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PowerPoint presentation used at the Orana Mathematics Conference 2011 by Rod Krause, based on the book "How the Brain Learns Mathematics" by David Sousa
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this help you to improve your knowledge in mathematics. you download this and edit and use for your presentation. if this is useful for you then you share this to friends
How the brain_learns
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Study
The document provides four study tips for math students: taking notes and keeping a journal, listening skills, working together, and managing time. It emphasizes the importance of note-taking, keeping a math journal, listening attentively in class, working cooperatively in groups, creating schedules and lists, and setting goals to manage time effectively.
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Brain Rules for the Classroom
Medina Brain Rules
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Brain rules classroom
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.
Name Yasir.docx
Name: Yasir Almutlaq
Learning, Cognition, and Memory 3rd Reading
Big Ideas
Enduring Understandings (Mega-Ideas):
a) Much of human learning involves a process of actively constructing--not passively absorbing--knowledge.
b) Knowledge about the brain is helpful, but there are many misconceptions.
c) Human memory is complex, multifaceted information-processing system that is, to a considerable degree, under learners' control.
d) Human memory is fallible. Learners don't remember everything they learn, and sometimes they misremember what they've learned.
e) Effective teachers help students mentally process new information and skills in ways that facilitate long-term memory.
Why may learners may or may not remember what they’ve learned?
What helps people to remember? What prevents people from remembering?
What is context?
Define and give an example retrieval cues:
What is reconstruction?
Define reconstruction error.
Define retrieval failure.
Define decay.
When and how have you experienced reconstruction error?
When and how have you experienced retrieval error?
When how have you experienced memory decay?
1. Long -term memory is not necessarily forever.
How easily something is recalled depends on how it was initially learned. Remembering depends on the context. If they connected it with something else in long term memory.
The parts of written or spoken statement that precede or follow specific word or passage usually influencing its meaning or effect.
Retrieval cues clearly help learners recall what they have previously learned. For example, songs and smells.
Somethings people retrieve only certain of something they have previously learned. In such situations they may construct their memory of an event by combining the tidbits they can recall with their general knowledge and assumptions about the world.
Inability to locate information that currently exists in long-term memory.
Gradual weakening of information stored in long-term memory, especially if the information is used infrequently or not at all.
Try to remember spelling by remembering vocabulary and how it is spelled to help me.
When I forget my exam coming up.
When I tried to remember what I learned in math class for 3 years ago.
Summarize what you learned from this section:
I learned that remembering depends on how easily something is recalled depends on how it was initially learned. Remembering depends on the context. Memory is very interesting thing to learn about. I like the idea that when I listen to a song I remember an event or person and that’s very true and happened with all the people.
How can teachers (and students) promote effective cognitive processes (thinking)?
What are important things we should remember about memory?
How can a teacher grab and hold students’ attention?
Why should a teacher grab and hold students’ attention?
What is meant by the limited capacity of working memory ?
Why should a teacher remember students’ have ...
Seven steps to magical memory
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.
Seven steps to magical memory by Willy 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.
Drill Method in Mathematics.pptx
Drill work is an important technique in teaching mathematics as it develops speed and accuracy through repetition. However, drill work has disadvantages if it becomes boring or takes too much time away from other techniques. To make drill work effective, it should be brief, interesting, and distributed over time with opportunities for students. While drill work improves basic skills, it is not optimal for developing logical thinking or problem solving abilities. Other techniques like fact fluency that encourage exploration and real-world application may be more efficient ways to improve students' mathematics skills.
How do you make lessons stick?
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.
Improveyourmemory
Studying involves both learning and remembering information. There are many memory techniques that can be used to improve recall, including organizing information, associating new ideas with prior knowledge, using visualizations and recitation, and spacing out review sessions over time. Effective memorization relies on integrating information and regular practice recalling it.
Why Dont Students Like School: Part 1
The document discusses three key principles of cognition and how they relate to teaching and student learning:
1. Memory is the residue of thought - what students think about during a lesson is what they will remember. Teachers should design lessons to ensure students are thinking about the intended content.
2. Factual knowledge precedes skill - background knowledge is essential for reading comprehension, critical thinking, and future learning. Teachers should actively build students' background knowledge.
3. Stories aid memory - the human mind learns best through stories. Teachers should structure lessons like stories whenever possible to maximize student engagement and memory of the content.
Prof.ed.4
This document provides tips and techniques for managing classroom time effectively. It discusses defining objectives for each class, allowing flexibility to adapt lesson plans, estimating task times accurately, keeping activities time-bound, and assessing time demands such as reviewing materials and allowing for questions. Sample classroom time management games are also described, such as having students move to music or copy hand clapping patterns, to help engage students and maximize the time spent in class.
The Teaching cycle in Mathematics.......
