Question 1: What are the characteristics of “brain-compatible” teaching and learning, and what general guidelines do you see for your own teaching?
“The characteristics of a magnificent mind include personal responsibility, clear goals, good attention, consistent effort, effective social skills, impulse control, motivation, integrity and creativity. Yet, few people realize that all of these are brain functions.” A beautiful and succinct statement by Amen (2008); the time has come for us to look deeper. Research on the importance of brain-based teaching and learning abounds. It can no longer be ignored. Once one starts evaluating the data implications for education become clear. If all of our students were given opportunities to learn with their whole brains we would have a world of highly intelligent happy beings.
Before going into a dissertation on the how and why of brain-based teaching and learning it is important to know structures and functions relative to the learning process. New research gives us much insight into how the brain functions and how all components interrelate. The firing of brain cells sets off a cascade of action and reaction chemical/electrical impulses throughout not only the brain, but the entire body. Dr. Yang (2006) tells us that the body follows the mind, and the mind regulates and directs the body. This is an “old” way of thinking from Qigong, an ancient method of exercising the body and mind. Yet, this “old” way is proving itself in scientific studies of all genera. We begin with a journey into the major structures of the brain.
Frontal Lobe…Figure 1.
This is where significant mental processes occur. The frontal lobe plans, thinks, rationalizes, solves problems and regulates the emotional system (Sousa, 2006). Dispenza (2007) adds this part of the brain coordinates almost all other brain functions. “The resting place of conscious awareness” from where we direct our free will and self-determination. Our frontal lobes allow us to choose our thoughts and actions; hence, we are in control of our destiny.
Ironically, Feinstein (2004) tells us that our teenagers are lacking fully matured frontal lobes. The brain does not actually finishing developing until around 25 years of age. This certainly explains a great deal, especially for those of us, such as me, who interact with teens on a daily basis. “Take comfort in the fact that they (teenagers) do not plot their unruliness; they are just trying to cope in a school run and designed by adults from an adult perspective—adults with brains that are structured and function in ways vastly different than their own.” With so many associated functions addressed by the frontal lobes it is no wonder that teens have such a difficult transition into adulthood.
Figure 2…Parietal Lobe
It is during early adolescents that the parietal lobes create new neural pathways while renovating old ones (Feinstein, 2004). Due to these actions the young teen can enhance their ability to play sports or an instrument. Parietal lobes process how we feel with our bodies and hands, according to Dispenza (2007), our physical response to the outside environment. Sousa (2006) also adds spatial orientation, computations and some types of realizations as other functions.
Temporal Lobe…Figure 3
Being able to process sound and music along with recognizing faces and objects are functions of temporal lobes (Sousa, 2006). Further, says Dispenza, they are involved in holding some types of memory while aiding long-term memory assimilation. It is here, (2007) where important associative processes are deciphered. It is through associative memories with people, places, things, times and events that we develop new patterns of thoughts and belief patterns. Therefore, linking what a student already knows or has experienced is imperative for them to learn new material. More on this will be discussed later.
Figure 4…Occipital Lobes
Operations associated with vision are found in the occipital lobes, interestingly enough located at the back of the head even though the eyes are in the front. According to Dispenza (2007), there are several areas with specific processing modes. The section located at the very back of the brain process bits and pieces of a whole image. Another area is involved with the movement of images. These particular cells were discovered during World War II when soldiers who lost their sight could still avoid grenades. Other neurons in the occipital lobe discern color, shapes, patterns, depths or dimension.
Figure 5…Cerebellum
The cerebellum is also know as the little brain which comprises about 11 percent of our brain mass, according to Sousa (2006), yet, processes up to 100,000 connections per neuron versus 40,000 in the rest of the brain, states Dispenza (2007). The cerebellum is where we “hardwire attitudes, emotional reactions, repeated actions, habits, conditioned behaviors, unconscious reflexes, and skills that we have mastered.” Feinstein (2004) adds that even planning parties, writing a research paper or problem solving are defined in the cerebellum, along with fine and gross motor skill applications.
Figure 6…Thalamus
Dispenza (2007) describes the thalamus as a “switchboard or air traffic controller”. All information coming into the brain from the body and all information leaving the brain to the body is regulated through this structure.
