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- 1. BackgroundBrain Conference Readingof Brain RulesBrain Research and Learning Area in LibraryLearning Groups -The CABALPD Report BackA Reading List
- 2. Brain’s Complexity/PhysiologyCellular level- three pints of liquid, three pounds of mass, tens of billions of nerve cells (or neurons), ten times more numerous glial cells that support, insulate and nourish the neuronsBrain cells - 30 thousand neurons (300,000 glial cells) fit into the space of a pinhead.
- 3. Parts of theBrainBrainstem (survival )Cerebellum ( autonomic nervous system)Limbic system (emotion)Cortex ( reason/logic)CortexCerebellumBrainstem
- 4. Frontal lobe -CortexCreativity - Judgment - Optimism - ContextPlanning - Problem solving - Pattern makingUpper temporal lobe - Wernicke’s AreaComprehension - Relevancy - Link to past (experience) - Hearing - Memory - MeaningLower frontal lobe - Cortex Speaking/language - Broca’s areaOccipital lobe - Spatial orderVisual processing - Patterns - DiscoveryParietal lobeMotor - Primary Sensory Area - Insights - Language functionsCerebellumMotor/motion - Novelty learning - cognition - balance - posture
- 5. Motor cortexSomatosensory cortexMovementand joint positionsSensory associativecortexParsopercularisVisual associativecortexBroca’sareaGrammar and word productionVisualcortexPrimaryAuditory cortexCerebellumWernicke’sareaLanguage and Thought
- 6. NeuronsConnect to otherneurons, to muscles, or glandsSend and receive chemical information (messages) for behaviorsCan be a millimeter in length or as long as a meterCells nucleus contains DNA (As long a meter)
- 7. Neurons contain tubularextensions that are designed to communicate quickly with specific cells in the body network - this is a transportation system, much like a phone system.• The brain has both nerve cells and glial cells. The neurons are cellular agents of cognition; the glial cells act as a scaffolding or insulation for impulses. (The insulation increases the speed of the neural (electrical) messages.)
- 8. How the BrainDetermines What’s ImportantEmotion and attention are the PRINCIPAL processes of the brainPrimary emotions - innate responsesAssemble life-saving behaviors quicklySecondary emotions - also innate reactionsEnjoyment, pleasureStudents need to talk about their emotionsGames, cooperative learning, field trips, interactive projects, use of humorLimit emotional stress
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- 10. What We KnowBrainsare as unique as faces.All Brains are not equal in their ability to solve problemsBrain is highly plastic.Brain is changed by experience.Brain connects new information to old.
- 11. What Is ProbablyTrueEmotions are critical to decision making.
- 12. Stress impacts learning– eustress vs bad stress.
- 13. Support from othersis critical for learning and optimal academic performance.
- 14. Feedback and meaningfulassessment is important to human learning, through the importance and role of feedback vary greatly across domains and processes.
- 15. Human brains seekpatterns upon which they predict outcomes, and nueral systems form responses to repeated patterns.
- 16. Self Regulation isan integral part of higher order thinking skills.
- 17. The elaboration (overtteaching) of key concepts facilitates new learning.
- 18. Rehearsal of retrievalcues aids in declarative memory process.
- 19. Declarative knowledge acquisitiondepends on memory and attention.Tokuhama-Espinosa
- 20. Brain ResearchImportance ofmetacognition/reflection
- 21. Cultural changes impacthow brain gets wired via activities/uses culture demands/encourages (Rosen)
- 22. We know verylittle(Judy Willis- Tokuhama-Espinosa)
- 23. Stress can begood and bad (ZPD/Flow)
- 24. Brain is aGarden- Control what you introduce into it (Willis)
- 25. Every brain isunique and has talents
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- 27. Exercise for yourbrain and your body is good (Ratey)http://www.flickr.com/photos/aussiegall/3203524576/sizes/m/in/photostream/
- 28. Intelligence is notfixed (Dweck)Effort /Motivation is as important as abilityDeep learning is an active processImportance of “chunking”Teaching FocusLearning is SocialMeaning and SensePhoto Credit: Stockphoto/VasiliyYakobchuk)
- 29. Brown’s Model (ExecutiveFunction)
- 30. For LearningNeed todevelop metacognitive ability in kidsExercise is goodDistinquish and address Types of ThinkingStress – manage itFocus – allow for itDifferentiateProvide FeedbackChange the way we AssessMake learning Sticky-
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- 33. The Twelve Principlesof Brain Based Teaching/LearningWhat are they?What do they mean?What are the implications of this information to working with/teaching/ understanding ourselves and others?
