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Visit from a Brain Based Theorist

Full Sail University: MLT Project
by

Debbie Patsel

on 14 May 2012

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Transcript of Visit from a Brain Based Theorist

Oxygen is essential for brain function, and enhanced blood flow increases the amount of oxygen transported to the brain. Physical activity and exercise increase blood flow and allow for more oxygen and nourishment to flow to the different parts of the brain through the blood vessels, arteries, capillaries, and veins. (Hannaford, 1995; Jensen, 2005) I will make sure that the students get brain breaks by doing movement activities throughout the day. Here is an example. Brain Gym Activity: The Elephant, pg8.
The Elephant movement activates the inner ear for improved balance and equilibrium and also integrates the brain for listening with both ears. It releases tight neck muscles, which often tense in reaction to sound or to excessive lip movement during silent reading. In The Elephant movement, the torso, head, pointing arm, and hand function as a single unit. This unit moves around a distant, imaginary Lazy 8, eyes focusing beyond the hand. The whole body moves without any separate arm movements. Academic Skills that are enhanced are, listening comprehension, speech, and spelling (decoding, encoding, blending sounds and memory for sequences). Reference: Brain Gym: Paul E. Dennison & Gail E. Dennison
1989 Reference: Council for Exceptional Children,
The Active Classroom; Supporting students with attention deficit hyperactivity disorder through exercise. Christopher F. Mulrine, Mary Anne Prater, Amelia Jenkins.
Teaching Exceptional Children, May/June 2008 APPROACH Aromas
Have you tried to enhance your physical environment by adding a scent to your room? What about scented reeds? They use an oil base and reeds, and don't require an open flame. One way to ensure that the students are comfortable is to make sure the shades are up and allow as much sunlight into the room as possible. I would love to use incandescent lighting, but we don't have enough electrical outlets. Sunlight Plants I have always had many, many plants in my classroom. Let's see how you approach your reading instruction. What do you do for your left brain learners? I use a system named, Total Reading which utilizes a systematic phonetic approach. This program is highly structured. This will please my students that utilize their left brains. But don't fear, the Total Reading Program is also a whole language approach that was developed with solid research to be able to reach all learners. My right brain students are happy with the word cards and the sentence strips. They are able to touch and manipulate the words. To help all students grasp the whole picture I create rubrics. This makes the left brainers happy to be able to see the sequence. The rubric helps the right brainers because they can move around the rubric and "go with the flow". Hello Debbie, I am here today to see how you are managing to reach all of your learners. My name is Ms. Klowndah and I hope we can work together to make your teaching a more complete enriching experience, not only for your students, but also for you. Many believe that teachers should model the expectations they want to see in their students. If you express genuine enthusiasm and joy when you teach a subject, so will your students. Let's make sure that you are considering learning styles that reflect the individual needs of all of your students. Since you do have a long history in special education, I do see that you have implemented many points of brain based learning. For continued movement and release of oxygen, I see that the students sit on exercise balls. This helps with attention deficient disorder, and builds core muscles. I am not so sure that you are providing enough breaks with a physical activity. Sir Ken Robinson says that schools kill creativity: A TED Talk http://www.ted.com/talks/lang/eng/ken_robinson_says_schools_kill_creativity.html Eric Jensen's High Energy Brain Based Training - Teacher Workshops
Uploaded by jensenlearning on May 8, 2011 Daniel Pink: Education and the Changing World of Work
Uploaded by DiscoveryEducation on Dec 4, 2008 How to Use Brain-Based Learning in Designing Lessons
Ehow Family
http://www.ehow.com/how_5139511_use-brainbased-learning-designing-lessons.html Brain Research Sheds New Light on Student Learning, Teaching Strategies, and Disabilities
http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CAT=none&CONTENTID=6271 Brain research shows us that emotions play a critical role in teaching.
For students to truly learn material and content, it must be meaningful to them emotionally.
Give students an opportunity to put academic content in the context of life to give it meaning.
Movement should be an integral part of teaching. Because the brain is quite adept at some activities and has more neuron paths for those activities, the best way to improve student weaknesses is to teach through the strengths.
Therefore, if a student is poor at counting but good at basketball, have the student count how many times he or she dribbles the ball. Or, if a student is interested in cars but doesn't like reading, build a reading program around cars. By using a student's strength as a medium to develop other strengths, the cortisals in the brain will become more agitated and try to form relationships, says Halstead. Some researchers say we set students up for behavior disorders, because educational practices defy how and why the brain developed - for humans to be mobile and respond to an ever-changing environment. But, in schools, we set up rows for students to sit in and put them in a static environment. Additionally, humans are social. In school, we tell students not to talk, says Wesson (2011). Ken Wesson, educational consultant for neuroscience. Resources
