2.  John Breur, executive administrator of the James S. McDonnell Foundation: …if brain-based education is true, then “the pyramids were built by aliens--- ---to house Elvis”.

4. is “ engagement of the strategies based on principles derived from an understanding of the brain.” ~Eric Jensen

6. 9217053

7. 4915082637

8. Age Range Working Memory in Number of Chunks MinimumMaximumAverage Younger than 5132 Between 5 and 14375 14 and Older597

9.  Experience changes neural connections.  There is no reading gene.  The brain prefers novel stimulus.  The brain is hard-wired to mimic and imitate.

10.  Neurogenesis – the production of new neurons in the human brain  New neurons are highly correlated with memory, mood, and learning  Neuroplasticity – the ability of the brain to rewire and remap itself  Acute and chronic stress can have an effect on brain function.

11.  There are differences in the brain according to gender: Boys and girls see print on a page differently. Boys and girls hear differently.

12.  Educators can make positive and significant changes in our brains in a short amount of time.  Teachers have to help neurons fire and then provide continued experiences so that these neurons wire together.

13.  Summarize Key Points So Far  Add Your Own Thoughts  Pose Clarifying Questions Adapted from Jay McTighe

14.  Reading is a complex, rule-based system that must be imposed on biological structures that were designed or evolved for other reasons. (Fisher, Frey, & Lapp, 2009)

15. Dr. Jill Bolte Taylor, a Harvard neuroscientist who suffered a major stroke at age 37 recounts her personal perspective regarding learning to read again.

16.  There are no areas of the brain that specialize in reading.  Reading is probably the most difficult task we ask the young brain to undertake.

17.  Automaticity must be established.  The teaching of reading skills and strategies to students must be addressed across the content areas.

18.  Read – Pause – Question › Partner #1 reads. Partner #2 asks questions. Students alternate as reader and listener.  Read – Pause – Record › Partners alternate reading. Both students record notes or entries on graphic organizer.  Read – Pause – Retell › Partner #1 reads and Partner #2 retells content. Alternate. --Adapted from the work of Anita Archer

19.  Summarize Key Points So Far  Add Your Own Thoughts  Pose Clarifying Questions Adapted from Jay McTighe

20.  The brain pays less attention to familiar information.  The midbrain, deep inside the cerebrum, responds better to novelty than the familiar.

22.  Summarize Key Points So Far  Add Your Own Thoughts  Pose Clarifying Questions Adapted from Jay McTighe

23.  Mirror neurons in our brains = imitative reciprocity  School experiences are highly social.  Modeling for students is critical: this might just be one of the most important and under-reported findings for educators this decade. (Fisher, Frey, & Lapp, 2009)

24.  Every bit of evidence available suggests that the human brain is designed for a broad range of thinking patterns. So if the brain is capable of higher-order thinking, why do we see so little of it in the normal course of student discussion and performance? (Sousa, 2006)

25.  Thinking is easier to describe than to define.  We do not teach the brain to think. We can, however, encourage students to use their innate thinking abilities to process learning at higher levels of complexity.

26.  We need to work harder at teaching students how to organize content in such a way that it facilitates and promotes higher-order thinking.  Modeling is critical as teachers are valuable role models.

27.  Who was the second president of the United States?  What are the similarities and differences between the post-Civil War and post- Vietnam War periods?  Defend why we should or should not have capital punishment.

28. Remember Understand Apply Analyze Evaluate Create 20% 80% Online Research Design, Invent or compose Simulations & Modeling Compare and Contrast Expression and Visualization Demonstrate Explain Drill and Practice Critique Alternative Perspectives

29.  Summarize Key Points So Far  Add Your Own Thoughts  Pose Clarifying Questions Adapted from Jay McTighe

30.  Bruer, J. (1997). Education and the brain: a bridge too far. Educational Researcher, 1-13.  Fisher, F., Frey, N., & Lapp, D. (2009). In a reading state of mind: brain research, teacher modeling, and comprehension instruction. Newark, DE: International Reading Association, Inc.  Jensen, E. (2008). Brain-based education: a fresh look at brain-based education. Phi Delta Kappan, 89, 408-417.  Sousa, D. (2006). How the Brain learns. Thousand Oaks, CA: Corwin Press.  Zambo, D., & Broze, W. (2009). Bright beginnings for boys: engaging young boys is active literacy. Newark, DE: International Reading Association.