1. 1 Creating Brain-Based Learning Experiences Promoting metacognition www.borntolearn.netwww.borntolearn.net/pdf/guidelines.pdf Dana Sourcebook of Brain Science www.dana.org/pdf/specialpublications/pub_sourcebook.pdf Integrating the right, left, “reflex” brains with the limbic system and different learning styles http://esl.about.com/library/weekly/aa011898.htm

2. Three Basic Tenets of Brain- based Teaching Promoting metacognitive awareness Connecting to what students already know Presenting material and assessing student learning in a variety of ways

3. Promoting Metacognitive Awareness Using the Natural Human Learning Process (NHLP) lets students understand how they learn - how we all learn.

4. Students think of something they learned to be good at outside of school Think about when you did not know about the thing you do well, what happened first? And then? And then?

5. 5

6. The Natural-Learning Stages Motivation STAGE 1: Motivation/watch, have to, shown, interest STAGE 2: Start to Practice/practice, trial & error, ask ?’s STAGE 3: Advanced Practice/practice, lessons, read, confidence STAGE 4: Skillfulness/some success, enjoyment, sharing STAGE 5: Refinement/improvement, natural, pleasure STAGE 6: Mastery/teach, recognition, higher challenges (COMPRESSED IN 4 STAGES OR EXPANDED IN 6 STAGES)

11. Students evaluate their learning Pre-evaluation Where are you now in your understanding of the concepts we will be covering? Post evaluation How has your level of dendrites grown?

12. Post-evaluation Students are asked to assess their dendrite growth as it relates to concepts just covered in class. Reading a chapter, taking notes, studying for a test

14. The Power of Self-talk Internalized negative self image self-fulfilling prophecy Internalized positive self image denial of reality

15. The Power of Chemicals Feelings of high anxiety cause chemicals to be released that physically prevent students from accessing knowledge Feelings of confidence and curiosity cause different chemicals to be released; these chemicals actually help the synapses connect to one another more easily.

16. Connecting to What the Student Already Knows We must design the first lesson to be a no-fail activity to which every student can make a personal connection. Subsequent lessons connect to the foundation of knowledge students are building.

17. To Design a “No Fail” Highly Engaging Lesson Think of the concept or skill Begin with an activity that uses student responses Brainstorming - students write/share what they already know about the topic Pattern - matching - students match their responses with some defined set of criteria

18. Functions of Conclusions  Sums up the main idea(s) of the essay A restatement of the thesis in different words. May also include a brief review of the sub-topics, controlling ideas, or key words from the body paragraphs.  Provides closure May echo the opening sentences of the introduction, having the essay come “full circle.”  Provides an opening for future thought Give readers something further to think about by briefly discussing possible consequences, personal applications or future courses of action

19. 19 Teaching with the Brain-Based Natural Human Learning Process Rita Smilkstein, Ph. D. www.borntolearn.net

20. BRAIN-FRIENDLY LESSONS When lessons are designed to address and assess learning in as many modes or “intelligences” as possible, students have more opportunities to engage and to demonstrate knowledge.

21. Gardner’s Multiple Intelligences

22. Brain-Friendly Lessons The Dialogue on Learning Website Annette Bell, Lisa Ford, Khaki Wunderlich from Tompkins Cortland Community College in New York

23. Gardner’s Multiple Intelligences

24. 24 Teaching with the Brain-Based Natural Human Learning Process Rita Smilkstein, Ph. D. www.borntolearn.net

25. Gardner’s Multiple Intelligences

26. Business Letter IT 101 Lesson from Catherine Hain Set of Instructions (24) on how to format a business letter 10 activities/skills open a file from a different drive display formatting marks save files in a folder use “autocomplete” feature determine spaces between lines move cursor to the end of the document use the header/footer feature use speller/grammar check change wording using highlighting use vertical alignment to center page

27. ______________ - ________ ________________________ - ______________

28. Questions to assess prior knowledge Where does the addressee information go? Where does the date go? Where do the salutation and closing go? Where would the header go? Where would the footer go?

29. Chapter Outline from Mechel McKinney Health Information Technology Access prior knowledge What do you already know? Use case studies or “real life” situations What should you do? Survey chapter What is this about? What’s should you focus on?

31. Communication Lesson ( Virginia Rich) BA 122 1. Discuss a tradition that comes to mind. 2. What values, experiences, etc., lead to the way you perceive the tradition? 3. Describe the tradition. 4. Discuss the tradition in a relaxed, comfortable setting. 5. What are the receiver’s response or reactions to the message?

33. Students as Empowered, Engaged, Successful Learners Metacognitive awareness facilitates students’ understanding of how they learn and shows they have the power to learn Connecting to what students already know allows them to grow dendrites more easily and quickly Presenting material and assessing learning in a variety of ways honors different ways of knowing