Figure 7…Hypothalamus
Sousa (2006) writes, “If body systems slip out of balance, it is difficult for the individual to concentrate on cognitive processing of curriculum material.” This is the primary function of the hypothalamus to maintain homeostasis in the body which includes delegating all hormonal interactions. Eating, sleeping, sex drive, immune system reactions, temperature, heart rate, metabolism and blood pressure are all managed by the hypothalamus. It also makes the chemicals associated with emotions related to the way one is thinking or reacting (Dispenza, 2007).
Hippocampus…Figure 8
Integrating knowledge and transmuting that knowledge into a working memory, states Sousa (2006) is the major role of the hippocampus. It continuously checks present information with accumulated experiences, thereby creating meaning via associative memory and associative learning. This makes this area especially susceptible to drug or alcohol use, Feinstein (2004) explains. “…memory may be affected up to a month after a single binge-drinking episode.” As well, long term stress, which many of us endure, can damage cells in the hippocampus. On the up side, however, there are several animal studies implicating that learning new things brings about its own natural high (Dispenza, 2007).
Figure 9…Amygdala
Sousa (2006) concisely states this structure organizes an “individuals interactions with the environment that can affect survival, such as whether to attack, escape, mate, or eat.” This is our flight or fight center. And the teenage amygdale is particularly prone to stimulation since their frontal lobes (thinking, evaluating, analyzing, etc) are still in developmental stages. The ability to decipher body language and facial expressions is also processed here. Emotions are intrinsically partnered between the amygdale and hippocampus. Therefore, learning and memory are directly tied to ones emotional experience, more on this later.
It is clear from the above abbreviated brain functions that teaching and learning truly involves the whole brain. All structures/functions are interconnected in such a way that if one area of the brain has been injured serious implications result for the individual. Some of these injuries can develop compensatory actions; others may have devastating consequences for the individual.
How brain cells function, grow and repair must be addressed at this point. For years it was believed that an individual was born with a certain number of brain cells. Once they were destroyed or aged there was no hope for their return. New research discounts these beliefs. There are many different types of neurons. However, all nerve cells have generalized structures and functions illustrated below.
Figure 10: Neuron
Nerve cells transmit information to the body from the brain and vice versa through electrical impulses via neurotransmitters, also known as chemical messengers. Impulses “can travel up to 100 meters, approximately the length of a football field, in one second. The number of nerve impulses the human brain generates in one day is greater than the number of electrical impulses of all the cell phones on the planet” (Dispenza, 2007). What extraordinary potential lies within each of our students and the teacher, as well? How many of those impulses can be influenced everyday within our classrooms? Certainly this is worth contemplating.
Chemical messengers are “critically” important. They are directly correlated to thoughts, actions and reactions. And their subsequent presence can make or break our day. Dispenza (2007) tells us that our thoughts and actions facilitate the production of various neurotransmitters, and Pert (1997) explains that these chemicals are found throughout the body, not just in the brain. Hence, an emotional response is a whole body experience. Three hormones highly profiled will be discussed here.
(1) Serotonin is prevalent during the day and promotes a balance in thoughts, actions and reactions relative to outside stimuli. Someone who “tends to resist change, gets stuck on negative thoughts or behaviors, or is rigid and oppositional” is probably in need of serotonin (Amen, 2008). Exercise and high carbohydrate foods which stimulate the production of L-tryptophan, a precursor to serotonin, are helpful. Incorporating daily exercise programs for students along with providing a nutritious breakfast and lunch is imperative for student success in the classroom.
(2) Dopamine is associated with the pleasure centers of the brain and in the right amounts can foster motivation and accentuate the learning process. However, too much dopamine, usually derived from using mind altering substances can wreak havoc with the brain’s development or continued functionality. Teens are exceptionally vulnerable to changes in the brain as a result of drinking alcohol or ingesting other illegal substances. “Alcohol interferes with new memories” by blocking transmission between those cells affected by its presence (Feinstein, 2004). As well, the teen brain being under construction and development is far more susceptible to addiction. Cocaine, on the other hand, stops dopamine from being taken back into nerve cells, a natural occurrence. Overtime serious depression results since the brain can no longer effectively manufacture and facilitate dopamine.
