1 begin with the brain: three things to consider right now! ascd annual conference sunday, april 2,...

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Begin With the Brain: Three Things to Consider RIGHT

NOW!ASCD Annual Conference

Sunday, April 2, 200612:30 - 2:30

3 Key Elements Time

PatternsActive Processing

3 KEY ELEMENTS OF BRAIN-COMPATIBLE TEACHING AND LEARNING

THE BRAIN IS “PATTERN-SEEKING” THE BRAIN NEEDS ADEQUATE TIME THE BRAIN NEEDS TO ACTIVELY

PROCESS NEW INFORMATION TO ASSURE RETENTION

AGENDA

Presenter:

MarthaKaufeldt

© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com 2

3 Key Elements of3 Key Elements ofBrain-Compatible Teaching and Brain-Compatible Teaching and

LearningLearning B-C Element # 1 - LESS STRESS!!

Stress, and Perceived Threat can minimize the brain’s capabilities to learn Create a Safe and Secure Climate and Environment Promote personal relationships and social skills

B-C Element # 2 - DO THE REAL THING! THING! Multi-sensory experiences promote brain growth and connections Provide Enriched Environments for learning Encourage Discovery Play and Meaningful Engagement

B-C Element #3 - USE IT OR LOSE IT! USE IT OR LOSE IT! Multiple opportunities to Actively Process new learning assures Long Term

Retention Differentiate Instruction, Provide Choices, Vary Grouping and Honor the

Multiple Intelligences Orchestrate opportunities to apply new learning in real-world experiences


B-C Element #1: LESS STRESS! Maintain a safe and secure climate and environment Maintain an atmosphere of low threat balanced with high challenge.

Keep learning joyful and rigorous.

Make sure students know the agenda, purpose & game plan.

Allow time for reflection, contemplation and expansion.


Systems and Procedures

Post a daily AGENDA

Create simple PROCEDURES for the expected behaviors on how things are to be done in the classroom and at school

Guide students to create personal GOALS for themselves each day

Establish routines, rituals, celebrations

“The brain seeks to make order out of chaos….You can establish patterns of appropriate behavior and systems for doing things in a classroom… Confusion and frustration will be reduced as the brain feels secure in knowing and detecting the pattern for appropriate behavior.”

“Begin with the Brain” Martha Kaufeldt, 1999


•Create “Daily Agendas”

•Use a Mindmap format

•Use graphics/photos

•Students state goals

•Review at end of day

•Send home to parents


Patterns Become Programs“A program can be described as a series of related actions that can be triggered and to which one does not have to consciously attend, much like a line of dominoes that fall in a quick, almost unstoppable system when the first one is pushed.” Martha Kaufeldt, BWTB

Morning Arrival - Primary

Meet and Greet

Take off Jacket

Put Name on List

Lunch Basket

Go to Morning Choice Center

Arrival to Math Class Put Homework in basket Copy Agenda Choose activity from list Get started Work alone and quietly.


B-C Element #2: DO THE REAL THING!

Provide multi-sensory experiences

in enriched environments. Assess students’ prior experiences & background knowledge.

Determine if the content and concept is developmentally appropriate.

Provide complex, interactive, first-hand learning experiences.

Make sure content is meaningful and relevant.

Provide a wide variety of input and resources.

Allow adequate TIME!


The Time Crunch

Design opportunities for INTEGRATED and INTERDISCIPLINARY Curriculum

Plan for BLOCKS of uninterrupted time

Orchestrate optimal learning activities that allow students to get into FLOW

Create ways for students to stay with the same teacher for MULTIPLE YEARS


“FLOW” Theory- Mihaly Csiksentmihalyi

It occurs when we confront tasks we have a chance of completing. We must be able to concentrate on what we are doing. The task has clear goals. The task provides immediate feedback. Deep but effortless involvement removes from our awareness worries and

frustrations of everyday life. The experience is an enjoyable one that allows us to exercise a sense of control

over our actions. The concern for self disappears. The sense of time is altered; hours pass by in what seems like minutes.

“FLOW is an “optimal experience” when people report feelings of deep concentration and enjoyment… a state of concentration that is so completely focused it amounts to absolute absorption in an activity… the mind and body are in complete harmony.” BWTB, Martha Kaufeldt


B-C Element #3: USE IT OR LOSE IT!

Actively process new learning

in a variety of ways Structure frequent opportunities for students

to do REFLECTION on the product and process of their learning.

Provide daily activities that allow students personal CHOICE in how they process and store new knowledge.

Orchestrate a variety of COLLABORATION opportunities.


Provide Reflection OpportunitiesAny activity through which the brain recalls a concept, skill, or process. Reflection activities will prompt the brain to restimulate the new connections among the neurons, which helps strengthen them. Journaling

Visualizing Discussions Reproductions Interactive Notebooks Guided Note-Taking Graphic Organizers


Providing CHOICE Opportunities

Have “Must Do’s” and “May Do’s” To Build or Demonstrate understanding? Provide clear expectations for evaluation “Limit” and “Guide” Choice Activities Teach kids about their Multiple Intelligences Teach kids about Higher Order Thinking Encourage students to make proposals Start with fewer choices to avoid stress


Begin With the Brain: Orchestrating the Learner-Centered Classroom

By Martha Kaufeldt © 1999 Zephyr Press

Teachers, Change Your Bait!Brain Compatible Differentiated Instruction

By Martha Kaufeldt © 2005 Crown House Publishing

To order call toll free: (866) 83-BRAIN (27246)

http://www.beginwiththebrain.com


Procedures for:“What to do if you’re done.”

Recheck your work.Be willing to help othersDo an extra “Choice” or “May Do” activitySelect an “Anchor Activity”

Procedures for: “What to do if you need help.”

•Ask three before me!Find a Peer HelperPut name on Help ListKeep working on a part that you CAN DO.

More Sample Procedures


Agenda for a single-subject class

HumanitiesCore ClassPeriods 3&4Wed. 3-14

On Your Own With a Partner or Group

Mrs. K’s Key PointsHomework

Continue rough draft Describe pictures to your partner

Metaphors-Similes Finish Rough Draft Reading Log

1 begin with the brain: three things to consider right now! ascd annual conference sunday, april 2,...

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