BRAIN BASED TEACHING & LEARNING Presented by: Jessica Van Presented by: Jessica Van

Overview / Not all people learn the same / In recognizing differences, we can become more effective teachers / The use of proper methods can develop meaning & increase retention for students / Not all people learn the same / In recognizing differences, we can become more effective teachers / The use of proper methods can develop meaning & increase retention for students

“Learning is the ability to store information from present learning & retrieve it for use at a later time.” - Oberparleiter, p. 28 “Learning is the ability to store information from present learning & retrieve it for use at a later time.” - Oberparleiter, p g

Brain Principles / Novelty / Movement / Meaning / Concrete experience / Emotions / Social/environmental interaction / Novelty / Movement / Meaning / Concrete experience / Emotions / Social/environmental interaction / Glucose / Patterns / Connects old & new experiences / Incubation time / Choice/control / Second to stress

Brain Axioms / Multi-sensory / RB/LB Stimulation & whole brain stimulation / Emotionally based / Movement / Personal meaning / Multi-sensory / RB/LB Stimulation & whole brain stimulation / Emotionally based / Movement / Personal meaning / Novelty / Variety/change / Pitch, melody, rhyme / Play-like study/review / Physically, emotionally & psychologically safe / Release some control

Exterior Parts of the Brain  F rontal  P arietal  O ccipital  T emporal / Sensory cortex / Brain stem / Cerebellum / Motor cortex

Interior Parts of the Brain / Cerebrum  Amy gdala  C orpus C ollosum / Thalamus  Cere bell um / Cerebrum  Amy gdala  C orpus C ollosum / Thalamus  Cere bell um / Hypothalamus / Brain Stem / Pre Frontal / Hippocampus

Interior Parts of the Brain

Brain Cells / Neurons / Dendrites / Synapses / Mirror neurons (yawn) / Needs glucose

Windows of Opportunity

Information Processing Model

Factors Affecting Storage & Retention / Rehearsal / Primacy-recency effect / Method of instruction / Repeated practice / Critical attributes / Chunking / Rehearsal / Primacy-recency effect / Method of instruction / Repeated practice / Critical attributes / Chunking

TRANSFER / Principle of learning is called transfer / 2 part process / Transfer during learning - effect that past learning has on processing & acquisition of new learning / Transfer of learning - degree to which new learning is applied by the learner in future situations / Principle of learning is called transfer / 2 part process / Transfer during learning - effect that past learning has on processing & acquisition of new learning / Transfer of learning - degree to which new learning is applied by the learner in future situations

Teaching for Transfer / Bridging / Hugging / Metaphors / Journals

Left Brain Right Brain

Hemispheric Preference: A Question of Learning Style / Preference/specialization / Specialization does not mean exclusivity / Preference/specialization / Specialization does not mean exclusivity

Teaching to the Whole Brain / Verbal & visual concepts / Design effective visual aids / Discuss concepts logically & intuitively / Avoid conflicting messages / Activities & assessments for both hemispheres - Sousa, p. 194 / Verbal & visual concepts / Design effective visual aids / Discuss concepts logically & intuitively / Avoid conflicting messages / Activities & assessments for both hemispheres - Sousa, p. 194

THE ARTS & THE BRAIN

Effect of Arts on Learning / Brain likes color / Brain likes tactile activities / Allowing students to create in class promotes higher order thinking skills (tip top of Bloom’s taxonomy) / Reach your right brain students! / Brain likes color / Brain likes tactile activities / Allowing students to create in class promotes higher order thinking skills (tip top of Bloom’s taxonomy) / Reach your right brain students!

MUSIC / Intellectual/emotional stimulation / Activates neural networks in frontal cortex & amygdala / Choose the right music though!!! -Sousa p

Conclusion / By understanding brain functions, we can more accurately pinpoint how to teach specific students / Recognizing differences in how the brain learns can make us more effective educators / By understanding brain functions, we can more accurately pinpoint how to teach specific students / Recognizing differences in how the brain learns can make us more effective educators

Works Cited Oberparleiter, Lee (2004). "Brain Based Teaching & Learning" Course Handouts. Lee G. Oberparleiter. Sousa, David A. (2006). How the Brain Learns. Thousand Oakes, CA: Corwin Press. Oberparleiter, Lee (2004). "Brain Based Teaching & Learning" Course Handouts. Lee G. Oberparleiter. Sousa, David A. (2006). How the Brain Learns. Thousand Oakes, CA: Corwin Press.