(3) Melatonin is responsible for sleep wake cycles. Darkness increases while light reduces its production. The body secretes melatonin at different times during the teenage years causing difficulties. Teens find themselves awake later at night and sleepy during the day. They seem to need much more sleep. It is thought that developing sex organs and hormones are related (Feinstein, 2004). Some innovative school districts have changed school times to accommodate the teen brain, since younger students are awake and ready to go earlier in the morning. So how can one “deal” with an early schedule? My teens are expected to be ready for work/classes beginning at 7:15. Opening all shades, putting on all lights and getting them to move does wonders in my classroom.
Marion Diamond (1999) has done extensive research on the growth, repair and development of neurons (nerve cells) important in facilitating brain functioning and learning. One study involving rats proved the production of more glial cells per neuron as a result of an enriched environment, "a positive biological response to a contrasting environment, in which measurable, synergistic, and global changes have occurred,” according to Jensen (2006). Glial cells aid in forming connections between neurons when learning new information, therefore the production of glial cells is of great importance. Diamond’s search for more proof led her to an interesting discovery found within Einstein’s brain, which turned out to have “more glial cells per neuron than the average man,” upon examination. Glial cells have many roles: (1) Maintaining and formulating patterns of connections between neurons. (2) The production of chemicals which promote growth, regeneration and plasticity, the brains ability to change and adapt. (3) Some help to produce myelin, fibers that increase the speed of electro-chemical impulses. (4) Other glial cells actively engage myelin as needed. (5) They are critical in response to infections or toxins.
Dendrites, communicators between neurons can be increased in size and number, as a response to learning and experience. “New dendrites grow as braches from frequently activated neurons” (Willis, 2007), which have been “simulated” by growth factors produced by glial cells. This in turn encourages brain plasticity. In truth our brains can grow, regenerate and repair throughout our lifetime. However, the “use it or lose it” principle applies. Only those who continuously learn and experience will reap these benefits.
One more excursion before taking a look at the characteristics of brain-compatible teaching and learning is relevant, nutrition. Without proper chemicals supplied by wholesome foods the brain will be at a disadvantage for learning. Smith (2008) reports students were generally out of control with low grades at Appleton Wisconsin High School. When an elementary class did an experiment with mice proving that school food adversely affected their lives the community decided to change the school menu. The result was a drastic improvement. Jensen (2006) provides another example: An Arizona public school participated in a double-blind study. One group of students were given nutritional supplements the other none. IQ points increased up to 15 points in some cases. Genetically modified food, additives and preservatives have been linked to many behavior and educational problems, including Attention Deficit Disorder (ADD). Amen (2009) tells us that the brain absolutely needs healthy wholesome foods that supply brain accentuating vitamins and minerals. Fish oil is particularly important, lowering triglyceride levels, acting as an anti-inflammatory agent, enhancing the immune system and stabilizing nerve cells. DHA (docosahexaenoic acid), found in fish oil, “is vital for normal brain development for the fetus and infant and for the maintenance of normal brain function throughout life. There is much to discuss about nutrition but that is a book in and of itself. Http://www.fi.edu/learn/brain/index.html devotes several excellent pages to related topics on nutrition and the brain. It is also an excellent source for interactive student activities.
Since, the entire brain is engaged during the assimilation of any one thought, action or reaction; it becomes imperative to teach using a holistic model. Brain-based teaching and learning is such model. Information to be assimilated, emotions, environment, process and organization are major components for a well integrated lesson (Ozden and Gultekin , 2009). Below is a compilation of related brain processes taken directly from their study, The Effects of Brain-Based Learning on Academic Achievement Retention of Knowledge in Science Course.
· The brain is a parallel processor.
· Learning engages the entire physiology.
· The search for meaning occurs through patterning.
· Emotions are critical to patterning.
· Every brain simultaneously perceives and creates parts and wholes.
· Learning involves both focused attention and peripheral attention.
· Learning always involves conscious and unconscious processes.
· We have at least two types of memory systems; spatial and rote learning.
· The brain understands and remembers best when facts and skills are embedded in natural spatial memory.
· Learning is enhanced by challenge and inhibited by threat.
