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How does brain-based learning activities affect adolescent l

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Paige Nichols

on 12 December 2013

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Transcript of How does brain-based learning activities affect adolescent l

How does brain-based learning activities affect adolescent learning?
Brain-Based Learning
12 Ways to Look at the Brain
What Did I Discover?
Kohlb's Experiential Learning Theory
Conclusion
Promoting Brain-Based Learning in the Classroom
According to Debra Prigge, there are twenty different steps we as teachers need to take.
The Study
6 Ways to Prepare the Learner
1. Teach students about their brains
2. Set goals
3. Help students learn what proper sleep does for their brains so that they can "sleep smart"
4. Teach your students about foods and nutrition and their relationship to behavior and achievement so they can "eat smart"
5. Let students know that water plays a major role in the effective functioning of all body systems, especially the brain
6. Teach students about learning preferences
Four Ways to Manage the Environment
7. Establish a positive atmosphere
8. Use music
9. Use positive visual reminders
10. Create an interactive environment
Four Ways to Gain and Keep Learner Attention
11. Integrate novel or strong emotional connections to learning
12. Use laughter
13. Allow movement
14. Be aware of external and internal attention
Six Ways to Increase Memory and Recall
15. Recognize the importance of emotion
16.Create sensory associations
17. Make learning personally relevant to students
18. Use creative repetition
19. Remember the importance of first and last
20. Teach specific recall techniques

Fun Facts
- Experts say we have learned more about the brain in the past decade than ever before.

- President George H.W. Bush and the U.S. Congress recognized the 1990s as "The Decade of the Brain," and was sponsored by the Library of Congress and the National Institute of Mental Health. During this time, the benefits of neuroscience to almost every aspect of life was studied.

- In 1998, there was a groundbreaking discovery that neurons are constantly being born, especially in the learning and memory centers of the brain. Up until this time, it was thought that the neurons you were born with were all the neurons you could ever have.
English Language Learners
Levine
- Levine is a leading innovator in neurodevelopment approaches to learning and co founder of All Kinds of Minds, which is an institute for the study of differences in learning.

- In Levine's model of learning, there are eight systems that have separate roles and are essential to neurodevelopmental functions.

- To name a few, attention memory, language, spatial ordering, sequential ordering, the motor system, higher thinking, and social thinking

- Most of his work has been applied to ELLs.
Definition
-When teachers use an array of teaching approaches that adapt to the full range of auditory, visual, and kinesthetic strategies.
- By creating an anticipatory set for learning through interactive activities such as using graphic organizers, tapping prior knowledge, and encouraging student participation, brain-based learning can motivate second-language learners.

- Creating lists, tables, charts, graphs, and mind maps help students organize information for more effective comprehension and retention. These things also help with spatial ordering.

- Rhythmic games, songs, and oral rehearsal reinforce sequential ordering skills.

- Role-playing helps students build their social language skills.
1. The brain is a complex adaptive system.
2. The brain is a social brain.
3. The search for meaning is innate.
4. The search for meaning occur through patterning.
5. Emotions are critical to patterning.
6. Every brain simultaneously perceives and creates parts and wholes.

7. Learning involves both focused attention and peripheral perception.
8. Learning always involves both conscious and unconscious processes.
9. We have at least two ways of organizing memory.
10. Learning is developmental.
11. Complex learning is enhanced by challenge and inhibited by threat.
12. Every brain is uniquely organized.
Usha Goswami
- She is the director of the Centre for Neuroscience in education at the University of Cambridge.

-She believes that learning is incremental, experience based, multi-sensory, and that the brain mechanisms have the ability to pull certain information from something even when it is not being taught directly.

- She also believes that learning is social, emotions play a key role in learning, and it is never too late to learn.
Usha Goswami Cont.
- According to Usha Goswami, neuroscience can help maximaze the efficiency with which the brain learns.

- If we as teachers can fully understand how the brain works and learns, then we can more easily reach our students needs'.


4 Learning Styles
- Accomodators (CE and AE)

- Divergers (CE and RO)

- Convergers (AC and AE)

-Assimilators (AC and RO)


- According to this model, individuals conceive information by feeling or thinking and process it by observing or doing.

- Therefore, it is the outcome of the four learning skills combined.

- The development of learning activities that reaches all the components of an individual's learning style requires the design of teaching-learning models that can stimulate all sense and the lobes of the brain. This result sounds a lot like brain-based learning.

- However, there was a study done to confirm this.
4 Learning Skills
- Two modes grasping experience:
1. Concrete Experience
2. Abstract Conceptualization

- Two modes transforming experience:
1. Reflective Observation
2. Active Experimentation
- 34 experimental group students
- 18 girls and 16 boys
- 34 control group students
- 15 girls and 19 males
- Age range: 20-22
- Socio-economic and cultural conditions are similar
- Participants are students in their third-year at Mugla University in the academic year 06-07.
Procedures
1. Both groups studied during a five class-hour week for six weeks.

2. A pre-test was administered to the groups.

3. BBL-based activities were used with the experimental group, while traditional approach-based activities were used with the control group.

4. Using the Kolb's learning style inventory, the learning styles of each participant were determined.

5. A post-test was administered to the groups, but it was the exact same test as the pre-test.
Pre-test Results

Post-test Results
Questions
Common Myths

1. There is a correlation between brain size and academic achievement.

2. Everyone knows you can't learn a language after a certain age.

3. Girls are better at reading but boys dominate math and science.
When brain- based learning activities are used in the classroom it is more effective than traditional teaching styles.
References
1. BRAIN-BASED LEARNING: Introduction. (2008). Journal of Philosophy of Education, 42(3/4), 357-359.

Duman, B. (2010). The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles. Educational Sciences: Theory & Practice, 10(4), 2077-2103.

Lock, R. H., & Prigge, D. J. (2002). Promote Brain-Based Teaching and Learning. Intervention In School & Clinic, 37(4), 237.

Lombardi, J. (2008). Beyond Learning Styles: Brain-Based Research and English Language Learners. Clearing House, 81(5), 219-222.

Worden, J. W. (2011). What Does the Brain Have to Do with Learning?. Phi Delta Kappan, 92(8), 8-13.

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