1. Scaffolding and Differentiating Learning Through the Use of Brain-Friendly Research

2. Seven Common Brain Principles Two Common Brain Facts ◦ The optimal number of bits of information that the brain can manage in working memory at any given time appears to be seven (+/- 2 variable) ◦ The brain may be able to store more items if we combine, or chunk, several separate bits of information into bite-sized manageable pieces or categories.

3. Principle 1: Brains Operate in Response to Patterns or Schemata Background Knowledge ◦ What do I already know about this topic? ◦ What do I think I already know about this topic (preconceptions)? Sense Making/Making Connections ◦ The brain has no time for useless patterns/pieces of information that do not mesh with it already knows or finds interesting ◦ By identifying ‘like’ attributes of ideas, the brain develops concepts (understanding)

4. Principle 2: How One Feels Makes the Difference in Learning Emotions make the brain pay attention ◦ Emotions can enhance or inhibit the ability to learn ◦ Neurotransmitters that are released during positive emotionally charged events facilitate long-term memory formation Powerful learning occurs through rich emotional experiences that engage thinking as well as feelings

5. Principle: 3 All the Senses Enrich Learning When multiple senses are used during the learning process, memory is more accurate and the information is retained for a longer period of time Involving a variety of senses, and processing new concepts through these senses, greatly increases the chance for the learner to file the new learning in ways that make later retrieval easier

6. Principle 4: We Learn Best When it’s Meaningful and Interesting Humans instinctively seek to understand and make sense of their world ◦ We respond to meaning and relevance Learning opportunities should be familiar, flexible, challenging, and offer exploratory opportunities

7. Principle 5: We Learn Better Together in a Safe Environment Humans need to connect, collaborate, and cooperate Face-to-face interaction is key for the development of language, social skills, and empathy Oral communication in the classroom is essential

8. Principle: 6 Everything Affects Learning The brain is continually scanning and evaluating its surroundings in a sequential, non-stop manner ◦ Detect, Orient, and Decide Metacognition ◦ Self-Awareness – What do I need to be Successful

9. Principle 7: Each Brain is Wired Differently We have likes and dislikes in many areas, including how we prefer to learn Ponder This: ◦ The difference between the art of teaching and just the craft is the teacher’s willingness and ability to continue to garner additional teaching strategies/techniques to reach all learners As educators, we have the responsibility to try to understand how our students’ brains are wired

10. 21 st Century Brains Our students: ◦ Born in the age of technology = “digital natives” ◦ Immerse themselves in interactive digital technology possibly 50 hours per week ◦ Frequent and continual usage of a particular brain region, can lead to that area’s development Our students’ brains are wired differently from ours, and our instructional strategies/classroom organization need to recognize these new and ‘improved’ brains

11. 21 st Century Brains Continued… Our students: ◦ Brains are wired for rapid-fire cyber searches  Quickly focus attention  Skim for information  Analyze data  Instantaneously make a decision to go on or not This means, Our students: ◦ The brain is not well developed in  Face-to-face interactions  Deep comprehension and complexity

12. 21 st Century Brains Continued… What to do? ◦ Combine natural (face-to-face; primary source text; conversation/communication) with virtual experiences ◦ Ensure metacognitive opportunities ◦ Focus on deep understanding through real world experiences

13. Scaffold/Differentiate: Which do I use? Use BOTH as NEEDED Understand the brain research Understand 21 st Century Learners Find the Learner’s Sweet Spot Attention -Survival -Novelty -Pattern detection Interest Relevancy Meaningfulness Prior Knowledge Positive Feelings Humor and joyfulness Secure Emotional environment Safe physical environment Prior Successes Process and Product Choices Growth Mindset The Learner’s Sweet Spot Think BIG start small, Gregory, G. and Kaufeldt, M. (2012)

14. Differentiation of Instruction is a teacher ’ s response to learner ’ s needs. According to students ’ To differentiate Teachers can follow the general guidelines of differentiation: clear learning goals flexible grouping ongoing assessment and adjustment positive learning environment respectful tasks Readiness contentprocess This is an organizer adapted from the work of Carol Ann Tomlinson, an Associate Professor of Educational leadership, Foundations and Policy at the Curry School of Education, University of Virginia, Charlottesville, VA. InterestLearning profile product

15. Let’s Try it Together! Scaffold Instruction or Differentiate Instruction FACTS! Grade 6 or 9-12 Class Standard Lesson Goal: SS.6.W.1.3 Interpret primary and secondary sourcesSS.6.W.1.3 Interpret primary and secondary sources Using the published version of the “Diary of Anne Frank” as a primary source and other documents related to Anne Frank and her diary as secondary sources, students will examine the content related to the Holocaust. Students will explain the relevance of each source, as it relates to the source type (primary/secondary) and explain how these sources relate to interpretations of the Holocaust today. Ensure there is a scale or rubric for students to access. Students Reading Levels: IRLA 2R to 1Br Know the Learners: 15% of class are ESE (mostly LI and SLD), 5% are ESOL, Students are interested in Snapchat and hanging with their friends. Majority of students have a learning preference of visual. Design a Brain-Compatible Environment: Remember to find the Learner’s Sweet Spot! Instructional Decisions Scaffold- Provide text to students ahead of the lesson via a recording (prior success) Chunk the reading material for students ahead of time (positive feelings and prior success) Provide visual representations from both secondary and primary sources related to the Holocaust (interest, make connections) Differentiate- Utilize technology for the secondary sources. (attention) Offer mini-lessons related to text understanding and the difference in primary and secondary sources (prior success, positive feelings) Choice related to product and choice related to working individually or in very small groups (prior success)