· Every brain is unique.
I would like to add one additional “ingredient”, learning must be desired in order to be appreciated and further perpetuate the lifelong learning process. Fred Allen Wolf, Ph.D. (2001) declares “the rules of desire control everything” and offers some fascinating concepts. (1) If we think, we become time, since we are no longer aware of time passing. Those days when the student says “wow what happened to the time”, we know something went right that day. (2) If we sense, we become space. In order to integrate new knowledge a student must experience it through their personal environment. (3) If we feel, we become energy ascertained from student sounds of discontent, frustration, joy, laughter and “I get it” permeating a classroom during project based activities. And (4) If we intuit, we become motion, knowing where you are, where you’re going and how to get there. These abilities unfold, sometimes beautifully, when students are involved in project based learning or group activities.
Different researchers have added or varied components to the above list. I will touch on a few, since there is additional meaning and relevance to a brain-based teaching and learning model. Caine (2004) adds three elements to the above list. (1) The brain-mind is social; therefore, learning is best when students are able to exchange information with each other. (2) The search for meaning is innate. (3) Learning is developmental. We build on related concepts and experiences. Caine further states “everything comes together in the moment of action”, hence we need to understand how students are relating to what they are learning and what kind of meaning they are deriving from the experience.
Sousa’s (2006) general guidelines for integrated brain learning also include; (1) Learning must engage the entire person (cognitive, affective and psychomotor domains). (2) Emotions affect all aspects of learning, retention, and recall. (3) Past experience always affects new learning, which is related to associative memory patterning. Associative learning takes place when new information which has minimal neural connections is reinforced by older stronger synaptic pathways. (4) The brain’s working memory has a limited capacity. Sousa devotes an entire section of his book How The Brain Learns to what is called downtime. During these times students are less engaged and attentive. Studies reveal that the best time for grasping new knowledge is at the beginning of the lesson. After 20 minutes a student is in downtime. Sousa suggests practice modules during these times followed by a concluding activity. So…if a teacher has an 84 minute time block, such as me, four 20 minute learning segments will result in a more productive lesson. (5) Lecture usually results in the lowest degree of retention. (6) Rehearsal is essential for retention. And (7) Practice does not make perfect. If a student is not fully engaged in the activity retention will not occur.
An additional caveat to down time is related to “chunking”, the premise that material needs to be assimilated in segments. Howard (2000) cites a study done in 1956 and still relevant today “seven new and previously unassociated bits of information are about as much as most people can work with.” Sousa (2006) gives several excellent examples of how to use “chunking” in order to teach or remember information.
· Pattern Chunking: Arranging numbers, words, ideas, and thoughts into single concepts.
· Categorical Chunking: Sorting thoughts, ideas or concepts into associated groupings or headings.
· Advantages and Disadvantages: Information is categorized according to pro and con attributes.
· Similarities and Differences: Comparing and contrasting ideas, concepts, thoughts, etc.
· Structure and Function: Useful when learning parts of systems, stories or complex elements.
· Taxonomies: Sorting information according to common characteristics.
· Arrays: Standards may not always be logical; however, there is a similarity among detectable qualities, attributes, characteristics, properties or resemblances.
Discussed earlier was Diamond’s work with enriched environments and rats. Her continued studies have shown serious implications for developing an enriched classroom environment. It is clear from rat experiments “that the structure of the mammalian brain can diminish significantly in just four days when exposed to an impoverished environment” (2002). Lest one thinks that rat brains are irrelevant, Jensen (2006) shows images of three year olds, one exposed to extreme neglect the other from a normal environment. Images are strikingly different. Abused children not only have lower IQ’s they also have considerably smaller brains. Diamond has put into practice her findings at various schools with much success, one being Angkor Hospital orphanage in Cambodia. Taken from, What Are the Determinants of Children’s Academic Successes and Difficulties?, she proposes the following, “recipe for an enriched environment to determine success:”
(1) Provide a steady source of positive emotional support—love, encouragement, warmth and caring…enrichment for the frontal cortex.
(2) Provide a nutritious diet with enough protein, vitamins, minerals and calories…for adequate brain function.
(3) Stimulate all the senses, but not necessarily all at once…a multisensory approach enriches all of the brain.
