Brain-based learning program for pre-school

Brain-Based Learning Program for Pre-schoolLizamarie Campoamor-OlegarioSWYAKShow What You Already Know About the Brain and Learning

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Share with neighborBrain-Based Learning TheoryBased on the structure and function of the human brainLearning will occur as long as the brain is not prohibited from fulfilling its normal processesSource: Caine, G., Caine, R.N., McClintic, C., Klimek, K. (2005). 12 brain/mind learning principles in action. Thousand Oaks, CA: Corwin Press.

Brain-based Education: An OverviewA comprehensive approach to instruction using current research from neuroscience.Emphasizes how the brain learns naturally Based on what we currently know about the actual structure and function of the human brain at varying developmental stages.Educational techniques that are brain friendly No attention = No engagement = No LearningWhat are the factors which influence attention?TimeChoiceNeedNovelty (weird and wacky, humour)Cognitive dissonance (puzzles, problems)Expectations (students being required to teach, share, perform)Intensity of the stimuliMeaningTwelve Basic Principles Related to LearningBrain is a parallel processorLearning engages the entire physiologyLearning is developmentalEach brain is uniqueEvery brain perceives and creates parts and wholes simultaneouslyLearning always involves conscious and unconscious processes

6Twelve Basic Principles Related to LearningThe search for meaning is innateEmotions are critical to learningLearning is enhanced by challenge and inhibited by threatThe search for meaning occurs through patterningWe can organize memory in different waysThe brain is a social brain1. The Brain is a Parallel ProcessorBoth hemispheres work togetherMany functions occur simultaneouslyEdelman(1994): when more neurons in the brain were firing at the same time, learning, meaning, and retention were greater for the learner.Stimulating EnvironmentColor promotes memory and motivationYellow, light orange, beige - calmingColorful Student work around the room promotes student ownershipColored transparenciesColored handoutsColorful postersColored Markers (whiteboards)Highlight notesClassroom ColorACTIVE TESTING and CONCRETE EXPERIENCE AREAS: high-contrast, warm colors such as orange, red, and yellowThe use of orange, red and yellow in the classroom has been shown to be stimulating to students' minds and to activate brain activity. Source: Konzier, M.G. (2012). Research-based classrrom colors. Retrieved from www.ehow.com/info_8530569_research-based-classroom-colors.html#ixzz29RrlMbyQ

Classroom ColorABSTRACT HYPOTHESIS and REFLECTIVE OBSERVATION AREAS: Cool colors, which are less distracting and stress-reducing, such as blue and greenMint green and various shades of blue have a soothing effect on students and calm them down. They also help them concentrate on their lessons and become more relaxed and focused. These colors also soothe students with behavioral and emotional issues.Konzier, M.G. (2012). Research-based classrrom colors. Retrieved from www.ehow.com/info_8530569_research-based-classroom-colors.html#ixzz29RrlMbyQ

Classroom ColorCREATIVITY ROOMS (Art and Music Rooms) and READING ROOMS: Shades of pale or light greenShades of pale or light green brings out creativity in students. Rooms painted in shades of green are conducive to reading and are good choices for libraries and areas where students are reading and relaxing.Source: Konzier, M.G. (2012). Research-based classrrom colors. Retrieved from www.ehow.com/info_8530569_research-based-classroom-colors.html#ixzz29RrlMbyQ

Classroom AtmosphereLots of strong natural lighting for an alert brainFlourescent lights avoided because they make kids hyperRight temperature in the classroomHeat decreases accuracy, dexterity, and speed of the brainSources: Knott, S. (2012). Kindergarten hints: A guide to kindergarten. Retrieved from http://kindergartenhints.weebly.com/brain-based-classrooms.htmlJensen, E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Classroom AtmosphereEnough fresh air in the classroomStale air starves the brain; Oxygen is critical for brain function.Opening windows to replace stale air and placing plants in classrooms to increase oxygen levelsDracaena, ficus, and chrysanthemums produce relatively large amounts of oxygen (Jensen, 1998). Sources: Knott, S. (2012). Kindergarten hints: A guide to kindergarten. Retrieved from http://kindergartenhints.weebly.com/brain-based-classrooms.htmlJensen, E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Classroom AtmosphereCouches, rugs, pillows on the floor, plants, and other items that make the children feel like they are at home.Children are more likely to learn more if they feel safe and comfortable in the learning environment. Source: Knott, S. (2012). Kindergarten hints: A guide to kindergarten. Retrieved from http://kindergartenhints.weebly.com/brain-based-classrooms.html

Classroom AtmosphereClassical music played at a very low level. The music helps calm them and keep them on task. Music that plays with 60 beats per minute is really good for calming because it is the same tempo as the students heart beats. Source: Knott, S. (2012). Kindergarten hints: A guide to kindergarten. Retrieved from http://kindergartenhints.weebly.com/brain-based-classrooms.html

