How an understanding of how the brain works can lead to better teaching techniques.

 The purpose of this training is to provide participating teachers with the knowledge, skills, and resources needed to effectively incorporate brain-based learning strategies into the afterschool program.

 In today’s training session you will:  Understand how the brain works during the learning process.  Discover how to apply this knowledge of the brain to specific learning activities in the afterschool setting.

 Part 1: On a sheet of paper, draw a “+” and a “x” about 6 inches apart horizontally as shown:  + x  Part 2: While holding the paper at arm’s length, close your left eye and stare at the “+” with your right eye.  Part 3: Slowly move your paper closer while staring at the “+”. At about inches away, the “x” will dissappear!

 This is the blind spot in your right eye. It represents the area where your optic nerve attaches to the retina.  Even more interesting is the fact that your brain “colors in” whatever it thinks you are missing in these spots.  Wait, there’s more! Your nose is visible to your eyes at all times, but your brain “erases” it from your field of vision unless you intentionally try to look at it.

 Your brain is capable of performing tasks on a level that we’re not consciously aware of.  This tasks cover more than just breathing, heartbeat, peristalsis, etc. They also include how learning and memory function as well.

 Major parts of the brain that affect learning  Cerebrum: The cerebrum contains the frontal lobe which is associated with problem solving, reasoning and planning. The cerebrum also contains the parietal lobe and temporal lobe associated with recognition and memory.  The limbic system: The limbic system is associated with emotions. Of particular interest is the amygdala which is associated with the emotions of stress and fear.

 The entire nervous system is composed of nerve cells. These cells send signals through axons and receive signals from dendrites.  Most nerve cells in the brain have a lot more dendrites (receivers) in order to maximize connections.

 When nerve cells are stimulated by a question, problem, or challenge; two things happen:  First, the brain accesses information through established connections to see if a solution is already known (memorized).  If a solution is not already known, the brain accesses related information and attempts to create a solution. While this solution is being created, nerve cells add dendrites (receivers) and stretch existing ones to make new connections in the brain.

 So while the brain is “thinking” it is actually developing new connections among the nerve cells. Once the brain has “the answer” it stops making new connections. A child’s brain can only carry out this process for approximately the number of minutes equal to their age.  If a solution is devised and works, the brain can access it as a pathway. If that pathway is used enough times, it becomes a long term memory.

 If the amygdala (emotion center) is activated, rational thought decreases or stops altogether. This is especially true of fear and stress.  So stress and fear can actually PREVENT learning.

 Divide into groups to summarize in “teacher friendly” terms what we’ve learned about:  Group 1: The parts of the brain.  Group 2: Parts of nerve cells  Group 3: Nerve connections in learning.  Group 4: Emotions and learning.  Each group should be prepared to give a one- minute presentation about their topic.

 According to Jensen (2008), there are several ways that educators can incorporate knowledge about the brain into specific strategies for use in the classroom.  The following are eight ways to use brain- based instruction to improve student learning.

 Physical activity helps the body produce chemicals that help the brain function and learn correctly. Voluntary activity works better than forced activity for this. For regular classroom teachers this means don’t skip recess.  What does this mean for afterschool students?

 Social interactions play major roles in our learning process. Use selected, targeted grouping of students to maximize the positive aspects of group work.  Work with students to develop a plan for positive social behavior in the afterschool program.

 The brain can update, remap, change, and improve through the improvement of thinking skills. This process can be significantly improved by spending some time each day teaching these skills. Attentional skills, memory skills, and processing skills provide students’ brains with the most benefits.  How much time could be carved out for this type of instruction in the afterschool program?

 When the brain is stressed, learning decreases.  Take some of the stress off students by praising effort and determination and remaining neutral on right/wrong feedback.  This puts students of various abilities on equal footing in terms of praise and support.

 Don’t think of your class as average students with a few upper and a few lower performing students.  Think of your class as different students on different levels for each particular learning standard.  Group them with this idea in mind. (More on grouping in another session.)

 Students learn best in when information is presented in small chunks, processed, and then the brain is given a break.  The less background experience a student has with a learning standard, the smaller the chunks of learning should be.  The range of time with these chunks should range from 4-15 minutes.  How much time is appropriate for your students depending on background knowledge?

 Many students enter school without the appropriate skills necessary to manage or use their emotions in a social setting.  Some emotional skills can be taught and encouraged such as honesty, sympathy, curiosity, and forgiveness.  Other emotional control skills can be taught through social skills such as conflict resolution, anger management, perseverance, and cooperation.  Many times it is the students who struggle the most academically that benefit the most from social skills training.

 Students’ memories are highly adaptable and changeable.  Having students wait longer and longer periods of time before reviewing improves long term retention.  This is a good strategy for taking a mental break from one standard to quickly review another standard.

 Any questions?  Comments?  Concerns?  Or anything else for the good of the group?

 The human brain is an amazingly complex and powerful organ.  Understanding how the brain processes information can help teachers develop lessons that make use of the brain’s natural abilities.  It is just as important to teach students skills related to how they think and process information as it is to teach information itself.  There are specific strategies that teachers can use to improve students’ thought processes in the afterschool program.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. Willingham, D.T. (2002). Allocating student study time: “Massed” versus “distributed” practice. American Educator, (26) 2, 37-39, 47.