(4) Support an environment free of stress but ingrained with pleasurable intensity.
(5) Offer a series of novel challenges that are neither too difficult nor too easy.
(6) Allow for plenty of social integration…peers enjoy and are interested in each other. Interposing activities whereby they have to explain new information to each other is a wonderful tool for fostering retention and understanding. Enhancing social skills also reduces behavior problems. Jensen (2006) cites the Social Skills Universe, developed by Houston Achievement Place (cited in bibliography), which “offers hands-on learning and science-based teaching to reinforce social skills development”.
(7) Promote a broad range of skills and interests which interrelate mentally, physically, aesthetically, socially and emotionally.
(8) Give a student the opportunity to choose many of their own activities.
(9) Allow opportunity for students to evaluate and modify their work.
(10) Provide a classroom that provides fun and exploration.
(11) Allow students to be active participants rather than passive observers.
“I make my presence known. I make a difference. I understand others. I like who I am. Others have value. I listen well. I set goals. I am decisive. Goals make me feel good. Goals are important. I get it done. I can do all things. I persist. I do it now. I am persuasive. I have good habits. I am in control” (Martel, 2000) Personal empowerment ranks high on the list for student success. Dr. Laurence Martel has a wonderful CD series with accompanying materials, Real Intelligence, that offers a variety of ways to improve and increase one’s intelligence. He suggests repeating the above quoted material daily; “such repetition can manifest the mantra into your life.” Martel discusses several different intelligences and asserts that all children be given the opportunity to express and explore their personal intelligences, which will inevitably lead them to success.
· Linguistic Learners: like to read, write, tell stories, are good at memorizing and learn best by saying, hearing or seeing words.
· Logical/mathematical Learners: like to ask questions, experiments, explore patterns and relationships, are good at reasoning, logic, problem solving and learn best by categorizing, classifying or quantifying.
· Musical Learners: love music, like to sing, play an instrument or listen to music, are good at picking up sounds and remembering lyrics and learn best by listening, drumming, and participating in music oriented elements. A side note: Eric Jensen’s wonderful book, Top Tunes for Teaching (2005) matches types of music with topics and provides 977 song titles to choose from. There are 10 reasons for using music: “to increase social contact, prime students for learning, entrain emotional states of mind, deliver key messages, provide a background for physical movement, evoke specific memories, energize a group, establish an auditory backdrop, calm the mind and body and heal”. [A former student of mine gave a wonderful presentation on the benefits of music, including negative effects from listening to hard rock, punk and metal. She engaged students in a short experiment. Students were randomly divided; both groups were asked to decipher the same sequence of puzzles…10 problem sets. One group, the control, went into the hallway and worked. The other group, experimental, stayed in the room and listened to Sonata for Piano in D-Major while solving puzzles. This presentation was given to 6 different classes. In all cases the group listening to music had higher test scores.]
· Kinesthetic Learners: love to move, touch and talk, interact physically, are good at sports, dancing and acting, are good at making things and learn best by interacting with space and processing knowledge through bodily sensations.
· Interpersonal Learners: love to socialize and have many friends, like to join groups, network and personalize, are good at leading others, organizing, communicating and listening, and perceive and understand others well.
· Intrapersonal Learners: are individuals who like to work alone, pursue their own interests, are reflective and observant, focus on personal feelings and dreams, are intuitive, and learn best through self paced instruction and individualized projects.
· Naturalists: are observers, pay attention to their surrounding environment, like to watch and listen, record patterns, are interested in the world around them, and learn best when observing, identifying, sorting and predicating what they see.
· Ethical Learners: have a sense of justice, believe in fair play, want to do what is right and fair, are more interested in “community” versus “self”.
· Spiritual Learners: relate to a greater being, believe in a creator, know what is right and wrong, are humble, have dignity and compassion for all, and focus on community.
· Aesthetic Learners: have a sense of harmony, original approach to creativity, passion for color and visual expression, are creativity driven, like order and cleanliness and can discern beauty in all things.
It is clear from the above list that students learn in rich and varied ways, as does the teacher. Classrooms should be rich with opportunities for students to engage in activities and learning modules that incorporate as many of the above modalities as possible. Project based learning and an integrated curriculum, which is discussed at length in chapter 8, are excellent ways to incorporate diverse learning styles.
