This document discusses brain-based learning (BBL), which engages strategies based on research on how the body, mind, and brain learn. It identifies key aspects of BBL like engagement, repetition, input quantity, coherence, timing, error correction, emotions, movement, social interaction, learning environment, and motivation. The document outlines pros and cons cited by experts and concludes by listing references on the topic of BBL.
Brain-based learning
Is an approach to teaching based on research in neuroscience. It suggests that our brain learns naturally. This theory is based on what is currently known about the structure and function of the brain at the varying stages of development.
Brain-based learning
Is an approach to teaching based on research in neuroscience. It suggests that our brain learns naturally. This theory is based on what is currently known about the structure and function of the brain at the varying stages of development.
If the combination of neuroscience, psychology and education (“Mind, Brain, and Education science) is the way we should approach teaching from now on, what exactly are the lessons we can apply to the classroom? This article looks at five well-established facts whose evidence points to better teaching practices.
http://thelearningsciences.com
How Cognitive Science Can Help You Through SchoolJim Davies
Study tips that are backed up by science (education, psychology, cognitive science) plus some personal advice that is not backed up by science. Yet.
The second half is about learning disabilities, with some specific to Carleton University.
IntroductionIt is not unusual for the teachers of students wit.docxmariuse18nolet
Introduction
It is not unusual for the teachers of students with emotional and behavioral disorders (EBD) to spend less time on academic instruction; consequently these students may not be engaged in academic activities as much as mainstream students. Knizter, Setinberg, and Fleisch (1990) describe this process as bleakness. Keeping current with research-based instructional procedures is a valuable tool to support and develop educators' skills in the design and delivery of effective lessons for students with EBD (Yell, Meadows, Drasgow, & Shriner (2009).
Teaching Reading
Theorists and researchers continue to argue the best approach for teaching reading. Should the approach be meaning-based, code-based, or a continuum of both approaches? Should the teaching of reading skills be based on general comprehension, an approach of phonics and grammatical rules, or a combination of the two? Recently, educators are focusing on a combination of phonics and whole words.
Initially, for the code-based or rules approach, it should be remembered that phonemic awareness and phonics are not synonymous. Phonemic awareness is the understanding of the sounds used to form words. Phonics is knowledge of the specific system of knowing what letters have which sounds in order to place them in the correct order to form the word.
When learning to read, children can learn the whole word by sight or learn to decode and encode with the use of phonics. Obviously they can use some of each approach, but in general a student will be strong in one approach and have to acquire more skills for the other approach. Students who show lower reading levels often lack the phonemic skills. According to Yell et al. (2009), the National Institute of Child Health and Human Development (NICHD) reported in 2000 that letter knowledge and phonemic awareness are the best predictors of how well a student will learn to read in the first two years of instruction. It should not be assumed that a student has received those skills simply because they are past those first two years of school. That being said, it would seem evident that a combination of the two approaches would be most successful.
The direct instruction (DI) model has shown to increase student achievement in reading (Gage & Berliner, (1998). For the DI approach, many teachers incorporate different strategies through specific objectives, curriculum, and sequence. Repeated readings and peer-assisted techniques show improvement in fluency, reading rates, and on-task behaviors. Mnemonics and acronyms are often introduced to help remember academic strategies.
Teaching Writing
There are two models which have been used to teach writing to students.
1. Product-based writing concentrates on the mechanics of writing and uses writing strands to progress. States may deconstruct the mechanics in the mandated standards. These types of writing tasks would be critiqued on spelling, grammar usage, capitalization, and punctuation.
2. Process-b.
A presentation to Week 9 of the Sport Coaching Pedagogy unit (2013) at the University of Canberra. https://en.wikiversity.org/wiki/SportCoachingPedagogy
A stand-alone powerpoint about Margaret Mead and some views on Education. This slide mostly discusses her work in Samoa and the book Coming of Age is Samoa. The Manus culture is also mentioned.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
7. Stand if you agree Sit if you disagree
1. Emotions do not affect student learning.
2. Movement is an important aspect of
learning.
3. Students should spend most of their time
learning in a social setting.
4. The brain is flexible and can learn
anywhere.
5. Intrinsic motivation is key to learning.
8. Pros
BBL has proven to be effective with ELL and
students with special needs. (Connell 2009)
BBL has proven to more effective then traditional
teaching models (Dunman 2010)
Cons
BBL is nothing new. (Eggen & Kauckak 2013)
Many finding are false and misleading. (McCall
2012)
Teachers only have “bits and pieces” of
information. (Sparks 2012)
9. The definition of Brain Based Learning(BBL)
How the Brain Learns
The Rules of Learning
Important Aspects of BBL
What Some Experts Say
10. Connell, J.D. (2009). The Global Aspect of Brain Based Learning.
educationalHORIZONS, Fall 2009, 88(1), 28 – 39.
Dunman, B. (2010). The Effects of Brain Based Learning on the Academic Achievement of Students
with Different Learning Styles. Education Sciences: Theory and Practice, 10 (4), 2077-2103.
Jensen, E. (2005). Teaching with the Brain in Mind (2nd Edition). Alexandria,
VA: Associations for Supervision & Curriculum Development.
Jenson, E. (n.d.). Retrieved from http://www.jensenlearning.com/what-is-brain-based-research.php
McCall, L.A. (2012). Brain-Based Pedagogy in Today’s Diverse Classrooms: A Perfect Fit – But Be Carful!
