Brain Friendly Learning at Kidurong International School

Panaga School: Brain Friendly Learning January 2012

Our Learning Targets for this session:

To know more about Learning

To know more about the Brain and Brain Friendly Learning

To know more about how the IPC, is based on aspects of Brain Friendly Learning.


Structure of the IPC unitsEntry PointKnowledge Harvest Explaining The Theme (The Big Picture)

ResearchActivities(VAK)Recording Activities (MI)Exit PointUnits *


What is learning?

What do you already know about learning?


Learning is new when we add to that which already exists. Learning is consolidated when, even if nothing new is added, our existing learning becomes more secure and faster.


When the neurons are firing the brains hard wiring.

Pat Wolfe

(Mind Matters inc.)


Neurons are the building blocks of learning.

The more we learn, the more extensive the connections between the neurons, the bigger the neuronal constellations.

The better we learn, the faster thoseconnections operate and work together.

The more the brain learns the more it becomes capable of learning


How do you help the children make connections in their learning?


Enriched learning environment: wide variety of sensory stimuliGive the Big PictureUse mind-maps in learningIdentify links in (subject) learningMake connections to previous knowledge, skills and understandingBuild on previous learning: Assessment for Learning and differentiation (building on existing neurons, not in isolation)Links with home


What do you know about the brain and Brain Friendly Learning?


WaterComplex carbohydrates (for breakfast) Sleep Exercise Anti-oxidantsIron and zincOxygen


Reptilian brain Ensures survival: controls routine body functions & instinctive behaviours

Limbic system (mid brain) Deals with the emotions, belief and value systems & long term memory

Neo-cortex Cognitive or thinking area


Territorial spaceEmotional & physical comfortBelonging and ritualsSafety: physically & emotionally


Clear expectationsPraiseBe fair & consistentProvide opportunities to talk about feelingsOpportunities to develop social skillsWIIFM


Governs emotions, belief values and sense of identityAttach concept of truth to what we learnDevelop a sense of selfSite of the long term memoryRich in brain chemicals, including endorphinsFilters massive amounts of dataDirects what is important to conscious attention


The more emotion attached to a learning experience to more memorable it becomes

Positive emotional states are crucial to learning

To keep childrens attention, information has to have direct relevance to self


Upper part of brain, 80% of the whole brainOversees higher order skills: thinking, problem solving, development of language, pattern & model recognition, metaphors, reflective thought and creative expressionSearches for noveltyLooks for self value in learningOrganises incoming data, stimulation from all sensesWorks in peaks & plateaus, not on one levelWorks in short spurts of concentrationRequires feedback


Left brain dominated learners prefer:

Structured, sequential material & tasksMoving from the parts to the wholeExplicit instructionsWritten informationWorking in a linear way

Right brain dominated learners prefer:

Open ended tasksGoing from the big picture to partsSelf-selected tasksWorking from intuition, guesses and hunches


The most effective thinking & learning occur when both sides work together.


Think ofa teacher who influenced you the most as a learner and tell a partner how he or she accomplished this.


CuriosityInterestAnticipationChallengeAlertnessMotivatedMental well-beingPhysical well-being


Self esteem Betty Youngs

Physical safetyEmotional securityIdentityAffiliationCompetitionMission

Emotional IntelligenceDaniel Goldman

ConfidenceCuriosityIntentionalitySelf-controlRelatednessCommunicationCooperation


How do you encourage children in your class to believe in themselves as capable learners?


When time passes quicklyWe have achieved something significantWe have enjoyed the experience

Learning takes place most effectively in a state of relaxed alertness.


Hare Brain, Tortoise MindGuy Claxton

The brain needs time to work out more complex issues.

Some learning will benefit from slow thinking: the process of digesting input information and cementing ideas


The learning styles are about how your brain takes in informationThe IPC focuses on V.A.K.Visual, Auditory and Kinaesthetic

We often prefer one learning style over the otherLearning is optimised when learning style is catered forWe need to be aware of our own preferred learning style and how this influences our teaching style


UniqueCharacteristic way in which we interact with our learning environment, taking in and filtering data to enrich and enlarge our models of the world.Dependant on:hemisphere dominanceenvironmental preferences: light, temp, soundphysical preferences; time of day, food 7 drink requirementsPsychological preferences: motivation, working alone/with othersgender: biological differences as well as environmental/society influences


How do you cater for

VisualAuditoryKinesthetic

learning in your classroom?


Using internet and reference books (Relies on good reading and interpretation skills)

Dialogue (parents, peers, teacher, visitors)

Using the community: guest speakers

Observation

Experimenting


the ability to operate successfully in your environment

Influenced by genetic end environmental factorsIndividuals develop intelligence at different ratesNo limit to how far intelligence can be developedCultural considerations influence what is valued as intelligence.

Consider the all round potential of each individual & actively develop all intelligences


LinguisticMusical

Visual/SpatialBodily-KinaestheticNaturalistLogical and Mathematical

IntrapersonalInterpersonal


Word smartMusic smartSelf smartPeople smart

Nature smart Logic smartPicture smart Body smart


Do you think the author chose the words well?

How do you think the main characters will get on from now on?

How would you have felt about that?


How have you given the children the opportunities to use their multiple intelligences through their IPC learning?


Mind-mapListProseDiagramPictures, sketches and paintingsGraphsTables

Role PlaySongDanceConstructionOral presentations (taped)DiscussionsCategorising


Good health is important to an effective brain

Relaxed alertness, not stress, is the best state for learning

Pupils need to see the big picture.

Learning is about making connections

You need to address childrens different learning styles

Each child has a portfolio of intelligences

WIIFM: emotionally rewarding learning is the most effective

Time needs to be created for complex (slow) thinking


A broad curriculum, making connections between subject learning

Challenging learning: new knowledge, skills and understanding

Offering research tasks, using differentLearning Styles

Offering recording tasks, developing Multiple Intelligences Gives children ownership of learning and raises self esteem (WIIFM), enabling children to engage emotionally in their learning


Neuronal constellations:the existing neuronal clusters to which new learning is added or existing learning is consolidated.The behaviour of neurons and the importance of connections.Learning Styles: the way learners access, take in information and experiences differently.Multiple Intelligences: the way in which information and experiences are processed.Rigour and engagement:the links between stress and learning and the importance of high challenge, low stress or relaxed alertness.Slow thinking: the way the brain processes complex information over time- reflecting and revisiting.


Structure of the IPC units

Entry Point

Knowledge Harvest

Explaining The Theme (The Big Picture)

ResearchActivities(VAK)

Recording Activities (MI)

Exit Point

Units

*

*

*

Documents

Brain Friendly Learning at Kidurong International School