Classroom AtmosphereWater bottles and snacks on the tables. Brains are mostly made up of water and as we learn are brains get very heated. It is very important for students to drink water through out the day so that they can replace the water lost during learning. Dehydration causes higher salt levels in the blood which in turn raises blood pressure and stress. Dehydration also causes a loss in attentiveness and lethargy. Note: cordials, soft drinks, fruit juices, tea and coffee do not have the same benefit to the brain as water because they contain diuretic agents, removing larger amoungs of water from the bloodstreamSource: Knott, S. (2012). Kindergarten hints: A guide to kindergarten. Retrieved from http://kindergartenhints.weebly.com/brain-based-classrooms.html

Classroom AtmosphereWater bottles and snacks on the tableSmall snacks to munch throughout the day keep blood sugar from dropping during the day.Sources: Knott, S. (2012). Kindergarten hints: A guide to kindergarten. Retrieved from http://kindergartenhints.weebly.com/brain-based-classrooms.htmlPrince, A (2005). Using the Principles of Brain-Based Learning in the Classroom: How to help a child learn . Retrieved from www.superduperinc.com

Classroom AtmospherePositive atmosphereThe brain performs better in a positive emotional state. Students must feel physically and emotionally safe before their brains are ready to learn. A relaxed, nonthreatening environment that removes students fear of failure is considered best for brain-based learning. 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.

Incorporate MusicAlters brain chemistryEnergizesCalmsIncrease effectiveness for task completionUse as a timerUse during transitionsIncrease suspense or tensionWelcome to classDuring independent workScent of the EnvironmentScent makes learning effectiveLavender-chamomile reduces stress, for harmony, calmness, and compassionLemon, jasmine, and cypress induces positive moods, to stimulate, clarify, and focus concentrationBasil, peppermint, pine, eucalyptus, and clove are invigorating and refreshingApple induces more relaxed brain waves. Howard, P.J. (1999). The owners manual for the brain: Everyday applications from Mind-Brain Research. Bard Press

Cinnamon to warm and create an environment perceived as fairCoriander to enliven, motivate, and encourageGeranium for balance, healing, and comfortGrapefruit for cheerfulnessJasmine to welcome and create euphoriaWorwood, V. (1996). The Fragrant Mind: Aromatherapy for Personality, Mind, Mood, and Emotion

Scent of the EnvironmentNarcissus to empower, vision, and be creativeOrange for a warmth, happiness, and energyPeppermint to clarify, stimulate, and refreshPine to foster patience, acceptance, and trustRosemary for vigor, strength, and restorationSandalwood to enlighten and connect

Thyme to empower and invigorateVanilla to relaxHoward, P.J. (1999). The owners manual for the brain: Everyday applications from Mind-Brain Research. Bard PressWorwood, V. (1996). The Fragrant Mind: Aromatherapy for Personality, Mind, Mood, and EmotionAtmosphereEvery month, the receiving area of the school will be redesigned parallel to the theme tackled in class. This will provide novelty to the students to stir curiosity. Even displays in the classrooms will be changed monthlyWhen a child is in a familiar and safe situation, as in most of our classrooms, his or her brain will seek novelty.McCarthy, A. (2010). Brain based learning. Retrieved from http:..rowanclass09.blogspot.com/2010/04/brain-based-learning.html

2. Learning Engages the Entire PhysiologyFood, water, and nutrition are critical components of thinking.We are holistic learners - the body and mind interact the peptides in the blood are chains of amino acids that become the primary source of information transfer.

234Physical MovementStrengthens learningImproves memory retrievalEnhances learners confidenceMovement increases blood flow and oxygenates the brainActive learningGo outsideMove aroundStretchRole PlayingBrain-BodyFrequent physical breaks are arequirement for every type of learningSituation.

Through movement we reduce stress,improve short-term memory, become more creative.Brain-BodyMovement is not a luxury, it is a necessity.

NutritionGood food choices

Specific information about nutrition

Water available at all times

Proper Nutrition Program

Proper Nutrition ProgamThe students and their parents will be oriented regarding proper nutrition for the brainStudents will be encouraged to eat earth foods (fruits and vegetables), fish, nuts, and cerealsEating of junk foods and sweets will be discouragedTeacher will serve as role-modelsThe foods in the canteen will follow the programs principles

Proper Nutrition Program Nibbling Diet (Jenkins, etal., 1989) Nibblers were shown to have better cognitive functioning, fewer discipline problems, lower cortisol levels, better glucose tolerance and maintained better insulin levels. Some South Australian primary schools have reported significant drops in behaviour problems and increased learning performance since making nibbling food available at various times throughout the day. Sources: Sources: Joseph, J. (n.d). Food for thought: The critical foundation for brain care. Retrieved from http://www.focuseducation.com.au/Webzine/Food_for_Thought.pdfJenkins DJ, Wolever TM, Vuksan V, Brighenti F, Cunnane SC, Rao AV, Jenkins AL, Buckley G, Patten R, Singer W, et al. Nibbling versus gorging: metabolic advantages of increased meal frequency.N Engl J Med.1989 Oct 5;321(14):929934.