- 35. Twelve Basic PrinciplesRelated 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
- 36. The search formeaning 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 brain
- 37. The Brain isa Parallel ProcessorBoth hemispheres work togetherMany functions occur simultaneouslyEdelman(1994) found when more neurons in the brain were firing at the same time, learning, meaning, and retention were greater for the learner.1
- 38. Learning Engages theEntire 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. 2
- 39. Learning is DevelopmentalDependingupon 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.3
- 40. Each Brain isUnique• We are products of genetics and experience• The brain works better when facts and skills are embedded in real experiences4
- 41. Each Brain Perceivesand 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.How might you make use of this?5
- 42. Learning Involves Consciousand 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.6
- 43. The Search forMeaning 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 • HypothesizeThinking Strategies7
- 44. Emotions Are Criticalto LearningA 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.8
- 45. Learning is Enhancedby Challenge and Inhibited by ThreatThe brain’s 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 expectationsThe Zone The Flow9
- 46. The Search forMeaning 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.10
- 47. Brain Organizes MemoryIn 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 examplesSpaced RepititionStudent talk!!!Of varying types11
- 48. MemoryShort-term memoryTO HELP:Combineor “chunk”RecognitionLong-term memoryDeclarative - FactualEpisodic -Events or experiencesSemantic - WordsProcedural - Step by step
- 49. MemoryWhen objects andevents are registered by several senses, they can be stored in several interrelated memory networks.This type of memory becomes more accessible and powerful.Conversation helps us link ideas/thoughts to our own related memories. Students need time for this to happen!!Storytelling - ConversationsDebates - Role playingSimulations - SongsGames - Films
- 50. Techniques to HelpMemoryDefine 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
- 51. The Brain isa 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!
- 52. Make use ofsmall groups, discussions, teams, pairings, and question and answer situations.12
- 53. Three Must Conditionsfor LearningAn optimal state of mind that we call relaxed alertness, consisting of low threat and high challenge.The orchestrated immersion of the learner in multiple, complex, authentic experience.The regular, active processing of experience as the basis for making meaning.
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- 55. Thinking Routines (TeacherDirected)
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- 59. Graphic Organizers andMind Maps
- 65. Tech Tools forDifferentiation and Feedback, Changing AssessmentConditional Activities LAMSMoodle 2CanvasPortfolio Assessment (focus on progress and process)Chalk and Wire
- 66. Perkin’s Thinking ClassroomDimensionsof Culture of Thinking LanguageThinking dispositionsMental managementStrategic spiritHigher order thinking Transfer (sense and meaning-Sousa)
- 67. Consider Dispositions andHabitsPerkins Learning Dispositions for Good ThinkingThe Disposition to be curious and questioningThe Disposition to think broadly and adventurouslyThe Disposition to reason clearly and carefullyThe Disposition to organize one’s thinkingThe Disposition to give time to thinkingFrom The Thinking Classroom-Learning and Teaching in a Culture of Thinking, Perkins, Tishman, Jay
- 68. Thinking LanguageTerms toshare with kids about thinking and thinking processesTypically more specific than what is often used in classroomsIDK
- 69. Teacher’s job isto make explicit that which we had hoped would be implicit to our students.