Delta Kappa Gamma Bulletin, Spring 2012, 78(3), 42-47.
Sparks, S.D. (2012). Teachers Need a Lesson in Neuroscience, Experts Say. Education Week, 31(33),
16-17.
Editor's Notes
Eric Jensen , Renate Caine and Geoffrey Caine are all predominate BBL reaseachers who feel that the brain learns information in a specific way. By harnessing the way the brain learns, they feel educators have a better way of assuring students learn and retain information. When students learn new information they are able to store the information, retrieve it and apply it when necessary. To fully understand BBL, we must first understand how the brain learns.
BBLreacheres believes that the brain has a specific way of learning new information(storing, retrieving and applying). They also feel that certain things occur in the brain when learning is happening. When these occur, then learning occurs.
Play take a stand:Emotions do not affect student learning – disagreeNo – good learning engages student emotions. Research supports engaging appropriate emotions to engage learning, such as pleasure, challenge, exciment and slight risk. These emotion release the right about of chemicals in the brain to enhance learning. However, if emotions are too strong then they can hinder learning. If a student feel threatened (fear of embarassment, bullying, failure) then learning will be hindered. The high level chemicals released from these threats, will impact the brains ability to create connections.Movement is an important aspect of learning – agreeModerate exercise enhances processing and increasing brain cells. Therefore an important aspect BBL is to incorporated movement and exercise into the schools and classrooms activities. The 2 activities we did during today’s presentation are 2 of many ways you as a teacher can incorporate movement into your classroom. Also, if you are on working on a block schedule, you can take 3 minutes of the period and make the kids the stretch and walk around the class room. Movement is an importnant component of BBL
Emotions do not affect student learning – disagreeNo – good learning engages student emotions. Research supports engaging appropriate emotions to engage learning, such as pleasure, challenge, exciment and slight risk. These emotion release the right about of chemicals in the brain to enhance learning. However, if emotions are too strong then they can hinder learning. If a student feel threatened (fear of embarassment, bullying, failure) then learning will be hindered. The high level chemicals released from these threats, will impact the brains ability to create connections.Movement is an important aspect of learning – agreeModerate exercise enhances processing and increasing brain cells. Therefore an important aspect BBL is to incorporated movement and exercise into the schools and classrooms activities. The 2 activities we did during today’s presentation are 2 of many ways you as a teacher can incorporate movement into your classroom. Also, if you are on working on a block schedule, you can take 3 minutes of the period and make the kids the stretch and walk around the class room. Movement is an importnant component of BBLStudents should spend no more that 20% of their time learning in social settings – agreeHuman beings by nature are social creatures. Research has shown that participating in social situations can actually change the human brain. Data from multiple sources (social and behavioral studies using both physical data and functional neuroimaging) indicate that the development and influence of the social cognitive brain is not limited to just one area. The areas of the brain active in processing social events (the visual system, frontal lobes, sensory cortex, and emotional pathways) often process cognitive events as well (Frith & Frith, 1999). Their “double duty” nature helps explain why social events so strongly influence cognitive events.Group work is, therefore, an important aspect of the learning process. However, it must be used in moderation. Studies show that too much group work is not good. Students need to participate in group work, but only about 5%- 20% of the time.The brain is a flexible muscle and is capable of learning in any environment. DisagreeEnvironments do matter and can greatly affect the cognative process. For students and teachers to be successful, the physical environment must be ideal for learning. Things like seating, lighting, décor, temperature, class size, acoustics and so on do matter.Rewards do not motivate the brain – AgreeStudies show that using rewards for motivation can actually hinder the cognative process. Rather than using rewards, teachers should activate a students intrinsic motivation for learning. HAH!! Easier said than done.Ways to increase intrinsic motivation are: allow for choice (in both little and big things), provide a clear goal, be enthusitic, provide feedback and make content relevant to student lives.
BBl has proven to be effective with ELL and students with special needsIn the article “The Global Aspects of Brain Based Learning”, Connell discuss the positive impact the BBL has had on EEL learners and students with special needs. She also discusses BBL is effective strategy for teaching and reaching the diverse students in todays classrooms.BBL has proven to be more effective then traditional teaching modelsIn the article, “The effects of BBL on the Academic Achievement of Students with Different Learning Styles, Duman conducted thorough research proving that students who received education through BBL learned more than those who received education through traditional methods.BBL is nothing new:BBL advocates active learning, hands on learning, & deliberate practice…these are practices that have been widely accepted and used for years in the education system…making them brain based is nothing new.Many finding are false or misleading…In her article, “Brain-based Pedagogy in Today’s Diverse Classrooms: A Perfect Fit – But Be Careful!”, McCall discusses that many of the finding of BBL research are false and misleading. One such finding, that of a critical period of brain development during the early years. It was thought that by stimulating young children, those under the age of 2, with specific types of video’s, computer programs, music, and special classes can stimulate the brain and learning. This proved to be untrue. Such in the case of the Baby Einstien video’s that were recalled due to false advertising.Teachers only have “bits and pieces” of informationLack of thorough knowledge leads teachers to misapplication and developmentally inappropriate classroom practices. Before implementing BBL practices teachers need to be fully educated on BBL and brain physiology.