Proper Nutrition ProgramNibbling DietToo much time in between eating can cause loss of concentration and decrease alertness. Benton, in Carper (2000) draws on research that suggests we eat about 6 smaller meals per day as opposed to 3 larger ones. Our bodies were designed to eat little and often. Yet too much nibbling can cause dental decal and the wrong type of nibbling can cause glucose surges. Sources: Joseph, J. (n.d). Food for thought: The critical foundation for brain care. Retrieved from http://www.focuseducation.com.au/Webzine/Food_for_Thought.pdfCarper, Jean (2000.) Your Miracle Brain. Harper Collins

Nibbling Snack

Proper Nutrition ProgamProper nutrition helps protect the brain against toxins, improves mental alertness and assists in the formation of memoryFree radicals have toxic effect on the brains myelin, which is implicated in memory formationTo counter the effects, the brain needs anti-oxidants, which neutralize the free radicals. prunes, raisins, blueberries, blackberries, garlic, kale, strawberries, spinach (raw is best), broccoli, avocado, raspberries, red wine, dark chocolate, tomato products, especially tomato sauce and tomato pastes. Source: Joseph, J. (n.d). Food for thought: The critical foundation for brain care. Retrieved from http://www.focuseducation.com.au/Webzine/Food_for_Thought.pdf

Proper Nutrition ProgamTyrosine: used by the brain to manufacture dopamine and noradrenaline these two excitatory neurotransmitters are central to alertness, positive moods, attention span and awareness. fish, eggs, poultry, lamb, beef, veal, pork, kangaroo, cheese, yoghurt, almonds, cashews, brazil nuts, walnuts, pecan, macadamia, pistachio, dried peas and dried beans, soya, peanuts, lentils, lima, chick and kidney beans. An oversupply has no beneficial effect on the brain. Source: Joseph, J. (n.d). Food for thought: The critical foundation for brain care. Retrieved from http://www.focuseducation.com.au/Webzine/Food_for_Thought.pdf

Tyrosine-rich Foods

Proper Nutrition ProgamTryptophan is used by the brain to manufacture serotonin a neurotransmitter that is central to calmness, sleep induction, regulation of mood and message transmission within the brain.apples, dried apricots, baked-beans, oatmeal, carrots, cherries, some chocolate bars, skim milk, fettucine, oranges (including juice) spaghetti, lentils, peanuts, soybeans and low-fat yoghurt. Source: Joseph, J. (n.d). Food for thought: The critical foundation for brain care. Retrieved from http://www.focuseducation.com.au/Webzine/Food_for_Thought.pdf

Tryptophan-rich foods

Proper Nutrition ProgamSaturated fats tend to cause detrimental effects on memory and learning, and the effects appear to be cumulative. meat, whole milk, butter and cheese; trans fatty acids such as those often found in hot chips, margarines and fast fried foods, and overloads of Omega-6 vegetable oils, such as those often found in corn, safflower and sunflower oils.High levels of Omega-6 oils may lead to spectacular degeneration and ultimately, the destruction of neurons (Carper, 2000).Sources: Joseph, J. (n.d). Food for thought: The critical foundation for brain care. Retrieved from http://www.focuseducation.com.au/Webzine/Food_for_Thought.pdfCarper, Jean (2000.) Your Miracle Brain. Harper Collins NO TO Saturated Fats

Proper Nutrition ProgamOmega-3 fats help to curtail the damaging effects of Omega-6 oils and at the same time inject vitality into the brain. can help defeat free radicals, reduce immune responses that cause brain inflammation, positively change the firing patterns of neurons, and, support the neurotransmitters in the brain make contact with receptor sites on neighbouring dendrites. Omega-3 found in fish oils helps regulate serotonin, a neurotransmitter known to regulate positive moods. Sources: Joseph, J. (n.d). Food for thought: The critical foundation for brain care. Retrieved from http://www.focuseducation.com.au/Webzine/Food_for_Thought.pdfCarper, Jean (2000.) Your Miracle Brain. Harper Collins YES TO Omega 3

Proper Nutrition ProgamDepressive, impulsive and violent persons often have low serotonin levels. Acids found in Omega-3 are DHA (docosahexaenoic acid) and EPA (eicosapentaenoic acid). DHA may be a powerful antidepressant, may reduce feelings of hostility and aggression, may speed up brain waves leading to faster thinking and may even protect you from developing Alzheimers disease (Carper, 2000). Best sources include, mackerel, herring, sardines, tuna, anchovy and salmon. Lower-fat fish such as whiting, cod, snapper and flounder contain little Omega-3. Sources: Joseph, J. (n.d). Food for thought: The critical foundation for brain care. Retrieved from http://www.focuseducation.com.au/Webzine/Food_for_Thought.pdfCarper, Jean (2000.) Your Miracle Brain. Harper CollinsDHA-rich Foods

