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Brain-based Learning

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Sarah Bosch

on 30 November 2016

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Transcript of Brain-based Learning

Brain-based Teaching
Learning Targets:
1. Describe what happens in the brain when learning occurs.

2. Evaluate your own teaching to maximize student learning.

3. Apply knowledge learned to classroom situations.
What happens in the brain when we learn something new and practice?
Dendrite growth
Neural connections
Myelin growth
Please take a moment to find a partner for the session.

Determine who will be a "dendrite" and who will be a "terminal button"
Maximizing our Impact on Learning
The Teenage
Synapse Strengthener
Dendrite: Describe what happens in the brain when we learn something new.

Terminal button: Describe what happens in the brain when we practice.
As we deepen our understanding...
Dendrites branch out and connect to other neurons = multiple neural pathways
Strengthening Connections
Practice makes the dendrites thicker and grows myelin
More myelin faster the signal
No one can understand anything if it isn't already connected to something they already know
Neural pathways are very fragile initially
After 20 minutes only remember 60%
After 24 hours only 30%
But if we practice twice in 24 hours, we remember 80%
Creating an optimal classroom environment for learning
norepinephrine = slows or stops synapses
endorphins= help you feel good and calm
dopamine = pleasure
Brains change constantly throughout our life = intelligence can be developed
impacts how we think about students and how they think about themselves= motivation to learn
fixed or closed minsets
The Neuron


Virtual Brain Tour
Intelligence is not fixed
Quick feedback is key
checks accuracy of connections

change in sleep cycle
overactive limbic system
the brain is constantly searching for meaning
practice also deepens engrams in the brain
retrieval failure
the brain remembers first and last the best
Tip #2:
How can we help prevent retrieval failure?
use multiple senses
engrams are memory traces

surface, deep and conceptual understandings
Blooms Taxonomy
How to create multiple connections in the brain
I understand what is going on in lecture but when I get home I am lost on the homework. Why?
Why should I do homework? It is just the same thing we did in class and its only worth 10%.
Why shouldn't I take this (insert AP/honors class) even if I don't have high enough scores
I've been absent for a week. I am so far behind! It is because of your class! No other teacher is like this!
I understand things in class but I "blank out" on tests. Why do I do this?
Describe what happens in the brain when we learn something new.

Terminal Buttons:
Evaluate their response.
What works in education
Learning is creating and strengthening neural connections in the brain!
Find a new partner and determine who will be the "dendrite" and who will be the "terminal button"
What students believe about their brains has profound effects on their learning (Dweck, 2006)
Visible Learning for Teachers
by John Hattie
access students' prior knowledge
connect to previously learned content and subjects
"learning is cool!"
acknowledge the process of learning
Care, commitment, and understanding
monitor student learning and provide feedback
Evaluate Your Teaching

What areas are your strengths?
What areas need improvement?
How can improvement be made?
diminished ability to learn new things
lessens ability to consolidate memories
can lead to emotional issues
Growing new dendrites by connecting old to new
Creating multiple connections through various strategies
Establishing an optimal classroom environment
Monitoring learning and providing feedback
Allowing formative assessment drive instruction
Believing that all students can reach success and teaching them to become their own teachers

How well am I maximizing student learning?
utilize multiple learning strategies
Marzano's Vocabulary Strategy
Discuss your evaluation with your partner
Terminal Buttons:
Explain what happens in the brain when we practice.

Evaluate their response.
Synapse Strengthener
Synapse Strengthener
Neuroscience meets Education
Strengths? Areas for Improvement? How can I improve?
Why do we care?
We work with brains everyday
So we can be purposeful in our lesson planning and interventions
So we can provide students with a relevancy and reasoning for our practices
So we can empower students to understand their own learning
Sarah Bosch
Teaching & Learning Coach at EAHS

evaluate your teaching practices
Recipe for Learning New Information:

2 c. Basic knowledge or experience
1 c. Attention
1 c. Time
1 c. Effort

Dr. Judy Willis
how well am I growing new dendrites?
How often do I allow students multiple opportunities for learning from surface to deep thinking?
Do I have a wide range of strategies in my teacher "toolkit"
Am I formatively assessing all of my learning targets and using that data to plan for the next lesson?
how often do I seek feedback from my students about my teaching?
how often are my students given the opportunity to understand the learning process
How will you maximize your student's learning?
In conclusion:
Memory Strategies
Real World Examples
Analogies, similes, metaphors
Videos - Visuals
Sustained Attention = Age in Minutes
(up to 20 minutes)
Divided Attention

hypertensive to rewards and novel experiences
emotional processing
Changes in the Prefrontal Cortex
Prefrontal Cortex
critical thinking
social processing

What are some ways that you have helped students with these changes and ways our brain's process information?
Learning Target
1. I will be able to apply knowledge of the way the teenage brain functions and changes to my teaching practices.
Think. Pair. Share.
Why do I have to participate in this activity?

Full transcript