This document summarizes key points from the book "Brain Rules" by John Medina. It provides notes on 12 "Brain Rules" related to how the brain learns best. The rules discuss concepts like exercise, survival, sensory integration, memory, stress, gender differences, and exploration. The notes emphasize spacing out learning over time, using multisensory teaching methods, and addressing individual student needs and stress levels to optimize learning in the classroom.
Seven steps to magical memory by Willy WoodWilly Wood
Seven steps to magical memory by Willy Wood
Does this sound familiar? You start a new unit of instruction with your students, and you do a brilliant job (mostly) of presenting the information, the students seem (mostly) engaged, and they seem to (mostly) “get it” while you are presenting. Then, a couple of days later, you take a few minutes to review and check on their retention of the previous instruction, and you find that they remember almost nothing that you covered just a few days ago! Of course it does. Anyone who has ever taught has experienced this problem.
Seven steps to magical memory by Willy WoodWilly Wood
Seven steps to magical memory by Willy Wood
Does this sound familiar? You start a new unit of instruction with your students, and you do a brilliant job (mostly) of presenting the information, the students seem (mostly) engaged, and they seem to (mostly) “get it” while you are presenting. Then, a couple of days later, you take a few minutes to review and check on their retention of the previous instruction, and you find that they remember almost nothing that you covered just a few days ago! Of course it does. Anyone who has ever taught has experienced this problem.
40 Pedagogies that Work the Same (or Better) Online than in Face-to-Face. From the book "Bringing the Neuroscience of Teaching to Online Learning" (April 2021).
Author: Tracey Tokuhama-Espinosa, Professor at Harvard University, Extension School, and Academic Coordinator at Conexiones: The Learning Sciences Platform
This article was prepared for The Education Hub by Dr Cynthia Borja, member of Conexiones: Plataforma de Ciencias del Aprendizaje.
Original article is in The Education Hub website https://theeducationhub.org.nz/research-guide/the-brain-emotions-and-learning/
RESUME:
Learning occurs when an individual has a relatively permanent change in behaviour, cognition, brain function, abilities or knowledge as a result of experiences. Over the past two decades, advances in neuroscience have revolutionised the way we think about the connection between learning, emotions and the brain. We now have extensive evidence that emotions and learning are inextricably connected. We know that ‘we feel, therefore we learn’
Memory improvement can be achieved in two ways: 1) by improving the health of your brain, and 2) using memory skills. These are easier to do than you might think, but you have to make the effort.
In modern busy life it's very common to forget things which may be sometimes very important, the main reason for the forgets, maybe due to modern-day hectic life style, here are 21 Ways to Improve Your Memory: Tips and Exercises- http://bit.ly/1L1YapY
40 Pedagogies that Work the Same (or Better) Online than in Face-to-Face. From the book "Bringing the Neuroscience of Teaching to Online Learning" (April 2021).
Author: Tracey Tokuhama-Espinosa, Professor at Harvard University, Extension School, and Academic Coordinator at Conexiones: The Learning Sciences Platform
This article was prepared for The Education Hub by Dr Cynthia Borja, member of Conexiones: Plataforma de Ciencias del Aprendizaje.
Original article is in The Education Hub website https://theeducationhub.org.nz/research-guide/the-brain-emotions-and-learning/
RESUME:
Learning occurs when an individual has a relatively permanent change in behaviour, cognition, brain function, abilities or knowledge as a result of experiences. Over the past two decades, advances in neuroscience have revolutionised the way we think about the connection between learning, emotions and the brain. We now have extensive evidence that emotions and learning are inextricably connected. We know that ‘we feel, therefore we learn’
Memory improvement can be achieved in two ways: 1) by improving the health of your brain, and 2) using memory skills. These are easier to do than you might think, but you have to make the effort.
In modern busy life it's very common to forget things which may be sometimes very important, the main reason for the forgets, maybe due to modern-day hectic life style, here are 21 Ways to Improve Your Memory: Tips and Exercises- http://bit.ly/1L1YapY
John Medina's Brain Rules served as living guide for Clarity in Teaching. A weaving of Skillful Teaching (skills in clarity) by Jon Sapphier and modern-neuroscience that is very relevant to education.