Proper Nutrition ProgamEspecially important to cognition are vitamins A, B, C, E and folic acid (Jensen 1998). Researchers Riggs and colleagues (1996) found that individuals with the highest levels of B-12, B-6 and folic acid in their blood performed significantly better on memory and spatial copying tests when compared to subjects with lower levels of these vitamins. B-vitamins are found abundantly in shellfish, chicken, fish and whole-wheat products. Sources: Joseph, J. (n.d). Food for thought: The critical foundation for brain care. Retrieved from http://www.focuseducation.com.au/Webzine/Food_for_Thought.pdfJensen, Eric (1998). Teaching with the Brain in Mind. Alexandria, VA ASCDFoods Rich in Vitamin B

Proper Nutrition ProgamFolic acid is found in liver, mushrooms, fortified cereals and leafy green vegetables. Researchers Chaing, et al (1998) found that the hippocampus (a section of the brain linked to memory formation and retrieval) has particular cell receptors for vitamin A and is known to activate brain-neuron activity. Dietary levels of vitamin A (or its precursor beta-carotene) can be found in liver, egg yolks, milk, cheese, carrots, spinach, broccoli, red and green peppers, pumpkin, sweet potatoes, apricots, peaches, rock-melons and mangoes.Sources: Joseph, J. (n.d). Food for thought: The critical foundation for brain care. Retrieved from http://www.focuseducation.com.au/Webzine/Food_for_Thought.pdf Chaing et al (1998.) An essential role for retinoid receptors in long-term potentiation and depression. Neuron Dec; 21 (6) Proper Nutrition ProgamResearcher Prasad (1991) reports that there is a large body of evidence showing that iron deficiency states are associated with reduced cognitive function, maladaptive behaviour and motor development. Vitamin C, taken with iron, seems to greatly enhance the bodys capacity to uptake iron into the bloodstream. Sources of iron include dark green vegetables, liver, red meat, poultry, fish, eggs, grains and rice. Sources: Joseph, J. (n.d). Food for thought: The critical foundation for brain care. Retrieved from http://www.focuseducation.com.au/Webzine/Food_for_Thought.pdfPrasad, A. and Prassad, C (1991). Iron Deficiency: Non-Hematological Manefestations. In Progress. Food and Nutritional Science. 15.4 (1991) 255-83

Iron-Rich Foods

Proper Nutrition ProgamSources of vitamin C include orange juice, broccoli, citrus fruits, tomatoes, potatoes and melons. Vitamin E is found in vegetable oils, liver, eggs, green vegetables, fruit and whole-grain cereals. It is a good anti-oxidant source to fight free radicals.

Sources: Joseph, J. (n.d). Food for thought: The critical foundation for brain care. Retrieved from http://www.focuseducation.com.au/Webzine/Food_for_Thought.pdfPrasad, A. and Prassad, C (1991). Iron Deficiency: Non-Hematological Manefestations. In Progress. Food and Nutritional Science. 15.4 (1991) 255-83Vitamin E Rich Food

Sleep ProgramStudents and parents will be oriented about the benefits of proper sleepingSleep areas will be provided for short naps in between classes of students

Sleep ProgramThe brain needs deep physiological rest to perform at its best. The REM period (the dream state) is the most critical. Being deprived of sleep impairs learning and thinking.Students living with the following are at a much higher risk for having sleep deprivation: Abusive or highly stressed familiesAreas of high crime or povertyThose impacted by traumaPrigge, D.J. (2002). Promote brain-based teaching and learning. Intervention in School and Clinic (37) 237. Retrieved from http://www.sagepub.com/kwilliamsstudy/articles/Prigge.pdf

Sleep ProgramInadequate sleep can affect how students learn and their ability to concentrate, retain information, and turn short-term memory into long term memoryThey may not do well on extended performance testing requiring stamina, creativity, and high-level problem solving.

Prigge, D.J. (2002). Promote brain-based teaching and learning. Intervention in School and Clinic (37) 237. Retrieved from http://www.sagepub.com/kwilliamsstudy/articles/Prigge.pdf

Sleep allows the brain time tounlearnBy eliminating unnecessary information (usually during sleep time), the brain becomes more efficient. Sleep gives the brain time to rearrange circuits, clean out unimportant mental debris, and process emotional events. (Freeman 1995)Prigge, D.J. (2002). Promote brain-based teaching and learning. Intervention in School and Clinic (37) 237. Retrieved from http://www.sagepub.com/kwilliamsstudy/articles/Prigge.pdfSleep Program3. Learning is DevelopmentalDepending upon the topic some students can think abstractly, while others have a limited background and are still thinking on a concrete level.Building the necessary neural connections by exposure, repetition, and practice is important to the student.

70Remedial vs. DevelopmentalDevelopmental PerspectiveFocuses on how the learner learnsAssumes students are at a variety of levels simultaneously

Considers the cognitive and affective dynamics of learning

Includes outside services designed to meet the cognitive and affective needs of studentsFocuses on the development of a variety of learning strategies

Helps students master their educational/life goals and objectivesRemedial PerspectiveFocuses on the skills that need to be learnedAssumes that students lack certain skills, and are at one particular levelConsiders only the cognitive dynamic of learningIncludes outside services designed to meet only the cognitive needs of studentsFocuses on learning strategies related to the specific skills that need to be learnedHelps students master specific academic skills4. Each Brain is Unique We are products of genetics and experience The brain works better when facts and skills are embedded in real experiences

472UniquenessVariety and Choice

Prior knowledge and experiences

Learning styles and strengths

5. Each Brain Perceives and Creates Parts and Wholes SimultaneouslySome think more easily inductively while others find deductive thinking more comfortable - use bothShank (1990): Telling stories is one of the most influential techniques because you give the information, ground the meaning in structure, provide for emotion, and make the content meaningful. Our brain loves storytelling.

