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Brain Considered Learning

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Jennifer Handy

on 18 October 2016

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Transcript of Brain Considered Learning

Brain Considered Learning
Explain, Maintain, and Train the Brain
MAINTAIN THE BRAIN
TRAIN THE BRAIN
Who is doing the working, thinking, talking, and learning?
EXPLAIN THE BRAIN
Oxygen
sousa's Model
Neuro-pathways
Hemispheres
Lobes
senses

Nutrition
Stress / Cortisol
Neuro-Considered Planning
Environment

Movement
Energizers
Processing
Facilitation
Brainterest

Chris Strater
Jennifer Handy

Gain a deeper understanding of how the learning brain functions.

Experience neuro-considered strategies that can be implemented into your planning, classroom, and content to enhance student learning.
Build It? or Be it?
Cross Crawls
Spelling Karate
Crazy H,S,K,T
Slap Clap
Infinity Symbol
Lazy 8's
The richer the sensory
environment and the greater
the freedom to explore it,
the more intricate the patterns
for learning,
creativity,
and thought.
Cell phones – Be respectful
Open to new learning
Challenge by Choice
Ask questions
Additional?
Group Norms
One Minute Meeting
-Weighs 2 1/4 to 3 1/4 lbs
-2% of body weight, uses 20% of our calories
-Everything we know has come recently
-Consistency of Jell-O / Tofu
-Frontal lobes don’t fully develop until the 20’s
-85% of school age children are kinesthetic learners
-Lives on Oxygen and Glucose
-Humans use 10% of their brain
-Everything important about the brain is determined by age 3
-Memorization is unnecessary for complex mental processing
-Children are blank slates
-A student’s history does not affect his or her learning
Neuromyths
Or... 10 minutes!
Stress
-cortisol
-neurotransmitters (serotonin, dopamine)
-hormones (adrenaline and endorphins)
PLAY
P
lease
L
earn
a
s
Y
ou
- social practice
-dopamine (neuroplasticity and optimal learning)
-stimulates vestibular system (inner ear)
-touch (nerve growth factor)
-alleviates stress
-reduces cortisol
-oxytocin (focus/sense of safety)
-fun (endorphins)
Neuro-Considered Planning
Reasons the Brain Learns
SURVIVAL
EMOTION
MEANING
AND
PURPOSE
-What does this mean to me? Relevance
-Make it real life, apply it to their world
-What does this do for me?
-Why do I need this?
-Where will this take me?
-Spiral to prior knowledge
Meaning and Purpose
Objectives

Surprise

Change

Curiosity
How can you use
meaning
,
purpose
,
novelty
and
humor
in your classroom?
Writing
Visualization
Reciprocal teaching
Cooperative learning
Music - state change
Story Telling
Strategies for the Classroom

 

There was a very negative boy. He was undecided about going to a radical party. He was such a square boy he lost out on 4 awesome chicks.

The party was over at 2AM
Use of Visuals
Humor
Games and movement
Graphic Organizers
Metaphors, analogies, mnemonic devices and similes
Processing with your POSSE
Jigsaw
Neuropathway
Processing with your PEEPS
Rock, Paper, Scissors Pedi-style
Toss and Talk
Deconstructed Rock, Paper, Scissors
Synthesize Using Meaning and Purpose
Processing
with your
PARTNER
Processing with your PEEPS
Use a simile or metaphor card to
describe your current learning
Physical


Space
Seating
Roles
Groupings
Equipment
Environment
Switch, Change, Rotate
Keep me in mind!
Social - Emotional

Choice
Misunderstanding (UBD)
Mistakes/Fix-ups
FAIL
Getting stuck, unstuck
Support
Feedback
Peer assessment
Transfer


Connections - prior knowledge
Life applications
Content - facts vs. concepts
Spiral/scaffold
Deeper understanding - synergistic
BRAINTEREST
Differentiated ways to process
all of today's learning, based on interest, and prepare a way to share it or implement it with your school, staff, and students.
Chatter Box - Talk, discuss, debate, share, ask questions
Book Nook - Preview brain-based literature, find lesson plans, dig deeper on specific topics
Make and Take - Create brain break sticks to use with your students for movement and energizers
Techno Lounge - Search topical information using online resources
Implementation Station - piece it all together, organize ideas, lesson planning, share ideas you are already using successfully
What Movement Does for the Brain
Increase the ability to focus in academic settings
Improve Corpus Callosum’s ability to connect the brain’s two hemispheres
Improve the brain's ability to respond to challenges
Increase BDNF
(brain derived neurotrophic factor)
Assist in building the myelin sheath
Increase secondary dendritic growth
80% of stimulation flowing to the brain
comes from muscles and joints
Energizers
When to use Energizers...
-After 20 minutes of instruction
-When you see the GOL ("glazed over look")
-Transition
-Sitting too long
-Prior to assessment
-Need a fresh Start
-Introduce a new idea
-Give the hippocampus, in part responsible for short term memory and navigation, time to process information
Energizers...
Processing
Processing
Male
Female
-need more downtime
-by themselves or during physical activity
-competition
-focus on the problem only, without eye contact
-process in small groups or with a friend
-sharing emotions, talking, discussing
-seek eye contact, check in on expectations
FACILITATION
-Guide vs. Tell
-Help form patterns
-Question
-Keep the learning the student's
responsibility
-Follow vs. Lead
-Teach from "the back of the line"
Ping pong with your partner
“Learning is experience.
Everything else is just information”
Albert Einstein
Your brain is not designed for constant, focused, engaged attention.
GOOGLE BREAKS
&
NOVELTY
Sousa's Model
10 minute break
Rapid Fire!
Rapid Fire!
Brain Facts
-find a content or grade level partner
-choose three key vocabulary words and design your own "actions" for each

-apply prior knowledge of rock, paper, scissors to organize your game

-decide "what beats what" and why

-practice
Emotion / Humor
Make it interesting
Make it fun
Make it challenging
Strategies for the Classroom
Let's Recap!
Who is doing the working, thinking, talking, and learning?
Neuro-considered Instruction
energizers
processing
grouping
movement
interest
choice
facilitation
learning styles
equipment
brain breaks
play
strategies
Synaptic cleft and cortisol
Synaptic cleft
Dr. David A. Sousa, Ed.D, How The Brain Learns
Lengel and Kuczala,
The Kinesthetic Classroom
Dr. Dennison, Brain Gym
Carla Hannaford,
Smart Moves
Marcia Tate
Marcia Tate
Dr. H. Lynn Erikson
Dr. Ratey, SPARK
Instead of saying brain research proves...
think brain research suggests or supports

Big picture: "The Brain is involved in everything we do in school, so it is a relevant feature to explore."
"Brain-based"...
multi-disciplinary
brain considered
Eric Jensen
Facebook Group:
Colorado Health and PE Training Forum
Full transcript