brain strategies to differentiate the classroom
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Brain Strategies to Differentiate the Classroom. The neuroscience of the brain and the cognitive science of learning. Introductions. Shawn Abbate MS, NBCT 20 years Lead Teacher GATE Coordinator Nerd. Goals for the Session. Goals: Your Goals: ~Give you a basic understanding - PowerPoint PPT PresentationTRANSCRIPT
Brain Strategies to Differentiate the Classroom
The neuroscience of the brain and the cognitive science of learning
Introductions
Shawn AbbateMS, NBCT20 yearsLead TeacherGATE CoordinatorNerd
Goals for the Session
Goals: Your Goals:~Give you a basic understanding
of the brain
~Give you some applications of
brain information for your classroom
~Give you specific strategies to utilize
cognitive science to improve student
achievement
~ Create a plan of your own as a result
of being here today.
The BrainSo why does information from the neurosciences and cognitive science matter?
IT HAS BEEN A CURIOSITY FOR MUCH OF HUMAN HISTORY!
Yesterday’s thinking…..Phrenology – 1840s and 50s
An early practice at the end of the 19th century that claimed to be able to identify mental capacity and character by feeling the bumps of the skull.
Today’s Neuroscience
SPECT Scans
PET Scans
MRI and fMRI
It is possible to see the mind at work!
BRAIN BASICS
Brain 101
1. An adult brain weighs 2 to 4 pounds.2. The brain is comprised of at least 60% fat. 3. Every heart beat provides 25% of the blood and oxygen to your
brain.4. The hippocampus encodes new information and initiates
learning and memory.5. You have millions of brain cells (called neurons) that increase
in number with exposure to complex and novel environments.6. Neurons communicate with each other chemically, in a process
referred to as a synapse.7. The more synaptic connections, the greater your brain reserve.8. Brain reserve is thought to delay the onset of diseases such as
Alzheimer’s Disease.
Communication of Neurons
Dendrites grow when we think. New pathways increase intelligence.
The Brain Is Shaped and Developed throughout Life
It has plasticity. There is no finite capacity or limitation.
Environmental input across one’s lifespan, beginning at conception shapes the brain.
There is no critical period of brain development, unless one considers life itself to be the measure.
Environmental input into a brain can make a difference with respect to the health of that brain.
Three factors critical to a brain enriching environment:
1. physical activity
2. socialization
3. mental stimulation
# 1 Physical Activity and Movement
Why? Humans are mobile throughout their life Movement provides stimulus and helps neuron
systems develop Having students stand up, sit down, jump, or
clap as they review activates procedural memory
Movement is fundamental to the very existence of the brain. In fact, only an organism that moves from place to place even needs a brain.
The entire front half of the brain is devoted to organizing action, both physical and mental.
“Higher” brain functions have evolved from movement and still depend on it.
Movement is crucial to every brain function, including memory, emotion, language, and learning.
The ability to mimic is movement based.
Physical activity forces oxygen and glucose to the brain.
Why Should I Include Movement in My Lessons?
How?
Students pick an energizing partner across the room. Provide opportunities for partners to meet.
Stand up for yes! Role play stories, order of operations,
historical events, scientific concepts. Musical pair share
#2 SocializationBrainstorming and Discussion
Why? Humans are social Silence is not natural Talking leads to breathing Brainstorming improves
comprehension and leads to higher order thinking
Research Rationale
Students remember 90% of what they say or discuss.
Learning increases when students have a chance to talk about it in their own words.
Brainstorming activates prior knowledge. Formulating questions is realistic and
leads to better thinking skills.
How?
DOVE Discussions - Defer judgment, One idea at a time, Variety of ideas, and Energy on task
No Opt Out Discussion: Costa’s Level of Questioning, Socratic Seminar
Pair/Share – Give One and Get One, Cornell Notes, quick writes, problem solutions, explain a concept
Brain Snacks
Provide opportunities to: reflect on learning provide movement anchor learning check on understanding
How do you use brainstorming and discussion in your room?
Give One and Get OneList 3 ways you can use
discussion.Get up and move.Share and collect ideas
Brain Snack!
#3 Mental StimulationThe brain benefits from a novel and
complex environment
What is novelty? Construct unique and individualized meaning of the
structure or concept. Recreate or innovate old systems and ideas. Create a means of expressing understanding of
subject matter creatively AND with a higher level in a new, unusual, or unique way.