BIE Handbook: Introduction to Project Based Learning (2009) describes many protocols for developing successful project based learning modules. Two significant factors are important related to project models: (1) Let students do the work. Teachers must let go of “the control” and (2) a teacher must become the facilitator of learning rather than the giver of information. General guidelines for “outstanding projects” include the following:
· Acknowledge a students innate desire to learn, know they can accomplish superior work, then give them the responsibility to do so.
· Project work must be directly related to curriculum outcomes.
· Propose intriguing questions and concepts for students to explore which are genuine.
· Expect students to engage work related skills, technology, self-management, project oversight, communication, organizational and problem solving skills.
· Students must use research, investigative and reasoning tools.
· Have several objectives, incorporating opportunities for feedback and experiential learning.
· Use detailed rubrics that include high expectations, present challenges and necessitate the use of varied skills and knowledge.
· Encourage collaboration in some form, groups, student-led presentations or class assessments of activities.
Kathie Nunley (2000) asks a profound question. “With so few auditory learners in our classrooms, why are so many teachers lecturing to the students?” It is evident from the previous research that students do not “learn” in such an environment. Those who have good memory skills, of course, do well on tests, but in the end understand very little if anything. Therefore, Nunley promotes a Layered Curriculum which addresses those characteristics of brain-based teaching and learning thus far. Criteria and ideologies above can undoubtedly be incorporated into her model. The model below is taken from Nunley’s web site, http://www.help4teachers.com/, which contains a wealth of information related to brain-based learning and teaching.
- C Layer: Basic knowledge and understandings are given. Students then build on a current level of core information.
- B Layer: Problem solving or other higher level thinking tasks are developed whereby students apply or manipulate what they have learned.
- A Layer: Students analyze what they have learned; critiquing other’s knowledge along with their own thoughts, ideas, and creations.
With so many varied and relative ideas the question is how to effectively engage brain-based teaching and learning in the classroom? Fortunately, Sousa (2206) offers several frameworks to choose from. His book, How The Brain Learns, has been developed with the teacher/learner in mind. From page to page the reader is practicing what they are learning. A section at the end of every chapter is titled Practitioners Corner which gives specific instruction on how to implement a chapter’s instruction. It is important to note that not all lessons can or should contain all brain-based learning tools; however, all lessons can unfold with the whole brain involved. Daily lessons should involve the following with attention being given to different components with varied intensity dependent upon relevant factors.
· Anticipatory Set: Get student’s attention in a variety of ways. Do not use the same technique all the time. Material should connect students to a previous experience which will promote transfer of knowledge to the newly designed lesson, will actively involve students, i.e., a game, and will be relevant to the learning objective.
· Learning Objective: Make sure students understand what they are supposed to be doing and why, which is termed an expository lesson. Unless a well developed “discovery” lesson has been planned students may not “discover” their learning objective.
· Purpose: Give clear indication of why students should accomplish the objective, if possible relate to previous and future instruction.
· Input: Skills application in the form of group work, presentations, Web Quests, project based learning, etc.
· Modeling: Students need a clear understanding of what is expected of them. Show examples and clarify intentions. I must interject a thought here. Unless asking students to replicate a specific format, such as producing a power point presentation that includes A, B, C and D, I prefer to encourage creativity. As long as students are clear on the breadth and depth of content and analysis to be conveyed in a project, basically, anything goes as a creative tool in which to present their knowledge. I have found providing specific examples to be limiting. Students will produce the exact same type of work thinking that will insure them a good grade, when in fact I’m looking for a different, new and creative approach. I, too, like my students enjoy novelty and enjoy learning from them. I and my students have had, what I consider, some extraordinary experiences from this approach. Several come to mind and others are shared throughout this research endeavor, but I will share one unique event here. Health students were asked to choose any topic related to sexuality and develop some sort of presentation that explored an issue or relationship concept. Presentations were limited to 2 minutes. They were graded on creativity and effectual conveyance of their belief or knowledge. One group asked if they could perform a poem, which they had composed. “Absolutely,” was my response. Two young men came to class dressed in bolero hats carrying bongos. The most delightful poem unfolded in rhythmic fashion about the importance of communication, honor and mutual respect in a relationship. I have been blessed with many talented students over the years. Note: To those wondering about taking such a chance, what if, what if? First off, I believe trust is a beautiful thing to give a student. Second, if a student is not satisfied with their grade they always have the opportunity to re-do the assignment, since my goal is for them is to learn/succeed not fail. There are those students who simply do not care and that is another issue to resolve, however, most truly want to do a good job.
