1. Teaching by the Rules Examining Brain-based Learning Pat Averbeck Everett CC Summer Institute 2010

2. Faculty Learning Community Grant To incorporate the rules into our interactions with students: student- focused workshops, advising, curriculum, and classroom practices

3. Thoughts so far? Rule #1: Exercise Rule #1: Exercise Rule #4: Attention Rule #4: Attention Rule #8: Stress Rule #8: Stress Rule #11: Gender Rule #11: Gender

4. What to expect today? Watch snippet Short description of the brain rule Sharing of a way to apply the rule Small group discussions Shout outs

5. Rule #5: Short-Term Memory Repeat to remember Encode, store, retrieve, and forget. Blenderization The more elaborate we encode memory at the initial moments, the stronger the memory. Reproduce the learning environment in which you first encountered the idea.

6. Rule #6: Long-Term Memory Remember to repeat Most memories fade within minutes Two-way conversation between hippocampus & cortex; memory can take years to solidify Brain mixes new knowledge with past memories and stores them together as one

7. Examples Two-minute papers Scheduled practice Test practice Just-in-Time versus Review

8. Rule #9: Sensory Integration Stimulate more of the senses at the same time We rely on past experience to make sense of an event. Senses evolved to work together, best if we can stimulate several senses at once. Smell has unusual power to bring back memories. Rule #10: Vision Trumps All

9. What’cha talking about, Willis?!

10. Rule #7: Sleep Sleep well, think well Brain is active during sleep Loss of sleep hurts:  Attention  Executive function  Working memory  Quantitative skills  Logical reasoning

11. Scheduling No Monday Tests Avoid the Nap Zone Night Classes

12. Thank you The Powerpoint of this presentation will be posted at http://edcc.libguides.com/brain_rul es John Medina’s site http://www.brainrules.net patrick.averbeck@edcc.edu