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whole brain learning part 2

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maru natoza

on 19 April 2011

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Transcript of whole brain learning part 2

•There is so much to learn in our world and beyond
•Too many relationships to discover, to cultivate, and to learn
•Things are connected and related and people relate with each other in order to feel connected and Reading enables us to enjoy this ties
•Meanings of what we read come from within
Whole Brain Learning WHOLE BRAIN LITERACY The pleasures of your knowledgeable company is teaching the young not only skills to Learn to Read but also purposeful and joyful desire to Read to Learn
– Intia and Tayko, 2005


•Age of information technology or knowledge economy •Information explosion is unavoidable •Demand for higher literacy and an urgent need to read to learn •Shift from basic literacy or occupational literacy to Whole Brain Literacy •It is a challenge to find alternative and complementary strategy and approach to teach reading •To make reading and language meaningful: the whole brain should be fully functioning

•Lessons (reading, english, math, science) require whole brain capacity so the youngsters can function as holistic people

Reading Benefits of Reading •Acquire knowledge
•Gather information
•Decipher information
•Discover and gain insights
•Enjoy and appreciate the world Read to Learn Ingredients in Reading Children’s natural drive: •to discover
•to know
•to learn
•to makes sense of
•to find meaning in whatever they encounter
Challenge:
bring together children’s and the educator’s worlds of reading Context of Meaning •value we put on things we see, hold, work with, enjoy doing
• make out of life •Teachers of reading or facilitators of learning have significant role in helping the young enter the world of meaning Three Realities of Learning: Learning by doing/concrete learning experience •Hands-on
•Direct experience
•Lasting marks Learning from secondary experience •Indirect experience
•Pictures
•Films
•Narratives Learning from virtual reality Digital advances Catchphrases Teach the students Competing in harmony Need more than to survive competition but Ability to excel not only for ourselves but for others too Common good to work together in harmony with others to achieve common goals Informed choice Enlightened decision Dynamic thinking Handling choices to be able to make creative and critical choices Develop ability to discern and reflect on issues Manage and navigate changes in life Unity in diversity Cooperate, collaborate by being more accepting and accommodating to others Three literacy of learners Basic literacy
•Skills in reading, writing, and arithmetic
Brawn literacy
•Occupational/ professional skills
•Enable persons to earn income
Whole brain literacy Ability to utilize the faculty of whole brain functioning in processing information from his inner (different human system) and outer worlds (extended environment) Whole brain literacy Able to decode, discover, discern and determine the different sources of information •Approach stem from the scientific findings of Dudley Lynch on how the brain works •Explores and expands thinking and learning process by using the four quadrants of the brain in every step of teaching and learning processes •Encompass the four functioning brain parts so that readers/learners would be challenged to use whole brain faculty Address the need to equip readers/learners with facility to think whole in order to find alternative solutions and make decisions •Address alarming decline in the quality of student performance in school Waves of Human Development -Toffler Wave 1 Agriculture = Basic Literacy Wave 2 Industry = Brawn Literacy Wave 3 Information = Whole Brain Literacy more than a challenge, it is a necessity FIVE PROCESSES OF
WHOLE BRAIN LITERACY APPROACH
(Four Quadrants and A Center) I CONTROL I EXPLORE I PURSUE I PRESERVE I READ TO LEARN Left
Brain Right Brain Anterior Brain Posterior Brain Four Thinking Patterns Consistency/certainty Left and anterior brain work together
Anterior (anticipatory) and left (logical) brains combine when reading or processing information
Certainty, order, consistency, quantifiable, measurable, exact, time-bound, based on standards
Recognize stable and logical information
Perspective of person with this thinking pattern is controllable and predictable
No room for surprises Creativity/ Flexibility Anterior and right (intuitive) brains work together
Creative, ingenuous, flexible that are geared towards alternative change
Horizons of ideas, oppurtunities, alternatives and options, exploring the unknown and less traveled paths
Recoginze various and flexible info that could be innovated and create different impact Activity/Productivity Posterior (spontaneous) and left (linear, methodical)
Urgency, activity, productivity
Recognize info needed in emergency situation Affinity/ posterity Right (melodic,analogic) and posterior ( instinctive)
Info for posterity, affinity, relationship
Connections for stability, sustainability, and in defense of self and life
Concerned with harmony, peace, solidarity, integration and belongingness Connectivity and the synergy
of the ultimate purpose of learning White matter of the brain which connects cerebral hemispheres at base of the longitudinal fissure( corpus collosum)
Connects and elevates the four quadrants to higher and ultimate end goal Whole Brain Literacy and Read to Learn READING
(concept) Set of abilities that enable a person to gain knowledge
Enlightened, broadminded, level-headed
Basic to personality growth and development READING
(process) Dynamic set of thinking process:
Decoding
Discovering
Discerning
Determining
Defining
Differentiating
Deciding on
Delineating
any given information and insight about the self, other people, things, and tasks

Mental Activity Five Perspectives of WBL I read to learn for action I read to learn for knowledge/comprehension Begin by knowing purpose of story/material
Prepare in connecting the other four lenses
Knowing purpose of writer to make the most out of the reading/learning experience
Deeper sense of appreciation
Thinking tasks to draw out meaning
Ask questions, tracing events, connect situation, and sense conflicts I read to learn for connetion I read to learn for
purpose/direction Tidbits of the story
Detailed and definite information based on facts, figures, concepts, and processes
Required to memorize information
Ask convergent questions to call for specific right answer
Recalls characters, places, sequence of events, and other information
Facts and figures: with accuracy, consistency, reliability, and validity
Foundation for both cognition and knowledge
I read to learn for options What if?
Explore information, ideas, and insights from reading materials for creative options
Motivate, inspire, encourage, expand, and explore thinking
Encourage to ask different questions, and to give different responses
Think unconventionally, wisely, and creatively
Appreciate ambiguity/uncertainty of situations
Probabilities than certainties
Create hypothetical situations
Objective: not get right answer but draw out varying answers Visualize flow of energy in story
(Inertia and productivity)
Pay attention to these questions:
What’s urgent in the story?
What are the priorities of actions?
What needs to be done next?
ACTION AND MOMENTUM
Look and closely and follow action
Seek resolutions to conflict
Sequences, step by step process, priorities (dramatized, illustrated, expressed in the materials)
SENSE OF URGENCY
Searching for meaning in the events
Seeing conflicts being resolved one after the other
Symbolic portrayal
Pay attention to values and attitudes manifested and the dynamics of emotions and affections expressed in relationships
Decoding issues and processes that are relationship-oriented
Messages behind colors, textures, and tones of relationships that imply attitude, association, disposition and attachment
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