1. Brain – based learning. Session 1

3. Planning, Decision Making. Where am I? Where is that? Who is that? Vision Speech, Sounds Moving Muscles Cerebellum Brain Stem Housekeeping – automatic pilot

5. Hippocampus - decides which ideas to put into long term memory.

6. Thalamus - Processes sensory input (except smell, which goes to the Amygdala) & decides what is important.

7. Amygdala - Emotions - links memories & emotion.

8. Stand up find a partner and share your question with them – if they answer it congratulate, if not coach. Let the partner share their question with you – you answer SWAP CARDS Raise your hand and find another partner to share with On one side of the card write a good question about any of the ideas that we’ve looked at. Answer on the other side.

9. Implications for learning? Now we have good evidence to make sure that we start with ideas that are familiar, and try to make learning relevant. The structures most responsible for processing information into long term memory are emotional. Don’t be refrigerator hum!

11. Doggy fashion

12. The adolescent brain The neurons in a child’s brain make many more connections than those in adults’ brains Information is entering the brain through windows that open and close at various times. The richer the environment, the greater the number of interconnections that are made – consequently, learning takes place faster and with greater meaning.

13. The adolescent brain Is used to greater variety of stimulation Responds quickly to novelty Demands relevance Practices ‘continuous partial attention’ Has a smaller working memory Has an immature frontal lobe but mature emotional response – responds instinctively.

14. Jot thoughts slide:

15. Words to Remember Night Dream Comfort Snore Wake Bed Rest Awake Tired Eat Slumber

16. What words did you remember?

17. Are you sure? Night Dream Comfort Snore Wake Bed Rest Awake Tired Eat Slumber

18. Primacy & Recency Means that we remember: BEST what comes FIRST SECOND BEST what comes LAST LEAST what comes JUST AFTER THE MIDDLE

19. 010203040 Degree of retention Time in Minutes Prime time 1 Down time Prime time 2 Retention during a learning episode. New Information Practice Closure

20. Approximate Ratio of Prime-time to down-time in different length learning episodes 05101520253035404550556065707580859095100 25 min. 50 min. 100 min. Lesson Length Prime time 1Down-timePrime-time 2

21. Approximate ratio of prime-time to down-time in different length learning episodes 05101520253035404550556065707580859095100 25 min. 50 min. 100 min. Lesson Length

22. Implications for Teaching Teach new material first Avoid asking students if they know anything about a new topic Don’t use prime-time for classroom management tasks Use down-time for practice or discussion about the new learning Use prime-time 2 for plenary

23. Implications for Teaching 2 Break lessons up into learning segments 20-25 minutes long If you want to lead the teaching of a new idea, use the first section for this, then shift the burden to the students in the other sections Go off task / change methodology between sections

24. 5% Lecture Reading Audiovisual Demonstration Discussion Group Practice by doing. Teach others / Immediate use of learning Average percentage retention after 24 hours. 10% 20% 30% 50% 75% 90%

25. 9217053

27. 4915082637

29. What does this show? The limits of working memory: on average, 7 chunks of information 20 minute attention span

30. Changes in Capacity of Working Memory with Age Approx. Age Range in years Capacity of working memory (chunks) MinimumMaximumAverage Younger than 5 132 Between 5 and 14 375 14 and older 597

31. A model of how the brain works

32. Working Memory Place where conscious processing takes place Where we can build, take apart and rework ideas for eventual storage somewhere else Items in working memory demand our attention Most activity in the frontal lobes Limited capacity, limited time scale

33. Is sense and meaning present? Yes Moderate to High Very high No Very lowModerate to high No Yes Is meaning present? Is sense present?

