Brain JS mith by 31692023

VIEWS: 3 PAGES: 15

									Brain Based
 Learning
  Our Children Are All Unique!
• We all know that no two children are the
  same. When it comes to learning this is
  even more apparent.

• If we know how our individual children
  work, think and learn can help us to help
  them become more effective learners.
 Factors influencing how kids learn:




• When looking at how students learn it is
  helpful to break things down into 3 areas:
  – Brain Development
  – Their “intelligences” Ms Turner will discuss
    these in her presentation.
  – Their learning style
What do you see?
Left Brain
 Logical
Sequential
 Rational
Analytical
Objective
             Right Brain
               Random
               Intuitive
               Holistic
             Synthesising
              Subjective
                               The Brain
             http://www.youtube.com/watch?v=9UukcdU258A&feature=related
                               Clip on how the brain works




         Thalamus
                                                                     Cerebrum




                                                                 Corpus callosum
Hypothalamus




  Pituitary gland                                              Cerebellum
                           Medulla
                    Learning Styles
             Mastery                             Interpersonal
Learn in a logical manner.              Like to relate knowledge to real life
Like sequences and to see the ‘big      experience
picture’.                               Enjoy interaction with others
Make connections.                       Learn well in groups
Favour repetition.                      Are able to listen to various points of
                                        view to help make decisions

       Understanding                           Self-Expressive
Will always be asking you ‘Why?’        ‘Creative’
Are very curious children               Will take existing knowledge and apply
Like to analyse information and solve   it in new ways
problems                                Prefer open ended activities where
Use graphs and statistics               there is no right or wrong
               Brain Regions and functions

Frontal lobe—self-control, judgment, emotional regulation;
restructured in teen years

Corpus callosum— intelligence, consciousness and self-
awareness; reaches full maturity in 20’s

Parietal lobes— integrate auditory, visual, and tactile
signals; immature until age 16

Temporal lobes— emotional maturity; still developing
after age 16
    Elastic Bands & Neurones
• We are born with a set of ‘elastic bands’.
  These bands are not all equal in length.
• The bands relate to how we think, learn,
  and our strengths and weaknesses.
• The bands can be stretched, but some
  may always be longer then others.
                      Brain Based Learning:
                     The Biology of the Brain

As teachers and parents we need to:
• Encourage new neural connections through
  challenges that create high levels of stimulation;
• Consolidate existing connections - the more a neural
  pathway is used, the more efficient it becomes;
• Help learners to reconfigure existing webs of neural
  connections by taking on board information which will
  straighten out a misunderstanding, refine a concept or
  complete an understanding.
1. Learning should be ‘mentally active’
Surface learning (knowing what something is)

                             vs
                            Deeper learning (understanding why)


To support their individual understanding:

    1. Encourage students to find things out and work things out for
       themselves;
    2. Encourage students to articulate ‘draft ideas’;
    3. Don’t give students ‘ready-made meaning’;
    4. Come at the same key concepts from different angles in different
       ways;
    5. Provide interactive feedback that’s specific and immediate;
2. Experiences that are multi-sensory, dramatic,
unusual or emotionally strong are remembered
for longer and in more detail than ordinary,
routine experiences
People generally recall:

          10% of what they
          read
                           20% of what they
                           hear
                30% of what they
                see
                       70% of what they
                       say
           90% of what they simultaneously say and do
4. Learners are more motivated, engaged and
open when they have some control over their
learning.

The Reticular Activating System
(RAS)                             • Provide novelty and variety to
                                  sustain
                                    attention
                                  • Understand that the brain will
                                  give first
                                    priority to basic needs
                                  • Give students the big picture
                                  – why is
                                    this important?
                                  • Give students personal goals
                                  • Plan with learners (to provide
                                  self-
                So now what…
• Think about asking your child to find out a bit more about
  their intelligence strengths and preferred learning styles
  – perhaps try out the tests. Remember, they may not be
  like you – this will help you to understand each other
  better.

• Remember – you want to encourage children to
  STRETCH THEIR BANDS

• Your turn…..consider how you can get your child to
  make these connections. Discuss in pairs.
          Brain Based Learning:
          Further Reading
• Caine, G., Nummela-Caine, R., & Crowell, S. (1999)
  Mindshifts: A Brain-Based Process for Restructuring Schools
  and Renewing Education, 2nd edition. Tucson, AZ: Zephyr
  Press.
• Fogarty, R. (1997) Brain Compatible Classrooms. Arlington
  Heights, Illinois: SkyLight Professional Development.
• Jensen, E. (1998) Teaching with the Brain in Mind.
  Alexandria, VA: ASCD—Association for Supervision and
  Curriculum Development.
• Jensen, E. (2000) Brain-Based Learning. San Diego: Brain
  Store Incorporated.
• Smith, A. (2002) The Brain’s Behind It. Stafford: Network
  Educational Press.
• ‘Neuroscience for Kids’
  http://faculty.washington.edu/chudler/neurok.html

								
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