Incorporate original interpretations of existing information by utilizing personal views and interests.
Novelty
Skills: prioritize explain the main idea resolve the conflict ask questions predict hypothesize state your opinion
Examples: Debate an issue Editorialize an opinion Make a choice or decision Tally research results Interview a person Prepare an investigative report Use raw materials to solve a
problem Prepare a scrapbook or
collection Accommodate a new viewpoint Create an original interpretation
Novelty in Your Classroom
Think about the unit you are teaching now. List 3 choices you could offer students for
novelty.
1.2.3.
Turn to the person next to you and share your ideas.
Brain Snack!
“LEARNING IS
THE BRAIN’S
PRIMARY FUNCTION…”Frank Smith, Insult to Intelligence
Why don’t we like to think? Ask the Cognitive Scientist
The mind is not designed for thinking. People are naturally curious but
curiosity is fragile. Thinking requires the knowledge of
facts. Factual learning improves memory.
Source: Why Don’t Students Like School?, Daniel Willingham
How Thinking Works
EnvironmentWorking Memory
awareness and thinking
Long-Term Memory
factual knowledge and procedural knowledge
attention
learning remembering
Source: Why Don’t Students Like School?, Daniel Willingham
Learning is a two-step process:
• Making meaning throughpattern seeking and chunking
• Developing a mental program for using what we understand and wiring it into long-term memory
Nine Cognitive Principles for the Classroom
1. People are curious but they are not naturally good thinkers.2. Factual knowledge proceeds skill.3. Memory is the residue of thought.4. We understand new things in the context of what we know.5. Proficiency requires practice.6. Cognition is fundamentally different early and late in training.7. Children are more alike than different in terms of learning.8. Intelligence can be changed through hard work.9. Teaching, like any complex cognitive skill, must be practiced
to be improved.
Source: Why Don’t Students Like School?, Daniel Willingham
Implications for the Classroom
Think of content as answers. Spend time explaining the questions.
Factual knowledge is critical so always ask the question, “What do I want students to think about?”
Identify key concepts and practice them over time.
Let lesson content, not student differences, drive decisions about teaching.
Always talk about success and failure in terms of effort, not ability.
Source: Why Don’t Students Like School?, Daniel Willingham
content
# 4 Differentiate the Classroom
Offer extension menus and extra credit enrichment opportunities to get students to read. Factual knowledge is key!
Use Levels of Questions/Kaplan Icons to help students acquire shallow AND deep knowledge.
Allow students choice or use for discussion to differentiate instruction.
Tier assignments to accommodate the working memory.
Differentiation Means Choices
Keep the focus on content. What do you want students to
learn? Teacher choice AND student
choice
Student Choice in the Classroom Extension menus Independent study Project design
Content
depth complexity novelty/product
Teacher Choice
Unit designLevels of questionsDiscussion strategies
Content
Unit design Levels of questions Discussion strategies
Depth and Complexity
Provides rigorous thinking opportunities for all students. Offers students a chance to “think about” content. Creates thinking patterns and connections to help the
brain to recall and utilize knowledge.
Using Icons
A Layered Approach to Learning
Based upon the work of Sandra Kaplan
Depth & Complexity Icon Chart
Depth Icon Definition Example
Language of the Discipline
What vocabulary terms are specific to the content or
discipline?
Tools Jargon Icons Acronyms
Special phrases Terms Slang
Abbreviations
Details
What are the defining features or characteristics? Find examples
and evidence to support opinions and ideas.
Parts Factors
Attributes Variables
Distinguishing Traits
Patterns
What elements reoccur? What is the sequence or order of events? Make predictions based on past
events.
Predictability Repetition
Unanswered Questions
What information is unclear, missing, or unavailable?
What evidence do you need? What has not yet been proven?
Missing Parts Incomplete Ideas
Discrepancies Unresolved issues
Ambiguity
Rules
What structure underlies this subject? What guidelines or regulations affect it? What
hierarchy or ordering principle is at work?
Structure Order
Reasons Organization Explanation
Classification “Because…”
Trends
Note factors (Social Economic, Political, Geographic) that cause events to occur. Identify patterns
of change over time
Influence Forces Direction Course of Action
Compare, Contrast and Forecast
Ethics
What moral principles are involved in this subject? What
controversies exist? What arguments could emerge from a
study of this topic?