746. Learning Involves Conscious and Unconscious ProcessesThe brain and body learn physically, mentally, and affectivelyBody language as well as actual language communicate

How you treat students and how you permit them to treat each other makes a difference in their learning and desire to learn.How the physical environment is organized makes a difference.75Learning = Conscious + Unconscious

The Learning Pyramid = Levels of Conscious ProcessingSilence/Reflection/Meditation = Unconscious Processing

76Fact: Meditation/Reflection substantially increases brain activity and reduces stress levels (cortisol) in the body.Fact: NASA Astronauts were instructed to daydream 20 minutes twice a day. Research showed that it increased their ability to create new solutions and anticipate unexpected situations by more than 40%!

Fact: After doing PET scans of more than 500 common activities, meditation was found to produce the MOST active brain waves!

7. The Search for Meaning Is InnateEach person seeks to make sense out of what he/she sees or hearsCapitalize on this quality!Present ideas, experiences that may NOT follow what one expects:Speculate QuestionExperiment Hypothesize

80MeaningHolistic, integrated, thematic, relevant learningLarge blocks of time for workTime for processing and reflectionMaking MeaningStudents need opportunities to TalkReflectApply What they are learning.Experiences that Strengthen ConnectionsAre frequent, regular, and predictableOccur in the context of a warm, supportive relationshipAre associated with positive emotion (fun, excitement, humor, comfort)Involve several sensesAre responsive to the childs interests or initiative

838. Emotions Are Critical to Learning

A common form of communication within our brain is the electrical-chemical-electrical process between neurons.Emotions trigger the chemicals active in the axon-synapse-dendrite reaction. This permits or inhibits communication between the cells.90% of the communication is carried out by peptides (which are strings of amino acids that travel the blood stream and permit information transfer. Peptides are the glue that connect the body and the brain.Learning is affected by emotions.

84EmotionsEmotions have their own pathways orsuperhighways in our body. They affect brain chemicals which influence Learning and memory

Emotionsemotions are the gatekeepers to theintellectemotional hooks arenecessary for long-term learning;negative emotions can become blocksto learning.

Robin FogartyBrain-Compatible Classrooms

EmotionsDrives attention drives learning

Fun is part of learning

Play is crucial to learning

Positive language

Use HumorReduces stressBoosts immune systemEnhances alertness and memoryFunny storiesJokesCartoon in class or testJoke around in small groups

9. Learning is Enhanced by Challenge and Inhibited by ThreatThe brains priority is always survival - at the expense of higher order thinkingStress should be kept to a manageable levelProvide opportunities to grow and to make changesHave high, but reasonable expectations

89Problem SolvingThe brain grows by trying to solve problemsNeed to find the edge of what students can doReal-world problem solving promotes creative and meaningful judgmentOpen ended questionsHigher level thinking questions/projectsWhat if.?Can you figure this out?Brain teasersGraphingLabs/Experiments

10. The Search for Meaning Comes Through PatterningTie learning to prior knowledgeUse Know - Want to know - Learned cycleBain (What the Best College Teachers Do) suggests working from big questions to be answered.

91Link to Previous KnowledgeStart with what they know and move forward to what they need to knowSupply background information if necessaryMotivating to studentsHelps students be more successfulCheck to see what students already knowExpand on what they understandKWL

11. Brain Organizes Memory In Different WaysRetrieval often depends upon how the information was stored.Relevancy is one key to both storage and retrievalConnect to what students know, what they are interested inProvide and get examplesStudent talk!!!Of varying types

93MemoryWhen objects and events are registered by several senses, they can be stored in several interrelated memory networks.Conversation helps us link ideas/thoughts to our own related memories. Students need time for this to happen!!Storytelling- ConversationsDebates- Role playingSimulations - SongsGames- Films

94Techniques to Help MemoryDefine the gist - OVERVIEWSequence eventsPlot out pictorially the informationTell the information to others in own words - TALKPeer teaching/tutoringAmplify by giving examplesUse multiple parts of the brain (emotional, factual, physical)Auditory, Visual, Kinesthetic, TalkCombineUse color effectivelyYellow and orange as attention-getters

9512. The Brain is a Social Brain

The brain develops better in concert with others When students have to talk to others about information, they retain the information longer and more efficiently! Make use of small groups, discussions, teams, pairings, and question and answer situations.96Use collaborationBrain is inherently socialExplaining to others makes information the studentsFeel support of peersSmall group decision making skillsPromotes social interactionsBreakout spacesSmall groupsCooperative learningGroup and individual accountability