· Check for Understanding: During the lesson quiz, question or have students share ideas and thoughts, or practice skills with each other to identify if more reinforcement is necessary.
· Guided Practice: Students engage in activities illustrating their understanding and knowledge gained, which provides immediate feedback to the teacher.
· Closure: Activities that promote a synthesis of material provided that day. Journal writing, quiz games and play writing are examples.
· Independent Practice: Now students are given the opportunity to apply their knowledge via associative patterns so as to inculcate long term memory.
There are many web cites, prepared by teachers and or researchers offering varied and rich strategies along with lesson plans to engage brain-based teaching and learning in the classroom. I have found all of the following helpful and have incorporated many of the ideas simply because they were fun.
- Project Renaissance found at http://www.winwenger.com is filled with interesting and intriguing ideas for developing problem solving skills. Dr. Win Wenger is not only creative but also has a wonderful sense of humor.
- Filling The Tool Box I and II can be found at http://www.fno.org/toolbox.html. Jamie McKenzie has put together a variety of strategies to develop student questioning techniques, some with interesting names such as “The Tourist In Trouble,” great ideas for foreign language students.
- Read*Write*Think, http://www.readwritethink.org/, is a wonderful resource providing complete lesson plans on a diversity of topics.
- Buck Institute for Education is an entire resource in and of itself related to project based learning. Designing, planning, ideas and rubrics are all available. I especially like their rubric designs for accessing information more closely related to higher order thinking skills. They can be found at http://www.bie.org/index.php/site/PBL/pbl_handbook_contents/.
- C.R.O.P. (Curriculum Resolving Our Problems) depicts a simplified table comparing methods for problem solving in dissimilar curricula to the LEAP Model (Look, Evoke, Assess and Publish/Perform). Succinct ideas and thoughts can be appreciated here, http://0-www.wcu.edu.wncln.wncln.org/ceap/HOUGHTON///learner/LEAPtable.html.
- Bloom’s Taxonomy of Thinking Skills is another chart, clarifying Bloom’s terminology and how to effectively use associated terms. An excellent list is also provided of ideas “which can be used to demonstrate application of Thinking Skills Framework.”(http://www.cdli.ca/grassroots/blooms.html)
- Maria Almendarez Barron provides a compendium of fun facts related to how the brain learns at http://www.users.stargate.net/~cokids/brain.html, such as “Teachers have 18 seconds to grab a child’s interest. Actually, every individual has 18 seconds maximum, to gain anyone’s attention!”
As an example of brain-based teaching and learning integrated into curriculum, a project based learning activity can be found in the appendices in Lessons Folder.. Rubrics and accessory materials have not been included with this lesson. Others include examples of rubrics. The project developed from a collaborative effort with Our World Children’s Global Discovery Museum, located south of Boston, Massachusetts. I was privileged to know the new director who had been hired to open and operate the museum.
One of their newly acquired exhibits title Our World 911 needed some adjunct materials. The current topic in Health, at the time, was Tolerance and Diversity…a perfect opportunity to engage students in a real life experience. Students had to create products for children 10 and under. They were given the opportunity to make games or videos. The Director came to our school at the beginning of the project to give students background and information about the museum. She later returned to thank students for their hard work, and show them pictures of children interacting with games and videos.
Students were also required to research and develop a presentation corresponding to cultural differences, beliefs, morals, educational systems and health practices around the world. Groups chose their own cultures to explore.
***This was an extraordinary project. Many student projects were chosen by Our World and are still in use. One group asked if they could make greeting cards with messages related to cultural differences. I, of course, said absolutely. The logo seen on the lesson belongs to Our World. We were given permission for use since students would use it as part of their work.
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