Values Morals Pro and Con
Bias Discrimination Prejudice Judging
Differing Opinions Point of View
Right and Wrong Wisdom
Big Ideas
What theory or general statement applies to these ideas? How do
these ideas relate to broad concepts such as change,
systems, chaos vs. order, etc? What is the main idea?
Draw conclusions based on evidence
Make generalizations Summarize
Theory Principle Main Idea
Across the Disciplines
Relate the area of study to other subjects within, between, and
across disciplines.
Connect Associate Integrate
Lind Ideas Cross-Curricular study
Changes over
Time
How are elements related in terms of the past, present, and future? How and why do things change?
What doesn’t change?
Connecting points in time Examining a time period Compare and Contrast
Different Perspectives
How would others see the situation differently?
Different roles and knowledge Opposing viewpoints
Thanks to the work of Dr. Sandra Kaplan, use of iconic thinking is becoming more common in California GATE classrooms.
Her icons are available at jtayloreducation.com.
Tiered Vocabulary Menu
Level 1 Practice words in context Fill-in-the-blank Graphic organizers Find examples in magazines, newspapers, books
Level 2 Develop understanding of words Create a worksheet, word search, or vocabulary quiz. Write your clues or definitions in your
own words. Create Power Point with words and definitions in your own words. Draw a picture or symbol for each word and explain its relationship to vocabulary word it
represents.
Level 3 Create an original composition Alone or with a friend, write a short script appropriate for students. Write a riddle for each word. Write a friendly letter using the words. Write an advertisement. Make a political or “comics”-styled cartoon book. Design a board game or a computer game using all of the words in correct context.
Choose a different product this week!
Layered Curriculum Units
Divides learning process based on cognitive science
A. Factual knowledge
B. Practice and think about content
C. Higher levels of thinking
LAYERED CURRICULUM TM
A teaching model that divides the learning process into three layers based on the complexity of the student’s thought process
Source: Differentiating the High School Classroom, Kathie F. Nunley
Nunley Model
Asks students at each level to: C Layer: Gather information B Layer: Apply or manipulate that
information A Layer: Critically evaluate an issue
Costa’s Levels of Questions
Level 1: The answer can be found in the text (either directly or indirectly). Facts about what has been heard or read.
Level 2: The answer can be inferred from the text. This type of question, although more abstract and involves examination, analysis, causes of details.
Level 3: Answer goes beyond text. This type of question is abstract, and may not pertain to text. These questions ask that judgments be made from information. They also give opinions about issues, judge the validity of the ideas or other products and justify opinions and ideas.
Let’s Try It Out
Worksheet for Designing Curriculum Unit
1. What BASIC new knowledge do I need them to know/learn?
2. How can they apply this new information?
3. What debatable issue in the real world deals with this topic?
Brain Snack!
Source: Differentiating the High School Classroom, Kathie F. Nunley
Conclusions
The brain grows and intelligence increases in complex and novel thinking environments
The brain needs movement and socialization Factual knowledge proceeds the ability for
complex thinking Differentiate to accommodate content
knowledge levels and provide opportunity for complex novelty
Teaching Techniques in Your Packet
Movement Discussion Depth and complexity icons Content frames Pathway to Learning Layered Curriculum D&C Novel Project Design Model Tate Strategies
“A journey of a thousand miles
begins with a single step.”~ Confucius
~
How?
Create a “personal pictionary” Brochures, posters Storyboard a math word problem Draw a picture to review or summarize content Use stick figures to illustrate information about
a person or groups of people
Drawing and Artwork
Why? Drawing figures helps improve
comprehension Visualization helps to teach
vocabulary Art enrichment increases gains, self-
discipline, work ethic, and teamwork Thinking in art precedes
improvement in thinking in other areas.
Field Trips
Why? Aristotle and Socrates used field trips Experience outside the classroom provides significant
gains Connects learning to real life Connects content to reality
How?
Cyber-trips, virtual field trips, web questsGoogle: virtual field trips, www.field-guides.com, www,tramline.com,
antwrp.gsfc.
Library Park Campus simulations (mock elections, debates, plays,
museums) Walk around community and create real-world math
problems and submit to National Math Trail Web site
Games
Why? Jeopardy engages the brain Creating games with content
provides connections Brain mechanisms during
games are just as cognitive as math seat work
Humans need play
How?