A User's Guide to the Brain: Perception, Attention, and the Four Theaters of the Brain, John Ratey.
The New Brain: How the Modern Age Is Rewiring Your Mind, Richard Restak.
Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems, Sally Shaywitz.
The Primal Teen: What the New Discoveries about the Teenage Brain Tell Us about Our Kids, Barbara Strauch.
A Biological Brain in a Cultural Classroom: Enhancing Cognitive and Social Development through Collaborative Classroom Management, Robert Sylwester.
Center for Early Intervention, pals@frontier.net. Marzano’s Nine Essential Instructional Strategies Information taken from http://www.middleweb.com/MWLresources/marzchat1.html PRE-EXPOSURE A key characteristic of the cortex is the ability to detect and create patterns of meaning. This process involves deciphering cues, recognizing relationships, and indexing information. The clues best assembled by the brain are those presented in a Gestalt format, rather than a sequential, linear format. Jensen (2008) I will allow students to have a discussion about the topic I am about to present. They will reference what they already know and speculate about what they want to know. They could use a mind map and we could post that and leave it up as a visual reference. The students will continue to make maps, storyboards, graphic organizers, paintings and models. This way the students can relate the learning to their own lives and increase the contexts surrounding it making the learning connect to themselves and increase the ability of retaining the information. You could also assign students roles in the class, such as recorder, researcher, and historian. This way the students are active participants in their learning process, giving them a sense of control of their learning and their environment. You want to activate prior learning, that way your students are more likely to make connections to the new material, therefore increasing comprehension and meaning. NOVELTY MOVEMENT REFERENCES FOR SPECIAL EDUCATION EXTRAS Good nutrition is essential. How are you able to incorporate eating well? Eating a proper balanced meal in schools that receive free breakfast and lunch is very challenging. I will teach proper nutrition in my health class. We can experiment with different types of food, good vs. bad. The focus on a lesson would be to explain why we should or shouldn't drink sodas. We will do an experiment where you put a hardboiled egg in a Coke and observe and record what happens, chart all activities, and then we would discuss our conclusions. After that, we would write in our journals and draw illustration’s of what we learned. Or, let the students choose what medium they would use for artistic expression, such as, glogster, prezi, and GarageBand, etc. I would post those in the hallway for a proud display of the student's achievements and what they have learned. Do you know that my district thinks that Pop Tarts are an appropriate breakfast food? How can I compete with that? I can and I do. I did notice that your students are engaged and rotating turns on the computers. I also noticed the TV and the video games. Yes, many of my students are from low income families and I want them to have the same experiences as their peers. They should be able to socialize with their peers on an equal level so that they can feel confident and secure. We want to avoid suffocating the natural curiosity of our students. We need to make learning fun and full of the joy of exploration. MOTIVATION I don't see any behavior charts on the wall. No treasure chest of goodies. No individual points charts on the desk. Good for you! I like to see that you understand that intrinsic motivation gives the brain greater freedom of intellectual expression and that inspires even more creativity. When I started teaching, I had a token economy system and over a couple of years I realized that the same kids always got the points. The others actually felt worse about themselves because they viewed the points as something unattainable. It was a bad cycle. They would fail, and feel bad. That reinforced the bad image they had of themselves. I replaced it with clapping, doing the happy dance, and unpredictable, surprise rewards when everyone was doing a great job. Of course, there are other things I do. Such as having a pizza party when we have accomplished a goal. Positive social bonding
Provide a sense of control and choice
Task oriented praise
Personal positive specific feedback
Multiple intelligences approach
Hope of success
Model the joy of learning
Incorporate learners' individual learning styles
Instill positive beliefs Jensen (2008) All photos of the classroom are my own photos
Other photos were downloaded from Microsoft Clip Art at http://office.microsoft.com/en-us/clipart/default.aspx
Video clips are referenced and provided by YouTube Visit from a Brain Based Theorist You need to allow for expression of background information so that the students can make connections that are valid for their lives. How will you do that? It filters the air and enhances the oxygen level. Stale air starves the brain. Jensen (2008)
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