Does this sound familiar? You start a new unit of instruction with your students, and you do a brilliant job (mostly) of presenting the information, the students seem (mostly) engaged, and they seem to (mostly) “get it” while you are presenting. Then, a couple of days later, you take a few minutes to review and check on their retention of the previous instruction, and you find that they remember almost nothing that you covered just a few days ago! Of course it does. Anyone who has ever taught has experienced this problem.
For those of us who remember our Ed. Psych. Classes from college, this occurrence should hardly come as a surprise. After all, good old Hermann Ebbinghaus did the original research over a hundred years ago and demonstrated what John Medina, in Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School calls “one of the most depressing facts in all of education: people usually forget 90 percent of what they learn in a class within 30 days….The majority of this forgetting occurs within the first few hours after class.”
But does it have to be this way, or are there steps we can take to make sure our students both get the information in their heads (encoding) and are more efficient at getting it back out to use it when they need it (retrieval)? The good news is that yes, there are steps we can take—many of them, in fact. In this article, I will cover seven of these steps any teacher can take to immediately increase the amount of information students retain.
Study Habits: The Building Blocks To College ReadinessRaiseMe
Good study habits are essential for academic success in high school, college, and beyond. From this lesson plan, students will learn how certain behaviors and practices can lead to better long-term memory, reasoning, attention, problem solving, and ultimately, greater academic success.
Study Habits: The Building Blocks To College ReadinessRaiseMe
Good study habits are essential for academic success in high school, college, and beyond. From this lesson plan, students will learn how certain behaviors and practices can lead to better long-term memory, reasoning, attention, problem solving, and ultimately, greater academic success.
6 Strategies for Engaging Neurodiverse Students in Class.pdfKids Kingdom
Neurodiversity can be found in any classroom, however not every teacher incorporates neurodiverse students' demands into their methodology. Our neurodiverse children are typically excellent at concealing their feelings of overwhelm in the classroom. Students' anxiety is sometimes expressed through fidgeting, talking to themselves, or engaging in off-task activities that comforts them, or in a number of different ways that are unique to them.
How do you get a lesson to stick?
I recently read Made to Stick by Chip Heath and Dan Heath. It was the last in the perfect trilogy of books I read this summer which also included The World Is Flat and A Whole New Mind. It is a book on why some ideas die, and others thrive. They explain how to make an idea “stick.” I wrote many notes as I read the book changing the context of their writing to be more in line with helping me plan a lesson rather than a marketing campaign. All of the ideas in the podcast and PowerPoint are from the book. I decided to type them onto a file so that I would not misplace them and that turned into a PowerPoint document. I am going to post the PowerPoint with music on teachertube.com under the title “How do you get a lesson to stick?” While I don’t consider it done, I know with school starting it is probably as finished as it ever will be and decided to post it as is. Hope it helps make your lessons “stick” this year.
Minha apresentação sobre parte dos tópicos cobertos no curso *Learning how to Learn* da _Coursera_, feita para um dos Assignments.
https://class.coursera.org/learning-003
PowerPoint presentation used at the Orana Mathematics Conference 2011 by Rod Krause, based on the book "How the Brain Learns Mathematics" by David Sousa
4. There is not enough time in my
life to polish this presentation and
apply the “Brain Rules” to it.
5. If my typoographical erors disturb
you, or it upsets you that I gave
up trying to find pictures slides, or
it bugs you that I was obviously
falling asleep during chapter 6
because there is only one note,
please put in your yoga DVD
instead of watching this slide
show...
6. …or better yet email me (
PBogush@wallingford.k12.ct.us) to let me
know what to fix or if you have any
suggestions for copyright free images to use.
7. All that said, I highly recommend
the book. Yes The World is Flat
might open your eyes to what our
future holds, but this book will
introduce to you how you should
be teaching your students to be
prepared for that future now.