Here are three key pieces of advice that the experienced teachers provided:
1. Know your students well - their backgrounds, interests, strengths and needs - and plan lessons that engage them through meaningful, real-world connections.
2. Ensure clear learning objectives and formative assessments are built into every lesson to check for understanding along the way. Be flexible to re-teach if needed.
3. Keep lessons hands-on and activity-based to develop conceptual understanding and problem-solving skills over rote memorization. Make math fun!
The teachers emphasized truly understanding students and using assessments to guide instruction as most important for impactful planning. They recommended interactive, experiential lessons focused on developing skills and concepts.
Diary of a mad nurse educator lesson 5 notes
The document discusses active learning strategies that can be used in classroom lectures. It begins by defining active learning as involving students in higher-order thinking skills like analysis and evaluation, rather than just transmitting information, and engaging students through activities like discussions. A variety of specific in-class active learning techniques are then presented across multiple slides, including opening a lecture with a question, think-pair-shares, focused listing, brainstorming, planned breaks for questions, and blank slides to pause presentation. The document emphasizes that these strategies encourage student engagement, prepare them to learn, and provide instructors feedback.
10 Brain Based Concepts
1. The document discusses 10 brain-based concepts for new teachers, including establishing a positive classroom climate free from threats, using humor to enhance learning and retention, creating meaning for students by relating new concepts to their experiences, utilizing closure activities, testing for long-term storage of information at least 24 hours after teaching, and incorporating guided practice opportunities.
2. Some key strategies are avoiding sarcasm, establishing trust and positive behaviors, using examples from students' lives, and providing feedback during early practice sessions to ensure accuracy.
3. Regular testing at least one day later can help determine what information was successfully transferred to long-term memory storage.
Ten ways to reduce anxiety
The document discusses ways to reduce math anxiety. It states that math anxiety is feelings of tension and anxiety that interfere with manipulating numbers and solving math problems. It is caused by factors like timed tests, public embarrassment, imposed authority, and lack of consideration for different learning styles in traditional classrooms. The document provides several suggestions to reduce math anxiety, including overcoming negative self-talk, practicing math daily, getting help immediately if something is not understood, and ensuring lessons are presented in multiple ways to accommodate different learning styles.
Teaching problem solving
This document discusses the importance of teaching problem solving in mathematics classrooms. It argues that most problems posed in classrooms are actually exercises, where students practice specific algorithms, rather than true problems that require strategy and creative thinking. The document advocates for teaching problem solving using heuristics like understanding the problem, devising a plan, carrying out the plan, and looking back. It also discusses problem solving strategies and the role of the teacher in facilitating problem solving lessons.
Blogger Power Point
Schools screen students early to identify learning disabilities and provide appropriate support. A child may be referred for special education services if school staff observe significant differences in the child's learning compared to peers. Schools establish committees to explore ways to help students struggling academically without requiring special education services. Formal student assessments identify strengths and weaknesses to determine eligibility for special education. Research shows primary causes of learning disabilities are often genetic and neurological factors related to brain connections. Providing instruction tailored to individual strengths can help students with learning disabilities succeed.
DRILL WORK & DALTON PLAN
This presentation is about techniques of teaching mathematics-Drill Work, Dalton Plan. It includes the definition of each technique, advantages, disadvantages, role of teacher etc.
Techniques of Mathematics
The document discusses different techniques for teaching mathematics, including oral work, group work, and homework. Oral work involves solving problems mentally without writing and helps build a foundation for later written work. Group work involves dividing students into smaller, homogeneous groups to allow for greater attention to individuals. Homework is assigned to supplement classroom teaching and develop habits of regular study, but may cause tension if not properly supervised.
Teaching in the long blocks
1) Teachers should break up the long class block into shorter segments of different activities like lectures, group work, and assessments to keep students engaged.
2) It is important to do pre-assessments to understand what students already know and post-assessments to evaluate learning. Hands-on activities help students apply, analyze, synthesize and evaluate the material.
3) Student-centered learning focuses on developing students' process skills through guided inquiry, materials from multiple perspectives, and information processing.
Learning How to Learn
Our brain has two modes of thinking - focused and diffuse - that help with learning in different ways. Focused mode is for concentrating on a subject, while diffuse mode occurs when relaxed and allows for creative insights. To learn effectively, one must alternate between these modes, using focused time to study new concepts and diffuse time like sleep to process them. Another important learning technique is chunking, which involves breaking information into smaller, memorable pieces. Procrastination can be addressed using the Pomodoro technique of focused study sessions with breaks, focusing on the process rather than the product, and rewarding oneself upon completion of tasks.
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Keeping it fresh
- 2. Have you ever had the experience of teaching a concept one day and the next day the students say “We have never seen this stuff before?” JOIN THE CLUB!
- 3. Memory Systems From “How the Brain Learns Mathematics” – David Sousa p. 51