1. Chase Young, Ph.D. Teaching with the Brain in Mind

2. Congratulations

3. Example Experiment

4. “Why is it important to know the stuff on this test?” Student 1: So you can get a good grade and know you are doing good in science. Student 2: Your parents might get you an ICEE. Student 5: To make sure we have been paying attention.

5. “BUT SERIOUSLY, Why is it important to know the stuff on this test?” Student 7: I guess it is only important because of grades. Student 8: If you never measure rain, you don’t need to know about rain gauges. If you never do any of this stuff, it won’t help you at all. Student 9: If you can’t remember this stuff, it may not matter. You can always look it up.

6. We have to keep the brain in mind.

8. Learning Styles Mastery Duke Interpersonal Buddy Understanding Electra Self-Expressive Celeste

9. MASTERY - Start with clear expectations Tell students what they need to know and how to do it step by step Establish opportunities for concrete experiences Provide speedy feedback Separate practice from performance

10. INTERPERSONAL - Tie content to a personal experience Reinforce learning through support and positive feedback Use the world outside the classroom as a resource Select activities that build on personal experiences and cooperative structures Take time to help establish personal goals, encourage reflection, and praise performance

11. UNDERSTANDING - Provide questions that puzzle and data that teases Require students to hypothesize and develop plans of action before they explore answers Open the learning process to questions that stimulate deeper thought Build in opportunities for students to share their explanations and to provide evidence and proof for their ideas Evaluate students’ critical thinking and problem solving skills

12. SELF-EXPRESSIVE - Inspire students to think divergently and imaginatively Model creative work so students can examine and establish criteria for assessment Allow students choice of activities and multiple methods for showing what they know Give feedback, coach, and provide an audience for sharing work Evaluate and assess performance according to established criteria

13. Mastery Identify Steps Interpersonal Game Understanding Essay Self-Expressive Creative Choice Example with Math Multiplication/Division

14. Identify the Steps 1.Go online. 2.Locate the definition of “multiplication” and write it in your journal. 3.Draw a picture to represent 8 x 4 = 24. 4.Describe a real world reason where you can apply multiplication. 5.Locate the definition of “division” and write it in your journal. 6.Draw a picture to represent 24 / 4 = 8. 7.In one paragraph, compare and contrast multiplication and division. 8.Your grade is based on your effort. “Connectivsim”

15. Video Missing Factor Game

16. Math Expository Essays Video

17. Write a… …story that uses division/multiplication in the plot. Share. …poem that that includes multiplication/division. Share. …song about division/multiplication. Share.song

18. Remember, you can sing about anything… Even Tests… Even Tests…

19. Project-Based Learning in All Four Styles Science Example

20. be that teacher… who guides students to the edges of possibility; who uses challenge as motivation; who learns alongside their students; who provides meaningful and authentic learning experiences; who clearly loves to teach; that teacher who students remember forever.

21. chase.young@tamucc.educhase.young@tamucc.edu - www.thebestclass.org www.thebestclass.org Thank you.