9. “If you wanted to
create an education
environment that was
directly opposed to
what the brain was
good at doing, you
probably would
design something like
a classroom.”
p5
10. #1 Exercise
Exercise
Rule #1 Exercise
boosts brain power
11. When kids get to
aerobically
exercise during
school, their brains
work better.
13. If someone does not feel safe with
a teacher, they will not be able to
perform as well.p46
If a kid does not feel safe with a teacher,
they will not to perform as well.
14. If you have a
student that feels
misunderstood
because you
cannot connect
with the way the
they learn, the
student can
become isolated.
28. Kids are terrific pattern matchers, constantly
assessing their environment for similarities,
and they tend to remember things if they think
they have seen them before.
39. “Experts knowledge is not simply a list of
facts and formulas that are relevant to their
domain; instead their knowledge is organized
around core concepts or ‘big ideas’ that guide
their thinking about their domains.”
40. Research shows we cannot multitask—
we are biologically incapable of
processing attention-rich inputs
simultaneously.
41. Students who are interrupted take
50% longer to accomplish a task,
and makes 50% or more errors.
42. Giving your kids too much information
without enough time to digest it
sacrifices learning for expediency.
43. Break classes into 10 minute
segments. First minute the gist,
the next nine the details
44. Teacher should start with a where we
are going at the start, with where we
are throughout – stops students from
having to figure it out and multitask.
45. At the end of each ten minutes there
should be a hook, looking backwards,
or forward – and always triggering an
emotion.
47. Students forget 90% of what they learn
in class within 30 days. The majority of
this forgetting occurs within the first few
hours after class.
48. Memory worked best if the
environmental conditions at retrieval
mimicked the environmental conditions
at encoding.
49. Information is best remembered when it is
elaborate, meaningful, and contextual. The
quality of the encoding stage – those earliest
moments of learning – is one of the single
greatest predictors of later learning success.
50. When you are trying to drive a piece of
information into a kids memory system,
make sure they know what it means.
57. Memory may not be fixed at the
moment of learning, but repetition,
doled out in specifically time intervals,
is fixative.
58. Thinking or talking about a lesson
immediately after it has occurred
enhances memory for that event.
59. Memory loss in the first hour or
two after a class can be lessened
by deliberate repetition.
60. The probability of confusion is increased
when content is delivered in unstoppable,
unrepeated waves, poured into students as if
they were wooded forms.
61. Better to space out repetitions
than to do them all at once.
63. Deliberately re-expose yourself to
information more elaborately and in
fixed spaced intervals if you want the
retrieval to be the most vivid it can be.
64. Learning occurs best when new
information is incorporated gradually
into the memory store rather than
when it is jammed in all at once.
65. The brains excitement when
introduced to something new will
last only an hour or two.
66. If it is not re-energized with 90 minutes
the excitement will vanish and will re-
set to zero ready to accept the next
signal that might come its way.
67. How do you get it to stay permanent?
The information must be repeated after
a period of time has passed.
68. It could take years for your brain
to put something into its long-term
storage.
74. Sleep loss means mind loss. Sleep
loss cripples thinking, in just about
everyway you can measure thinking.
75. Sleep loss hurts attention, executive function,
immediate memory, working memory, mood,
quantitative skills, logical reasoning ability,
and general math knowledge.
94. 2) Temporal Contiguity Principle:
Students learn better when
corresponding words and pictures
are presented simultaneously
rather than successively.
95. 3) Spatial contiguity principle: Students
learn better when corresponding words
and pictures are presented near to
each other rather than far from each
other on the page or screen
117. Females perceive their emotional
landscape with more data points –
detail – and see it in greater resolution,
women have more information to which
they can react.
124. “The greatest Brain Rule of all is
something I cannot prove or
characterize…it is the importance
of curiosity.”
125. Again, I know this presentation did not follow
the “Brain Rules.” I simply ran out of time.
But if you have any suggestions for images or
other ideas I would be happy to use them!
PBogush@wallingford.k12.ct.us