How to teach your brain
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How to teach your brain to be happy?
To create this presentation I used the ideas of Finnish teachers who have been successfully implementing neurodidactics ideas for years.
Presentation made by: Agnieszka Bulińska; Polish language teacher in The European Union Primary School No 46 with bilingual classes. Bydgoszcz (Poland).
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-You have to give your brain time to process all the information. Short breaks must be regular. The ideal free time is: pleasure, independence and novelty.
-School on the move - Finnish teachers encourage children to become independent. Older pupils are responsible for long breaks - they organize sports activities for others: gymnastics, dancing. They can be called activators breaks.
- Move in the classroom. Students too often present their works passively, for examp...
- Move in the classroom. Students too often present their works passively, for example: standing in front of a class with a poster and refer to what they have learned. It's terribly boring.
Idea: Students hang their work on class walls, corridors - as in a museum. Children go from place to place and one student tells what they see. Others student, on small paper, are writing questions and positive observations to the expert.
-Minimalism in the decoration of the classroom – there should be only things that ...
-Minimalism in the decoration of the classroom – there should be only things that we actually use on our lessons.
-During the lesson, find time to let the students to talk in pairs, groups and individual work.
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Mindfulness training - Mindfulness focuses on what you do now - focus on one thing. Studies show that students are more empathy, self-aware, have better concentration, are not aggressive, are more likely to help.
After 8 weeks of mindfulness training, children have bigger memory, they can better plan and organise information. All studies have confirmed that it is worthwhile to enter into schools of mindfulness.
http://www.mindfulschools.org/about-mindfulness/research/
http://www.roomtobreathefilm.com/ http://www.mindfulschools.org/resources/room-to-breathe/
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- Independent Study Week - The teacher is a guide, he helps, but he is not a leader.
At the beginning we give a card with a list of issues that students work on. Some schools go on - there are no textbooks in them. Students make notes and they are the creators of the material.
To stimulate the curiosity of children:
linking the material with children...
To stimulate the curiosity of children:
linking the material with children's experience, encouraging them to create their own questions on the topic;
clear what is the purpose of the work (preferably creating goals for the week);
show examples, what knowledge may be needed.
Mirror neurons only activate during activity or observation of another person. Not while doing exercise on paper. We must become a student authority and show them how to behave.
-Make the child to identify with the characters (if I was Napoleon ...)
-The rule of uniqueness - what's new - arouses curiosity.
-Learn through stories. Good story stimulates visual thinking:
image + action + emotions = memory
-Make the child to identify with the characters (if I was Napole...
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Take care of the atmosphere of learning:
- Be kind
- Encourage students to self-study
- Remind the strengths of the students
- Appreciate the effort your child put into work
Studies show that we can simultaneously and consciously deal with and memorize around 7 elements, such as words, numbers, facts. This is happening in 25 year olds.
From 12 years old we can expect simultaneous development of 5 elements.
-Teaching children to work with text, marking texts - teach to use the writer signs:
! It is new to me,
? I don’t understand,
+ I'm thinking the same
- I think otherwise)
-The new knowledge must be based on what the child already knows
-Encourage the student to work in different ways - ask the students to present the same information in different ways
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Deep processing! To engage the whole brain, create associations, describe the new knowledge in its own words.
Principle: You will do, you will understand, you will remember
Encourage learning with colleagues, encourage discussion, reward inquiries
Repeat the message.
After the one hour study, the repetition should take 5 to 15 minutes. The next day should take 2-4 minutes. After a week - 2 minutes.
How can I learn (put it in the classroom)
- Listen to the teacher
- Emphasize in col...
How can I learn (put it in the classroom)
- Listen to the teacher
- Emphasize in color what is important
- Draw associations to important information
- Hang up the information sheets in visible places
- Say what you have learned
- Ask a colleague what was in the classroom
- Imagine that I am the person I am learning about or I’m doing what I am doing in the task
-According to Professor Manfred Spitzer, a brain researcher from Germany, everything that has already been explained is not very attractive to the brain – it does not stimulate imagination and it does not attract attention. The situation is different with problems that you need to explore or explain.
-According to Professor Manfred Spitzer, a brain researcher from Germany, everythi...
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Brain-Friendly Classrooms
- Be an Empathetic Learning Coach
Understand how the Brain Learns: The brain needs multifaceted experiences: Variety is the spice of life!
-The brain seeks patterns: Have I seen something like this before? What connections can I make?
-The brain searches for meaning: Why? What’s this got to do with me? Do I need this?
-Stress inhibits learning: Do I stay and fight or flee in fright? It’s hot in here!
-Learning is developmental: Age, environment and experience change the structure of the brain.
- The brain is social: Working in groups is brain-friendly
RAS Filters
The Resticular Activating System (RAS) is responsible for screening the sensory information coming into the brain and sorts the important from the unimportant. The RAS has three priorities.
• Physical need: If the brain detects that I am hungry or dehydrated or tired or in pain, its ability to pay attention to other stimuli is limited. Physical need overrides other priorities and prevents paying attention to other more important tasks.
• Novelty: The brain seeks out new things. Something novel or new or out of the norm will always catch your attention.
• Self-made choice: This is our conscious mind deciding, for whatever reason, that we want to pay attention to something. How many students come into the classroom and make a conscious decision that “German is important to me. I’m going to ignore all the other things going on around me today and pay close attention to the teacher because I’ve always wanted to learn how to conjugate German verbs.”
What makes the best learning experiences?
• Actually doing something - doing it with others
• Having support from a teacher /coach /parent
• Having an audience for learning
• A sense of having learnt something
• Having some sense of personal progression
• Some passion about the whole activity
Tools that students like
Popplet - In the classroom and at home, students use Popplet for learning. Used as a mind-map, Popplet helps students think and learn visually. Students can capture facts, thoughts, and images and learn to create relationships between them.
ToonDoo - is an online tool for creating comics and booklets. The application is easy to use and has a rich graphics library and features.
Mind Vector is the best mind mapping software, which is used for concept map making, brainstorming, business planning & managing ideas.
StoryJumper is an application for creating and sharing eBooks.
Using the template you choose, we add text, insert your own pictures or pictures describing our story, or use the StoryJumper story gallery. Finally, we create a cover and save all the work
http://narzedziaetwinning.blogspot.com/2013/12/storyjumper-httpwww.html