SAME WITH WORKSHEETS. AS YOU CAN SEE, CRITICAL IS USED TO THAT , OK LET,S DIG DEEPER. WHEN WE TEACH, WE USE FACIAL EXPRESSIONS WHEN WE DELIVER OUR LESSON. IF WE ARE TALKING A HAPPY SCENARIO OR EVENT, OF COURSE WE USE A HAPPY FACIAL EXPRESSION TO MAKE OUT LEARNING LESSONS MORE PRODUCTIVE. IT BECOMES CRITICAL FOR THE REASON THAT IT WILL AFFECT THE LEARNING OUTCOME IF IT BECOMES MORE PRODUCTIVE OR BECOMES AN ALTER TO LEARNING. IF WE CATCH THE EMOTIONS OF EVERY LEARNER. THE BRAIN ATRACTS FOR ATTENTION. SINCE IT INTERFERES THE MIND ABILITY, BRAIN FOCUSED OF WHAT IS BEING LEARNED. EMOTIONS DRIVE OUR ATTENTION, HEALTH, LEARNING AND MEMORY. IT IS FOUNDED THAT, THE STRONGER THE BRAIN REACTS TO THE CONTENT, THE LONGER THE INFORMATION IS RETAINED. THAT MEANS, THE CLASSROOM SERVES AS AN EMOTIONAL PLACE. 4. All learning is mind-body. MOVEMENT, FOOD, ATTENTIONS, CYCLES, ALL HAVE POWERFUL MODULATING EFFECTS ON LEARNING. WHAT GOES ON WITH THE BODY, AFFECTS MIND-PROCESS AND VICE VERSA. IT’S NOT ONLY THE BRAIN THAT WORKS IN LEARNING. IT ALSO INCLUDES OUR BODY. AS WE HAD TALKED ABOUT THE BRAIN FUNCTIONS EARLIER, WE SAW THAT THE BRAIN WORKS AS THE CENTRAL CONTROL PANEL OF THE BODY. THE BRAIN COMMANDS TO OUR BODY TO FUNCTION. SO, WHAT’S GOES ON TO OUR BODY ALSO AFFECT THE BRAIN. WHAT’S GOES ON WITH THE BRAIN AFFECTS THE BODY. 5. Searching for meaning is inherent. IT IS OUR NATURE TO QUESTION THINGS. INHERENT MEANS IT IS NATURAL, IT’S OUR NATURE. HUMAN BEINHS MAKES SENSE OF WHAT THEY EXPERIENCE. SO THEY WORK AND ORGANIZED THEIR INFORMATION AND EXPERIENCES OR UNDERSTOOD. 6. The brain is a complex and adaptive system. (neural plasticity) WHENEVER AN INDIVIDUAL ACQUIRES INFORMATION OR HAS A MEANINGFUL EXPERIENCE, THE BRAIN WILL UNDERGO A PSYSIOLOGICAL CHANGE. INFORMATIONS ARE STORES AND RETRIEVED THROUGH MULTIPLE MEMORY. THIS ABILITY IS CALLED “NEURAL PLASTICITY”
- #17 FOR STRATEGIES: Chunk down information. WE ARE FAMILIAR WITH THE WORD “CRAMMING”, WE DO THAT MOSTLY ON THE DEADLINES. FOR BRAIN-BASED LEARNING, IT’S A NO NO! IT IS NOT HEALTHY. WHEN WE HAVE LESSONS, WE SHOULD NOT GIVE TOO MANY INFORMATIONS AND INSTRUCTIONS IN ONE MEETING. TOO MANY INFORMATIONS BECOMES A CAUSE TO ALTER OR IMPAIRED LEARNING. NOW, WHAT IS CHUNK DOWN? WE HAVE TO DIVIDE INFORMATIONS OR LESSONS, STRATEGIES FOR THIS IS UNPACKING OF LEARNING COMPETENCIES IF POSSIBLE. IF WE CAN HAVE THE LESSON TO BE MORE EASY FOR LEARNING TO COMPREHEND, SO WE ARE DOING IT WITH BRSIN-BASED LEARNING. THOUGH, IT IS STATED IN NUMBER 3 THAT MODERATE STRESS IS TOLERABLE, MODERATE GOOD OR AGREABLE. IT IS GOOD THAT THE BRAIN THINKS BUT MODERATELY IN A HEALTHY WAY. 2. Honor uniqueness and respect differences. WE HAVE TO ACCEPT ALL DIVERSITY OF LEARNERS, HONOR THEIR UNIQENESS AND RESPECT THEIR DIFFERENCES BUT WE ARE THEIR TO GUIDE THEM IN A WAY TO DEVELOP THEIR THINKING SKILLS, FOR THE PREPARATION FOR THEIR UNFORSEEN FUTURE. 3. Most subjects can be learned under moderate stress. THE BEST WAY TO GIVE ACTIVITIES TO LEARNERS INDIVIDUALLY IS WE SHOULD KNOW EVERY LEARNER INDIVIDUALLY, ON THEIR THINKING CAPACITY. WE HAVE TO WEIGH THE LEVEL OF DIFFICULTIES TO EVERY INSTRUCTIONS THAT WILL FIT TO EVERY LEARNER INDIVIDUALLY. MODERATE STRESS WEIGH THE LEVEL OF THEIR THINKING ABILITY. 4. Improve metacognitive skills. METACOGNITION MEANS AWARENESS OR ANALYSIS OF ONE’S OWN LEARNING OR THINKING PROCESS. 5, REMEMBER TO VALUE NON-LEARNING TIME. EVEN IT IS VACANT TIME FOR LEARNERS, LOOK AT THEIR ACTIVITIES IF THEY USE IT IN A PRODUCTIVE ACTIVITIES. IT CAN BE A PLAY TIME OR A REST TIME. PLAY TIME INVOLVES BRAIN-BASED LEARNING AS WELL. 6, TRY TRIAL AND ERROR LEARNING. WHEN THE LEARNERS TRY THEIR IDEAS FOR GOOD OR ERRORS, THST EXPERIENCE BECOMES MORE RETENTIVE AND MEMORABLE THAT THE MIND REMEMBER IT SOMEHOW IN THE FUTURE AS PART OF THEIR TRIAL AND ERROR EXPERIENCE. THE PERFECT EXAMPLE OF THIS ONE IS, A YOUNG BOY DISMANTLE HIS NEW TOY FOR HIS OWN EXPERIMENT. GET OFF THE BATTERY THEN OBSERVE OF WHAT WILL HAPPEN, EXPERIMENTING FOR TRIAL AND ERROR.
- #19 (USE THIS SLIDE FOR ACTIVITY) WE HAVE A DIFFERENT LEARNING STYLE. WE HAVE VISUAL, AUDITORY AND PHYSICAL. INSTRUCTIONS! MAKE AN ACTIVITY SHEETS TO EVERY LEARNING STYLES WITH ONLY ONE SAME LEARNING COMPETENCY. SO YOU WILL HAVE A LEARNING ACTIVITY FOR VISUAL, AUDITORY AND PHYSICAL. CHOOSE YOU OWN LEARNING COMPETENCY. AFTERWARDS, PRESENT YOU OUTPUT HERE IN FRONT, STATING THE SUBJECT, THE LEARNING COMPETENCY AND THOSE VARIOUS ACTIVITIES.