1. HOW DO WE USE THE BRAIN TO LEARN? DECEMBER 28 TH 2012

2. In a nutshell, brain-based education says: “Everything we do uses our brain; let’s learn more about it and apply that knowledge.” TThere’s been over 20 years of research RResearchers have found patterns in how the brain learns information (Jensen, 2012) What are some of those patterns? How can we use them when teaching? BRAIN-BASED LEARNING

3. What are some of those patterns? MMaking connections MMusic PPhysical needs EExperiential learning CChunking

4. MAKING CONNECTIONS * The brain automatically searches for meaning. It wants to make sense of experience and shows a natural inclination to learn and understand. (Caine & Caine, 1991)

5. MAKING CONNECTIONS In order to make meaning, the brain seeks patterns, connections, and relationships between the new and the known, among facts, events, and experiences. The brain is a pattern detector. Going to the Zoo, Museums, Making Cookies (Jensen, 1998)

6. * In our brain, attention, memory, and emotions are closely linked to each other. * Emotions help connect experiences with memories and knowledge. Jensen (1998) states, “Our emotional system drives our attentional system, which drives learning and memory” (p.25). Thus, emotional and social connections and responses are essential elements for learning. (Jensen, 1998) MAKING CONNECTIONS

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8.  Numerous neuroscience departments (Harvard, Dartmouth, Stanford, etc…) have done studies that show the arts increase a person’s attention, memory, visual spatial skills, patience, verbal memory, etc… (Jensen, 2012)  Music is connected to emotion  Emotion connected to learning = a STRONG memory MUSIC

9.  Music is connected to emotion  Emotion connected to learning = a STRONG memory  Limbo Jazz  Au Village Des Femmes (African drums)  主祷文 The Lord's Prayer  今天你要嫁给我 Today Will You Marry Me?  Do Not Be Anxious (Philippines 4:6-7) MUSIC

10. PHYSICAL ACTIVITY *Even short, moderate physical exercise can improve brain performance. (Stastyshyn, 2012)

11. PHYSICAL ACTIVITY *Increasing the number of capillaries in the brain helps blood transport *This fuels the brain and increases the intake of oxygen Which studies show enhances cognitive performance RECESS is IMPORTANT– Not Enough

12. PHYSICAL ACTIVITY *PLAY CHAOS

13. EXPERIENTIAL LEARNING Only lecturing ≠ Learning Only experience ≠ Learning Teaching + Real world application = Learning EExample: Math In Focus (Singapore Math) 1.Direct instruction (page 103-104) 2.Guided application activity (page 105) 3.Independent application activity (homework)

14. CHUNKING  Our brains can usually hold 2-4 chunks (pieces) of information at a time  Your brain (specifically the hippocampus) can only hold so much. Introduce too much = learner won’t learn it  The less background the student has, the shorter the chunk should be  4-8 minutes to 8-15 minutes  How to apply this?  Think about the session you’re in right now…  Teach in shorter mini-lessons  Take breaks, recess, downtime when you have longer classes (Jensen, 2012)

15. What are some of those patterns? How can we use them when teaching? MMaking connections MMusic PPhysical needs EExperiential learning CChunking CONCLUSION

16. WORKS CITED Caine, R. N. & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development Jensen, E. (1998). Teaching with the brain in mind. Alexandria, Va.: Association for Supervision and Curriculum Development. Jensen, E. (2012). What is brain-based learning?. Retrieved from http://feaweb.org/brain-based-learning-strategies Stastyshyn, C. (2012). Classroom academics & integrating activities. Retrieved from http://www.ehow.com/info_7860832_classroom-academics-integrating- activities.html http://www.ehow.com/info_7860832_classroom-academics-integrating- activities.html

17. THANK YOU FOR COMING.