- 70. Rigor/Relevance FrameworkGAPFrederick DouglasGlobalClimate ChangeHistory Museum
- 71. Tony WagnerRigor RedefinedSevenSurvival Skills
- 72. Habits of Mind3PGradingGrading for ProductGrading for Process (Habits of Mind)Grading for Progress (Skills Development)How do you assess these?
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- 74. Thinking Organization DEREK CABRERAiDSRPDistinctions, systems, relationships, and perspectives
- 75. Types of ThinkingCreativeCriticalDesignSystemsStrategic/Logical(Problem Solving)EmpatheticDisciplinaryReflectiveEthical
- 77. RAFTS Blog PromptsUseyour “red hat” to answer this raft?Which hat did you use?
- 78. Totally 10Totally 10is a student choice format for differentiating projects or assessments. Each task a student chooses is given a score of 2,4,6, or 10, where the higher scores reflect greater challenge and complexity. Students must select either one project with a score of 10, or several that add up to a score of 10. Students will choose rigor to do fewer projects. Totally 10 may also be used to design an assessment. Students choose which questions they will answer as long as the total point score equals 10. Thisgives students choice and lets them think they are making up their own test. (Heacox, 2002).Shift to selecting three hats to complete a unit-
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- 80. Reflective ThinkingWhat kindof thinking did I use?
- 81. Learning JournalsPortfoliosBlogsGoogle Docs(shared)OneNote Shared notebooks
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- 88. Thinking Worlds “ThinkingWorlds is a tool that puts people with creative ideas, not just programmers, fully in control of high-impact immersive design.”
- 89. Going ForwardIntroduce portfolioas assessment toolShift conversation to improving and growth over grades (3P –process, progress, product)Use portfolio for reflection about learning (provide a model)Put concept of Habits of Mind in front of kidsPut growth mindset in front of kidsThinking StrategiesThinkertoys – Advisory ActivitiesBrain Owner’s Manual
- 90. The "How PeopleLearn" FrameworkThe "How People Learn" (HPL) framework takes the form of four overlapping lenses (see Figure 1) that can be used to analyze and enhance any learning situation (Bransford et al., 1999). Harris, Bransford, and Brophy (2002) describe the following dimensions of HPL learning environments:1. Learner centeredness. Instruction is tailored, based on a consideration of learners' prior knowledge as well as their prior experiences, misconceptions, and preconceptions about an instructional topic.2. Knowledge centeredness. Issues related to what learners need to know are emphasized, along with how knowledge is structured and applied in various contexts. (This lens has implications for how instruction should be sequenced to support comprehension and use of this knowledge in new situations.)3. Assessment centeredness. Frequent opportunities to monitor students' progress toward the learning goals are provided. Results are fed back to both instructors and learners. 4. Community centeredness. This HPL lens recognizes that students are members of multiple communities, including their classrooms, their departments, and their future professions. Opportunities encourage students and instructors to share and learn from each other.
Editor's Notes
- #2 http://www.youtube.com/watch?v=NoOIRUeZKpw
- #13 Translates to importance of reflection and feedback
- #15 Components of Executive Function Based upon material from Barkley and Brown, I have outlined five general components of executive function that impact school performance: Working memory and recall (holding facts in mind while manipulating information; accessing facts stored in long-term memory.) Activation, arousal, and effort (getting started; paying attention; finishing work) Controlling emotions (ability to tolerate frustration; thinking before acting or speaking)Internalizing language (using "self-talk" to control one's behavior and direct future actions)Taking an issue apart, analyzing the pieces, reconstituting and organizing it into new ideas (complex problem solving).
- #51 Mental management – get ready (visualize task, quiet time)Set goalsKeep track of thinking – self monitoringafter thinking reflectStrategic spiritState-Searcg_Evaluate_ElaborateTransfer- take knowledge and apply it- - this for me is the relevance and hook think- sense and meaning-
- #59 Distinctions, systems, relationships, and perspectives