Kolbs Learning Cycle

Kolb, D. A. (2000). Experiential learning theory: Previous research and newdirections in R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles. NJ: Lawrence Erlbaum.Curriculum: Authentic LearningAuthentic learning situations increase the brains ability to make connections and retain new information.To help build executive function in students, opportunities to apply learning especially through authentic, personally meaningful activities will be providedWillis, J. (2011). Three brain-based teaching strategies to build executive function in students. Retrieved from http://www.edutopia.org/blog/brain-based-teaching-strategies-judy-willis

Curriculum:Authentic LearningAuthentic, student-centered activities, projects, and discussions will give students the opportunity to do the following:Make predictionsSolve a variety of types of problemsPursue inquiriesAnalyze what information they needConsider how to acquire any skills or knowledge they lack to reach desirable goalsWillis, J. (2011). Three brain-based teaching strategies to build executive function in students. Retrieved from http://www.edutopia.org/blog/brain-based-teaching-strategies-judy-willis

Curriculum: BilingualismBilingualismSharpens the mindDelays onset of Alzheimers disease symptomsDevelops greater attention focus, distraction resistance, decision-making judgment, and responsiveness to feedbackEnhances ability to attend to important information and ignore the less importantImproves memoryDreifus, C. (2011). The bilingual advantage http://www.nytimes.com/2011/05/31/science/31conversation.html?_r=4&Willia, J. (2012). Neuroscience and the bilingual brain. Retrieved from http://www.edutopia.org/blog/neuroscience-bilingual-brain-judy-willis-md

Curriculum: BilingualismIf you have two languages and you use them regularly, the way the brains networks work is that every time you speak, both languages pop up and the executive control system has to sort through everything and attend to whats relevant in the moment. Therefore the bilinguals use that system more, and its that regular use that makes that system more efficient.Dreifus, C. (2011). The bilingual advantage http://www.nytimes.com/2011/05/31/science/31conversation.html?_r=4&Willia, J. (2012). Neuroscience and the bilingual brain. Retrieved from http://www.edutopia.org/blog/neuroscience-bilingual-brain-judy-willis-md

Curriculum: ExperientialRepeated use strengthens brain connections.If connections are not used, they are pruned away.The brain grows itself for whatever environment it experiences.Most of this experience-based growth occurs in the cortex (the executive brain).

106Bullet 1: What does this mean to the kid with special needs? Good example: Food selection sheet over conversation at lunch. If all you are expected to do is make a request, your interest in holding a conversation with someone could become extinguished.Bullet 2: The old Dont use it; you lose it adage. Example: How many of us (older) find that climbing a tree is more challenging now than when we were younger (size not withstanding). Twirling around, swingingBullet 3: Kids and video games or television. The desensitization of a child to the violence because of repeated exposure. No one understands you so you choose not to communicate.Bullet 4: This is because the experiences have made it through the emotional center of the brain and have been able to move into the thoughtful portion of the brain.Curriculum: ExperientialExperiences that strengthen connections:Are frequent, regular, and predictableOccur in the context of a warm, supportive relationshipAre associated with positive emotion (fun, excitement, humor, comfort)Involve several sensesAre responsive to the childs interests or initiative

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Curriculum: ConstructivistNeuroscience and cognitive neuroscience have provided theoretical basis for constructivist approaches/models such as Experiential Learning, Cooperative Learning, and Problem-Based Learning (Caine & Caine, 2002; De Boer, 2001; Kolb, 1984; Sparapani, 1998).Gulpinar, M.A. (2005). The Principles of Brain-Based Learning and Constructivist Models in Education. Educational Sciences: Theory & Practice 5 (2) , pp. 299-306. http://kimberlysheppard.wiki.westga.edu/file/view/The+Principles+of+Brain+Based+Learning+and+Constructivist+Models+in+Education.pdf

Curriculum: Optimum TeachingFundamental elements of optimum teaching are described as follow:Relaxed Alertnesscreating the optimal emotional and social climate (challenging, but non-threatening, and confirmative environment with complex social interactions) for learning. Gulpinar, M.A. (2005). The Principles of Brain-Based Learning and Constructivist Models in Education. Educational Sciences: Theory & Practice 5 (2) , pp. 299-306. http://kimberlysheppard.wiki.westga.edu/file/view/The+Principles+of+Brain+Based+Learning+and+Constructivist+Models+in+Education.pdf

Curriculum: Optimum TeachingFundamental elements of optimum teaching are described as follow: Orchestrated Immersion in Complex Experiencecreating optimal opportunities for learning by providing learners rich, complex, and realistic experiences; giving learners time and opportunity to make sense of their experiences by reflecting, finding, and constructing meaningful connections in how things relate and, during the whole process, by presenting efficient tutorial.Gulpinar, M.A. (2005). The Principles of Brain-Based Learning and Constructivist Models in Education. Educational Sciences: Theory & Practice 5 (2) , pp. 299-306. http://kimberlysheppard.wiki.westga.edu/file/view/The+Principles+of+Brain+Based+Learning+and+Constructivist+Models+in+Education.pdfCurriculum: Optimum TeachingFundamental elements of optimum teaching are described as follow:Active Processing of ExperienceCreating optimal ways to consolidate learning, i.e., continuous active processing of ongoing changes and experiences to construct, elaborate and conso changes and experiences to construct, elaborate and consolidate mental models/ patterningsGulpinar, M.A. (2005). The Principles of Brain-Based Learning and Constructivist Models in Education. Educational Sciences: Theory & Practice 5 (2) , pp. 299-306. http://kimberlysheppard.wiki.westga.edu/file/view/The+Principles+of+Brain+Based+Learning+and+Constructivist+Models+in+Education.pdf

