brain based learning
DESCRIPTION
A new look into brain-based strategies for the everyday teacher.TRANSCRIPT
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Brain-Based Learning
Ms. Alexis K. Morgan
Camden City Public Schools
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What I Do
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Anyone, Anyone?
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End Result?
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“What’s Going On?”
Teaching 50 Years Ago• 1 Teacher/30 Students• Whole Group• Technology = Typewriters • Student Achievement
Scores
Teaching Today • 1 Teacher/17 Students• Small Groups • 98% of all schools own
computers• 85% of schools have
multimedia computers• ¾ have access to cable TV• 1/3 have videodisc technology• 64% of schools have access to
the Internet • 38% of schools use LAN for
student instruction Policy Information Report: Computers and Classrooms, The State of Technology in U.S. Classrooms
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Our Brains
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Left v. Right
Left-Side of the Brain• Highly verbal• Primarily a
sequential learner• All-or-none outcome
oriented• Logical and
analytical thinking • Rational • Objective
Right Side of the Brain
• Not easily able to express ideas or experiences or verbal form
• Excellent spatial memory• Experiences the “whole” • Feeling • Creativity • Subjective
Caine & Caine, 1991
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Brain-Based Learning
Brain-based learning involves using approaches to schooling that rely on recent brain research to support and develop improved teaching strategies. Researchers theorize that the human brain is constantly searching for meaning and seeking patterns and connections. Authentic learning situations increase the brain’s ability to make connections and retain new information.
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Brain-Based Learning (continued)
Teaching strategies that enhance brain-based learning include:
•Manipulatives •Active Learning •Field Trips •Guest Speakers •and Real-Life Projects that allow students to use many learning styles and multiple intelligences.
An interdisciplinary curriculum or integrated learning also reinforces brain-based learning, because the brain can better make connections when material is presented in an integrated way,
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Brain-Based Learning (continued)
rather than as isolated bits of information. A relaxed, nonthreatening environment that removes students’ fear of failure is considered best for brain-based learning. Research also documents brain plasticity, which is the notion that the brain grows and adapts in response to external stimuli.
Source: Adapted from The Language of Learning: A Guide to Education Terms, by J.L. McBrien & R.S. Brandt, (1997). Alexandria,
VA: Association for Supervision and Curriculum Development.
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Generation M
Among 8 – 18 year olds: Spent in school 900
hours Daily TV time 4
hours/day Daily computer time 1 hour/day Time spent playing
video games 1 hour/day Time with audio 2
hours/day Average time reading books 23
minutes/day Homework > 1
hour/day
Source: Kaiser Family Foundation, Generation M: Media in the Lives of 8-18 Year-olds, 2005 (http://www.kff.org/entmedia/7251.cfm)
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Brain-Based Learning Tools
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Overload of Information
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Concept Mapping
Concept maps are graphical tools for
organizing and representing knowledge.
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Concept Mapping Resources
• Inspiration 8*• Kidspiration 3• Webspiration• MindMapping• Mindomo• Bubbl.us• Smart Ideas • Cmap Tools
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Activity #1
TWBAT: Work in collaborative groups to create paper and pencil concept maps of how technology is used in education.
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Brain-Compatible?
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Part II: Game-Based Learning
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Activity #2: How Are You Using “Games” In Your Classroom?
TWBAT: Discuss all the ways they use games (i.e. video games, online computer games, board games) in the classroom to increase student engagement.
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Taking a Second Look
Inspiration
Kidspiration
InspireData
Connie Concepts
Cmap Tools
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Games = Learning?
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Leading Experts
Sylvia Martinez, Generation Yes
Gary Stager Seymour Papet
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Super-Memory Club
Georgia Scott
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Why Use Game-Based Learning?
• Encourages teamwork• Allows students to
learn from their mistakes
• Models constructive behavior
• Immerses students in the material
• Develops a shared sense of mission
• Teaches leadership and problem-solving
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Second Life
Educational Uses: • Art and Music Projects• Design and Modeling• Business Planning• Higher Education• Real Estate Development• Science Education• Religious Studies• Photostories• Presentations• Panels and Discussions • Interior Design• Health Education• Environmental Education
Source: Second Life In Education: http://sleducation.wikispaces.com/educationaluses
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LineRider
Educational Uses• Physics• Distance • Lines and Angles• Speed • Storytelling
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Board Games in the Classroom
Scrabble • Scrabble clubs• 1 million students in
200,000 schools• School Scrabble Program• Educational Uses
– Math– Spatial relations– Spelling– Vocabulary – Social Interaction
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More Ideas
• Tom Barrett’s 23 Interesting Ways to Use a Nintendo DS In the Classroom
• Tom Barrett’s Nintendo Wii Golf Addition and Subtraction
• Sudoku
• Scrabble
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PART THREE: LEGOS
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Lego Robotics Lego Blocks
Lego WeDo
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Lego WeDo
WeDo • Hands-on, minds-on learning
experience• Students 7 – 11 years of age• Actively involves students in own
learning• Promotes
– Creative thinking– Teamwork– Problem-solving skills
Education Possibilities
• Language and literacy: narrative and journalistic writing, storytelling, explaining, interviewing
and interpreting• Mathematics: measuring time
and distance; adding, subtracting, multiplying, dividing, estimating, randomness; using variables
• Science: working with simple machines, gears, levers, pulleys; transmission of motion
• Technology: programming; using software media; designing and creating a working model
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Hands-On Learning
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Lego Robotics
Robotics
• Hands-on, minds-on learning experience
• Students 11+ years of age• Actively involves students in own
learning• S.T.E.M. • Promotes
– Creative thinking– Teamwork– Problem-solving skills
Education Possibilities
• Language and literacy: narrative and journalistic writing, storytelling, explaining, interviewing
and interpreting• Mathematics: Time and
distance, randomness; using variables
• Science: transmission of motion, gravity, force,
• Technology: programming; using software media; designing and creating a working model
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Hands-On Learning
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More Work?
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What We Can Do
Constructing meaning = being mentally engaged
1. Anticipate what your lesson will lead students to think about.
2. Use discovery learning carefully (“Generation Effect”, Slamecka & Graf, 1978).
1. Gary Stager (Computer Software)
3. Design reading assignments that allow students to actively process text.
Source: Marlowe & Canestrari, Educational Psychology in Context: Readings for Future Teachers. SAGE, 2006
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Questions, Comments?