Board games to review content Jeopardy to create questions and recall content Use Concentration to teach vocabulary Ball Toss discussions or review Who Am I? with historical or literary figures BINGO vocabulary
Graphic Organizers, Semantic Maps, Word Webs
Why? Improves reading comprehension if done before reading Integrates visual and verbal Helps students make connections Facilitates memory and content area achievement
organizers
bubble maps flow charts storyboards
How?
KWL – access prior knowledge and summarize content
Word web brainstorm to increase vocabulary meaning
Story Maps Cause and Effect Flowchart Venn Diagram to compare/contrast ideas
Humor
Why?Laughter increases alertness and memoryPositive experiences improve memory and
performanceHumor and laughter reduce stressGroup laughter builds community
relationships
How?
Incorporate cartoons, riddles, and jokes which reinforce learning
Students can design cartoons or humorous stories that demonstrate understanding
Cooperative groups write and solve content related riddles
Provide feedback with a humorous device (clapper, horn, bubbles)
Manipulatives, Experiments, Labs, and Models
Why? Brain activity and hands are so interrelated
numerous theories explain the connection Each body movement stimulates brain function Hands-on activities energize students
How?
Students can use tiles, blocks, or rods to demonstrate understanding of math concepts
Students use hands to show agreement, disagreement or level of understanding (vocabulary inventory)
Students construct models to demonstrate understanding
Mnemonic Devices
Why? Provide powerful tools to
recall information Activate neuro-links essential
to memory Create links between new
information and information already stored
How?
Give examples and have students create their own slogans or phrases to help them remember information.
Students create acronyms to help recall content.
Create rhymes, acronyms, or acrostics to help reinforce and teach important concepts.
http://www.audiblox2000.com/learning_disabilities/arcostics.htm
Reflection
Summarize the strategies that help students to make connections.
12 Word Summary and A-B Partner Teach
# 11 Music, Rhythm, Rhyme and Rap
Why? Music activates emotion and long-
term memory Music synchronizes neural networks
which increase the brain’s ability to reason, think creatively and solve math problems
Music from the baroque period appears to increase memory and test taking skills
How?
Music and lyrics to teach content Musical recall with a meet and match
pair share. Cooperative groups create raps,
rhymes or songs to recall information. Sing the quadratic equation Students write cinquains (1 word, 2, 3,
4 and back to 1 word poems) that symbolize content understanding
Reflection
How can I integrate music and movement into my lesson plans?
Quickwrite and
Think-Pair-Share
Role Plays, Drama, Pantomimes and Charades
Why? Role play makes learning fun,
increases creativity, and gives learners more choice
Provides an opportunity to organize information
Increases meaning, motivation, and facilitates the transfer of knowledge
How?
Students create a dramatic presentation of an event
Students create commercial espousing a point of view or particular concept
Create vocabulary cards and have students play a game of charades pulling the cards.
Storytelling
Stories link items to be remembered resulting in greater recall
Engage students and stimulates interest Provide a script to tie information to in our
memory Storying can be used to recall long lists of
information that should be memorized in a specific order
How?
Students create stories demonstrating and recalling the steps in a multi-step process.
Use The Story of the Algebraic Equation to help students understand how to solve algebraic equations
Use fiction and non-fiction stories which provide examples of skills or ideas being taught.
Work Study and Internships
Why? Business links share
resources, expectations, and visions
Work experiences make education relevant
Actual experiences create neural networks
Career academies reduce dropout rates
How?
Career presentations
Community service
SimulationsROP
Writing and Journals
Why? Writing down ideas is the best way to
recall information Writing and note taking helps
students organize ideas, improves comprehension, and memory
Students success is dependent on their ability to become an attentive listener, an articulate speaker, a clear writer, and a critical readers
How?
Write daily. Use Quickwrites/Warm-ups
Have students write synonyms and antonyms for vocabulary words
Respond to text Brainstorm ideas Explain problems or concepts
Teach writing process and encourage revision. Publish writing.
Give many opportunities to write for a variety of purposes.
Reflection
How can you use Tate Strategies in your classroom?
Quickwrite
Musical Pair Share
“A journey of a thousand miles
begins with a single step.”~ Confucius
~