Curriculum: Interest-basedThe curriculum will be based on the interests of the students. At the beginning of each term, students will be asked what their interests are so that the teacher will see to it that students interests will be included in the curriculum.Teachers must design learning around student interests and make learning contextual.Brain-based Learning. Retrieved from http://www.funderstanding.com/educators/brain-based-learning/Curriculum: Theme-basedTheme-based curriculumProvides and integrated approach to teaching and learningHelps young learners achieve higher levels of learningBrain research and the psychology of learning support the idea that learning is an integrated process, a process focused on constructing meaning, and a process largely dependent on the ability to communicate.Hurley, S.R. & Blake, S. (2008). Animals and occupations: why theme-based curricula work. http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=112

Curriculum: Developing Higher Thinking SkillsIn developing higher order thinking skills, teachers will explore the extent to which:their questions can focus specifically on stimulating childrens thinking they can create time tabled opportunities for thinking times which signal to the children that a non-ordinary (and possibly counterfactual) kind of thinking is being encouraged more opportunities can be created in the classroom for structured dialogue children can be invited to construct opinions and arguments Taggart, G., Ridley, K., Rudd, P. & Benefield, P. (2005). Thinking skills in the early years: a literature review. UK: National Foundation for Eucational Research.

Curriculum: Developing Higher Thinking SkillsIn developing higher order thinking skills, teachers will explore the extent to which:story-time can become an opportunity to develop childrens thinking traditional sorting and sequencing tasks can be an opportunity for children to verbalize their thinking Taggart, G., Ridley, K., Rudd, P. & Benefield, P. (2005). Thinking skills in the early years: a literature review. UK: National Foundation for Eucational Research.

Curriculum: Developing Higher Thinking SkillsIn developing higher order thinking skills, teachers will explore the extent to which:play equipment can present children with possibilities for developing their imagination children can be given opportunities for solitary as well as social play children can be asked to evaluate their work critically Taggart, G., Ridley, K., Rudd, P. & Benefield, P. (2005). Thinking skills in the early years: a literature review. UK: National Foundation for Eucational Research.

Curriculum: Developing Higher Thinking SkillsIn developing higher order thinking skills, teachers will explore the extent to which:additional adults in the classroom can be used to develop childrens thinking creative activities can encourage creative possibility thinking, as well as cre- ative skills. Taggart, G., Ridley, K., Rudd, P. & Benefield, P. (2005). Thinking skills in the early years: a literature review. UK: National Foundation for Eucational Research.

CurriculumTeaching strategies that enhance brain-based learning include:ManipulativesActive Learning Field Trips Guest Speakers Real-Life Projects that allow students to use many learning styles and multiple intelligences.

Curriculum: Play-basedPlay-basedChildren best learn through play.Play shapes the structural design of the brain.provides active exploration that assists in building and strengthening brain pathwayscreates a brain that has increased flexibility and improved potential for learning later in life (Lester & Russell, 2008, p. 9).Allows them to explore, identify, negotiate, take risks and create meaning.Barblett, L. (2010). Why play-based learning? Every Child (16) 3. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/Why_play_based_learning.pdf

Curriculum: Play-basedPlay-based Children who engage in quality play experiences are more likely to have well-developed memory skills, language development, and are able to regulate their behaviour, leading to enhanced school adjustment and academic learning (Bodrova & Leong, 2005).Children can build relationships, learn to resolve conflicts, negotiate and regulate their behaviours. Barblett, L. (2010). Why play-based learning? Every Child (16) 3. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/Why_play_based_learning.pdf

Curriculum: Play-basedIn play, children usually have increased feelings of success and optimism as they act as their own agents and make their own choices. Playing is a known stress release; it is often linked to child wellbeing.The dispositions for learning, such as curiosity, openness, optimism, resilience, concentration, and creativity (SACSA, 2009), are developed in play. Playing is linked to the development of resilience and the beginnings of empathy as children begin to understand other points of viewBarblett, L. (2010). Why play-based learning? Every Child (16) 3. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/Why_play_based_learning.pdf

Curriculum: TechnologyWhile use of technology will be part of the curriculum, it will be emphasized among the children that they should limit use of technology (tv and computer) for only two hours a day.technology provides opportunities to use such important science of learning principles as pre-existing knowledge, active learning, mental models, transfer, and learning for understanding.Curtis, D. (2003). Brain-based research prompts innovative teaching techniques in the classroom: Educators explore nontraditional methods of teaching and receive positive results. Retrieved from http://www.edutopia.org/brain-based-research-powerful-learning