35. Transfer The effect that past learning has on new learning The degree to which the new learning will be useful to the learner in future

36. Combined learning For future use New Learning Past Learning From immediate memory From Long term storage Working Memory

37. Positive and Negative Transfer Positive – past learning which helps new learning Negative – past learning which interferes with new learning

38. Working Memory Long term storage Store by Similarity Retrieve by difference

39. Find someone who... Try to find someone who can answer one of the questions in a box. The person who answers the question initials the box. No one can initial the same sheet twice. 

40. End of session 1

41. Brain – friendly learning. Session 2

42. Teacher A Teacher A – Focussed Questions and Answers. Teacher B Teacher B – Open- ended discussion. Teacher C Teacher C – Brain- friendly structure.

43. Ritalin & the brain.

44. shoulder face question thinktime record gives sharedevelop indicate developbest answer several examples

45. Why is this Brain Friendly? Think time – important that it is there. Accountability – everyone has got to get involved. Working memory – revisiting points in order to free up extra space & move ideas into long term memory. High fives – emotional linkage improves chances of long term retention. The learners are doing the teaching – peer sharing of ideas & the teacher is learning, assessing what students know. Safety – people who are working together need to feel safe – how does this work?

46. In groups of 4 1 Person stands and is interviewed by the others for 1 minute. Interviewers must use open ended questions. When time is up interviewers thank interviewee. Next student stands.

47. Interviewee stands so that everyone gets to look up – equalizes status. Amygdala is a threat sensor – looks for facial expressions & tone of voice. A detected threat causes stress hormones & fight or flight reflex, constricting perception & cognition. High levels of stress may make it difficult to lay down new memories.

48. Information processing Emotional Investment Nourishment Social Involvement Safety

49. Engages Kinaesthetic intelligence. Engage multiple memory systems – there is “memory in the muscles” – that which we do makes it more likely that we will recall it. Place information in more places in the brain to increase recall - Standing up & going through the motions activates the motor cortex. Speaking & hearing activates the Temporal Lobe. Seeing each other do this activates the Occipital lobe. Using all of these & the links between them, exponentially increases the probability of recall.

50. Opens up working memory. Everyone takes part, safely. Places ideas into long term memory. Retrograde Memory Enhancement – attach an emotional link to an idea, by giving a high five at the end, can help the information be selected by the Amygdala as suitable for long term memory inclusion. Increases energy in a tired group (purely by getting them to stand up!) Why is this Brain Friendly?

51. Novelty Social Info-processing Activates multiple intelligences Safe Why is this Brain Friendly?

53. What does 3 step do? 1)Brain – Helps to reduce stress, novelty allows for Episodic Memory. 2)Activates Multiple intelligences 3)Thinking Skills 4)Teamwork Skills. 5)Academic Achievement.

54. Team statements 1)Think time. 2)Pair discussion with shoulder partner. 3)Individuals write down their idea. 4)Roundrobin - sharing their ideas with no feedback, one at a time. 5)Team discussion, seeking an underlying source. 6)Consensus 7)Feedback. Statements should not be all the individual ones added together, but something that captures the essence!

55. Learning needs to be…

56. Kagan structures & the “Hidden Curriculum”. Traditional Curriculum“What” Maths Science English Languages Etc. Hidden Curriculum“How” Multiple intelligences, Thinking Skills, Active Learning, Social Skills, Emotional Intelligence, Teamwork Skills, Citizenship Etc. Kagan Structures. All the features of the Hidden Curriculum become ways of delivering the “Traditional Curriculum”.

57. “What” Maths Science English Languages. Multiple intelligences, Thinking Skills, Active Learning, Social Skills, Emotional Intelligence, Teamwork Skills, Citizenship “How” Kagan Structures Structures allow us to deliver the Hidden Curriculum through the traditional Curriculum, with increased effectiveness.

58. StructuresExperimenting Common Approach ChampionsSAM

59. Assessment for learning. Generic Targets Kagan Structures New Aims Accelerated learning Thinking Skills

60. Assessment for learning. Generic Targets Kagan Structures New Aims Accelerated learning Thinking Skills

61. End of Session 2