Welcome to Brain Compatible Strategies Day 3 Facilitated by Stacy Brady and Judy Cichoracki

New table assignments: Pink: Guidance Yellow: Science Green: Math Blue: English White: Special Education, CTE Salmon: Social Studies, library, reading

What’s in it for me? n n As teachers we know our students are under a great deal of stress. How do we help them deal with it? How does it effect their learning? n n Learn strategies to help students engage their brain and remember more of your content. n n Provide a biological reason teenagers should not drink

Objectives: 1) Explain how stress and alcohol effect the teenage brain 2) Create metaphors and analogies that describe the teenage brain 2) Collaborate with other teachers regarding brain compatible strategies 3) Modify or create lessons using brain compatible strategies

EXAM!!!!

Jigsaw! Jigsaw!

1 = pink 2 = blue 3 = salmon 4 = white 5 = green

Personal Reflection Take some time to reflect on what you have learned about teenagers, stress and the brain. Please write about the implication of this on your teaching practices.

Content Analysis Within your content, discuss at your table 3 places you could incorporate the jigsaw method. Incorporate one of these ideas in a lesson plan and it to

Analogy Break During the next 15 minutes: 1) Fill in the following analogy: “I think teaching teenagers is like…” 2) Take a 10 minute break

Metaphors/Analogy Fill in the following statement : “I think teaching teenagers is like…”

Brain analogy At your table look over the list of structures found in your brain and what each is responsible for. With a group, come up with an analogy that might fit these structures, such as a factory, a town, a computer, etc… Be as creative as you can be.

Content Analysis Within your content, discuss at your table 3 places you could incorporate the analogy/metaphor strategy Incorporate one of these ideas in a written lesson plan and it to

Break time See you in 10 minutes

Story Telling 3y + 10 = 2y + 18

Storytelling and the Brain Storytelling is a wonderful way to access more than one memory lane. Putting semantic information into a story format allows students to see not only the whole ideas but the details as well since the brain processes both the whole and the parts at the same time

Personal Application Meet with teachers in your discipline and create a story or metaphor/analogy to help students remember vocabulary, a process, a series of dates or names, etc… Please write this up in a lesson plan and it to

Closure Review How does closure help the brain to learn and remember concepts, ideas? When is the “best time” for closure? Many of the 22 activities we have discussed over the past 3 days can be used for closure. At your table, talk about how you could incorporate one of these strategies to close a lesson

Opening Review What is critical to do at the opening of a lesson? Why? What brain-based strategies can you use to open a lesson?

Personal Application time Please meet with other people in your department to discuss how the ideas and strategies from the past 3 days could fit into your curriculum maps and your lesson plans. Please modify/create a lesson using one or more of the strategies you have learned over the past 3 days

Wrap up! 1) Volunteers to share 2) On your note card please write one thing you are going to use next year from today’s session. 3) Complete the session evaluation