Technology UseTechnology is a tool that can provide another way for children to learn and make sense of their world. Computers can be used in developmentally appropriate ways that are beneficial to children, or they can be misused.Computers, or cameras or any other forms of technology, do not replace other tools but add to the array of tools available to childrenVan Scoter, J. (2001). Technology in Early Childhood Education: Finding the Balance. NWRELs Technology in Education Center & Northwest Educational Technology Consor. Retrieved from http://www.netc.org/earlyconnections/byrequest.pdf

Principles Followed in Software SelectionIs open ended and allows for active learning with students making decisionsInvolves many senses and contains sound, music, or voice Is controlled by the children, and allows them to explore without fear of making mistakesResponds to childrens exploration in ways that encourage further investigationReflects and builds on what children already know Applies to real problems with real-life connectionsElicits excitement and so encourages languageVan Scoter, J. (2001). Technology in Early Childhood Education: Finding the Balance. NWRELs Technology in Education Center & Northwest Educational Technology Consor. Retrieved from http://www.netc.org/earlyconnections/byrequest.pdf

ActivitiesAs much as possible, music and movement will be incorporated in all activitiesAlso, teacher will see to it that manipulatives and concrete objects are used in almost all activities. As much as possible, all activities are hands-on.Doodling will be encouraged. One wall of the room will have paper on it so that children could freely doodle, draw, or write anything on it.Every day, there will be a welcome theme song so that positive emotions will be evoked from the kids

ActivitiesWhen students make mistakes in any of the school activity, it will be emphasized that mistakes are part of learning process. Students will be allowed to correct themselves.Students will be encouraged to take risks, to experiment, so that they would learn how to discover things.To tap student creativity and expression to the fullest, artistic outputs will be given priority

ActivitiesFun will always be incorporated to learning. Teacher should keep in mind that his/ her own enthusiasm to learning is transferred to the studentsSome activities will be group work in order to promote team-work. In these activities, the teacher will serve as facilitator.Field trips will be incorporated with lessons. Students will explore the community with guidance of the teacher.

ActivitiesStudents will have projects where they will actively investigate on different phenomena or where they will create productsEnrichment activities will be provided for students. While singing is taught inside the classroom, students will be encouraged to take formal lessons in learning to play an instrument of their choice. Students will also be encouraged to take ballet or gymnastics or wushu once or twice a week for improvement of muscle control.

ActivitiesPretend plays will be done to tap childrens imaginationOutputs of students will be presentedStudents will be taught how to label and express emotions appropriately

AssessmentThere will be different forms of assessment. Most of them will utilize what the students enjoy doing. Assessment will not be heavy on paper and pencil tests.Assessment will be designed to fit the students learning styles and motivation.Portfolios, performance, reflection, self-assessment will be utilized

AssessmentDistinguishing marks of brain-based assessment:Collaboration of students, teachers, and parentsAuthentic assessment practices for even more traditional settingsReminders about what is valued within a variety of culturesConflict resolution opportunities for small-group assessmentRubrics that define expectations and provide guidelines.Weber, E. (1998). Marks of brain-based assessment: A checklist. National Association of Secondary School Principals, NSSP Bulletin.

Authentic AssessmentAuthentic assessment utilizesperformance samples learning activities that encourage students to use higher-order thinking skills. Five major types of performance samples:

1. Performance Assessment

Presenting to the classConducting a science experiment and analyzing the resultsWorking with a team to prepare a position in a debateTeacher Vision (2012). Authentic Assesment Overview. Retrieved from http://www.teachervision.fen.com/teaching-methods-and-management/educational-testing/4911.html?detoured=1&for_printing=1

Authentic Assessment2. Short InvestigationsThe teacher asks students to interpret, describe, explain, predict a given stimulus3. Open-Response QuestionsThe teacher presents a stimulus and asks students to respond orally, through drawing, or a diagramTeacher Vision (2012). Authentic Assesment Overview. Retrieved from http://www.teachervision.fen.com/teaching-methods-and-management/educational-testing/4911.html?detoured=1&for_printing=1

Authentic Assessment4. Portfolios

A portfolio documents learning over time. This long-term perspective accounts for student improvement and teaches students the value of self-assessment, editing, and revision. A student portfolio can include:ArtworksStudent outputs Teacher Vision (2012). Authentic Assesment Overview. Retrieved from http://www.teachervision.fen.com/teaching-methods-and-management/educational-testing/4911.html?detoured=1&for_printing=1

Authentic Assessment5. Self-Assessment

Students to evaluate their own participation, process, and products. Students give written or oral responses to questions like:What was the most difficult part of this project for you?What do you think you should do next?If you could do this task again, what would you do differently?What did you learn from this project?Teacher Vision (2012). Authentic Assesment Overview. Retrieved from http://www.teachervision.fen.com/teaching-methods-and-management/educational-testing/4911.html?detoured=1&for_printing=1