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Fun Ideas Grow Dendrites
- 1. Can We Please Have Some Fun? Ideas taken from Sit & Get Won’t Grow Dendrites by Marcia L. Tate
- 2. Strategy # 1 Brainstorming and Discussion
- 3. Strategy # 2 Drawing and Artwork
- 4. Strategy # 3 Field Trips
- 5. Strategy # 4 Games
- 6. Strategy # 5 Graphic Organizers
- 7. Strategy # 6 Humor and Celebration Why did the teacher wear sunglasses to class? Because her class was so bright! What did the triangle say to the circle? You have no point. What did the 30 degree angle say to the 105 degree angel? Don’t be so obtuse.
- 8. Strategy # 7 Manipulatives and Models
- 11. Strategy # 10 Movement
- 12. Strategy # 11 Music, Rhythm, Rhyme, and Rap
- 13. Strategy # 12 Project- and Problem-Based Instruction
- 14. Strategy # 13 Reciprocal Teaching, Cooperative Learning, and Peer Coaching
- 15. Strategy # 14 Role-Plays, Drama, Pantomimes, and Charades
- 16. Strategy # 15 Storytelling
- 17. Strategy # 16 Technology $2.00 1 doz + 11 2 doz 3 8/20/06 $1.00 3 doz +8 1 doz 14 8/19/06 Total Sales Total # Eggs # Eggs Sold # Eggs Collected Date
- 18. Strategy # 17 Visualization
- 19. Strategy # 18 Visuals
- 20. Strategy # 19 Work Study and Action Research
- 21. Strategy # 20 Writing and Reflection
Editor's Notes
- Marcia Tate shares with us 20 strategies that are presented in this PowerPoint. Please feel free to take notes on the handout provided. After the presentation we will brainstorm in small groups possible ways to implement these strategies.
- Participant retain 90% of what they discuss with others during the completion of an activity (Dale, 1969) Dialogue enables adults to achieve deeper meaning and understanding because they can utilize the skills of inquiry, reflection, and exploration (Gregory, 2003) Knowledge is dependent on teachers and students questioning and challenging the accuracy of that which is assumed to be true (Brooks, 2002) Bloom’s Taxonomy (Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation)
- Presenters who draw add creativity to visuals, which increases memory and attention (Jensen, 1998) A strong program in visual arts can accomplish the following outcomes: unlimited imagination; thinking, creating, and learning in multiple ways; an increased sense of personal power as well as greater compassion for others (Cameron, 1992)
- A great deal of information stored in the brain comes from concrete experience, not necessarily from association (Westwater & Wolfe, 2000) To make a true difference in achievement, every field trip must be connected to a curricular objective (Millan, 1995)
- Play involves the built-in processes of challenge, novelty, feedback, coherence, and time, which all enable the brain to mature faster (Jensen, 2001) A game is more effective when those who are planning to play it actually construct it (Wolfe, 2001)
- Graphic organizers can be referred to as power pictures because they paint important pictures on the brain (Sprenger, 1999) Because our thinking patterns are both linear and random, the process of learning is enriched when the brain makes numerous associations through graphic organizers, mapping, or mindscapes (Jensen 1997)
- Humor enlivens participants, reduces tension, and increases productivity and creativity (Feigelson, 1998) A positive experience can be directly correlated to improvements in memory and performance (Pert, 1997)
- Hands-on learning is implicit, which makes it long term, independent of age, cross-cultural, easy to acquire, and independent of measures of intelligence (Jensen, 2001) There may be a link between the absence of touch and lowered levels of the neurotransmitter acetylcholine exhibited by Alzheimer’s patients (Hannaformd, 1995)
- Metaphors connect concepts that are complicated to understand with personal experience and foster a sense of creativity (Whitin & Whitin, 1997) Metaphors are a natural way for the brain to construct new knowledge and acquire meaning (Caine & Caine, 1994)
- Mnemonics facilitate both short- and long-term memory because they create more powerful neuro-links in the hippocampus of the brain (Jensen, 2001) People can improve their memory through the use of mnemonic devices because these tools set up patterns and associations (Chapman, 1993)
- Certain movements cause the brain to release dopamine and noradrenaline, neurotransmitters that help learners feel better and increase their energy levels and that assist their brains in storing and retrieving information (Jensen, 2000) Movement places knowledge at multiple addresses in the brain (Rizzolatti, Fadiga, Fogassi, & Gallese, 1997) A 5- to 15-percent increase in blood and oxygen flow to the brain is created when one stands. This also causes participants to become more aroused and alert (Jensen, 1995)
- When participants listen to music from the baroque period, both brain and body relax, which promotes increased memory and improves test-taking skills (Rose, 1986). Music provides valuable aid to memorization (Sprenger, 1999). Music connects multiple brain sites by activation and synchronizing neurons’ firing patterns (Jensen, 2001).
- People retain and apply information in meaningful ways when that information is connected to real-life experiences (Westwater & Wolfe, 2000). Project- and problem-based instruction links new information to previously stored information that enables participants to realize that they already have some knowledge about the new topic and that the activity is relevant to their personal lives (Westwater & Wolfe, 2000).
- Peer teaching enables participants to use synthesis and evaluation- two higher-order thinking skills (Sprenger, 1999). Cooperative group learning teaches respect for and value of the learning styles, strengths, and needs of diverse people (Bromley, Irwin-De Vitis, & Modlo, 1995).
- Roles-plays increase opportunities for understanding and retaining information because key concepts are put in the context of the learning situation (Gregory & Chapman, 2002). Emotional memories can be retrieved through performance (Sprenger, 1999). Because role-plays are acted out in visual, linguistic, spatial, and bodily-kinesthetic terms, they assess emotions and assist us in understanding at a much deeper level than a lecture ever could (Parry & Gregory, 1998).
- Those who enjoy learning through stories-linguistic or filmic-find protagonists, problems that need to be solved, conflicts resolved, and goals to be accomplished (Gardner, 1999). It is a natural brain process to organize information in story form because stories tie information together and assist natural memory (Caine & Caine, 1988)
- A curriculum that is technologically based is more complex, visual, specific, global, and interactive (Glatthorn & Jailall, 2000).
- Because visualizing events, objects, and arrays is a major way the brain stores information, people can be taught to select those images that increase learning and retention (Sousa, 2003). Because ideas are stored in verbal as well as nonverbal forms, it is often easier to remember pictures or images than words (Sylwester, 1995). Both right and left hemispheres of the brain are involved in the act of visualization (Posner & Raichle, 1994).
- The single most powerful influence on learners’ behaviors are vivid, concrete images including symbols and icons (Nisbett & Ross, 1980). Because the eyes send millions of signals per second to be processed in the visual centers of the brain, the brain takes in more information visually than through and or the other senses (Wolfe, 2001). The cortex of visual learners may have more neural connections than learners who favor the auditory modality (Sprenger, 1999). When introducing a new visual (e.g., an overhead, a PowerPoint slide), allow sufficient time for participants to organize mentally and become comfortable with the image (Allen, 2002).
- Our strongest neural networks are created from the actual experiences in which we engage and not from non-authentic tasks (Westwater & Wolfe, 2000).
- Journal writing facilitates communication and combines the three processes of writing, reading, and discourse (Sousa, 2003). Complicated, multiple bits of information from presentations and observations can be organized and made easier to understand when written down (Jensen, 2000).