1. Doable Differentiation Part II: How the brain works and its impact on education and learning

2. GAME Plan Goal - Participants will learn about how the brain functions and the implications for classroom instruction. Activities – 10 + 2 activity ABA activity Measure – Completed notes Evaluation – Homework assignment

3. The Brain Stem

4. The Limbic System Cerrebellum Hippocampus Amygdala

5. Frontal lobe Temporal lobe Parietal lobe Occipital lobe Cerebellum The Cerebrum

6. The Frontal Lobe How we interact with our surroundings. Our judgments on daily routines. Our expressive language. Assigns meaning to words we choose. Involves word association. Memory for habits and motor activities

7. The Pareietal Lobe Location for visual attention. Location for touch perception. Goal directed voluntary movements. Manipulation of objects. Integration of different senses that allows for understanding a single concept.

8. The Occipital Lobe Vision

9. The Temporal Lobe Hearing Memory Visual perceptions. Categorizing of objects. T

10. STOP! Reflect! Share what you remembered with a partner Make sure you both understood the information the same way Look at your notes and add whatever you forgot to include

12. Higher Level Thinking Can actually generate NEW neurons (neurogenesis) Adds dendrites Increases the thickness of the myelin sheath Using the Gray Matter!

13. Memory Working memory (awareness) Short term memory (30 seconds) Long term memory

14. Moving into Long Term Memory = Learning Encoding: Establish meaning Storage: Attach to other memories Retrieval: Stimulate relationship

15. Memory demonstration: Θ      Theos esti agape God is love

16. To retrieve The more ways we encode, the more likelihood of retrieval (auditory, visual, kinesthetic) The more relationships we create, the more likelihood of retrieval

17. Memory Paths Emotional Procedural Episodic Semantic PS – the semantic is the hardest to get and the easiest to lose!

18. Stand up! Remember! Grab a partner Decide who will be A and who will be B Person A talks for 60 seconds Person B talks for 90 seconds Person B talks for 30 seconds You may use your notes, you may repeat information, just keep talking!

19. Using what you know: Pick one of the memory strategies and use it to remember the 4 memory paths.

20. When we differentiate we: Increase the likelihood of encoding by taking student readiness into consideration. Increase the likelihood of storage by relating learning to student interests. Increase the likelihood of retrieval by using many learning styles which involve different parts of the brain.

21. HOW????

22. Using the GAME plan Clear statement of learning goals. Activities that access previous knowledge, add new knowledge, apply knowledge in a variety of situations, and then summarize and assess. Ongoing measurement of learning goals. Evaluation of the process to find out what worked.

23. Teaching strategies that differentiate: 10 + 2 ABA Graphic organizers Flexible, cooperative groups with students interacting Using multiple modalities (visual, auditory, kinesthetic)

24. Using the Strategy Ring:

25. Bonny Buffington Knox County ESC 740-393-6767 Bonny_buffington@knoxnet.k12.oh.us Q and A