What Every Teacher Should Know about the Brain and Learning

Sponsored by Teachers’ Center

Facilitated by Kim Lewis

April 22, 2014

• How does learning occur?

• How do we use this information to help students to be successful?

• How do we help students take in information at a more efficient rate?

• How do we help students to retrieve information from long term memory?

Topics for today:

Condensed from course through NaMaYa

Based on research byDonna Walker Tileston, Ed. D.,

President of Strategic Teaching and Learning

and R.J. Marzano

How does learning “happen”?

Senses

RAS Reticular Activation System

Perceptual Register

Self System

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How does learning “happen”?

Senses RAS

Short Term (Sensory)Memory

WORKING MEMORY

Long Term Memory

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IN

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15 seconds

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How does learning “happen”?

Provide varied opportunities for students to acquire information

MODALITIES • visual• auditory• kinesthetic

• What are 3 characteristics of …. learners?

• What are 3 strategies you use with… learners?

ACTIVITY

Senses

Moving from sensory memory into working memory and then into long term memory is conscious processing that starts with answering:

• Is the information important?• Have I had success with this

type of learning in the past?• Does the information make

sense?• Does it have meaning for ME?

RAS

What can I do to help them answer these questions in a way that helps

them CHOOSE to learn?

Provide opportunities for students to CREATE MEANING

• Relevanceo Activate a learner’s existing neural networks –

prior experiences

• Emotionso “When the learner’s emotions are engaged, the brain

codes the content by triggering the release of chemicals that single out and mark the experience as important and meaningful.” (Jensen)

o Emotions can enhance or shut down learning

• Patterns or Connectionso What do I already know that applies to this?o Examples and NON Examples

Provide opportunities for students to experience SUCCESS

• Matrix or rubric which tells students exactly what they must do to be successful

• Adequate time to practice the learning • Specific feedback – strengths and weaknesses ,

suggestions • Safe emotional climate

• Eliminate physical, emotional and cultural threats • Eliminate intellectual threats

• Wait time• Climate that says it’s okay to make mistakes• Partial answers are accepted and

complimented • Eliminate resource restrictions

WHOLE BRAIN TEACHING

Whole Brain Algebra Lesson (5 min)

4th Grade Reading (7 min)

www.wholebrainteaching.com

How to Begin Whole Brain Teaching (8 min)

Long Term Memory Pathways

• Semantic • stores words and facts

• Episodic• based on context and location

• Procedural• motor memory

How do I help them RETRIEVE

the information from LONG

TERM memory to move it to

WORKING MEMORY again?

Techniques for activating SEMANTIC MEMORY

Capacity & Chunking

Age Minimum Maximum Average

up to 5 1 3 25 to 14 3 7 514 + 5 9 7

The amount of information in each “chunk” is not .

The number of “chunks” of new information to be stored in semantic memory is restricted by age

So what should I do?

• Categories in long lists (chunks)• Linguistic & non linguistic organizers

• Mind maps

• Intervals of peer teaching • Socratic questioning • Mnemonics• Stories• Songs• Personal goal setting and learning

logs

Techniques for activating SEMANTIC MEMORY

Mind maps

Socratic ?s

MIND MAPPINGTony Buzon

iMindMap HD free app -

Follow this link for How to Use the App

Linguistic and Non Linguistic Organizers

Graphic Organizers

Note Taking Models

Socratic Questioning

http://www.youtube.com/watch?v=EB4MYGInRl4

1.Questions for clarification2.Questions that probe assumptions3.Questions that probe reasons and

evidence4.Questions about viewpoints and

perspectives5.Questions that probe implications

and consequences6.Questions about the question

Socratic Teaching

Teaching Channel Example of Active Questioning

• Include visuals in classroom and lessons

• Color-code units• Use symbols or frames• Change the room arrangement

at start of new unit• Use group activities • Create game based learning

Techniques for activating EPISODIC MEMORY

SHARE an Example from YOUR classroom

Game-Based Learning?

• Encourages teamwork• Allows students to

learn from their mistakes

• Models constructive behavior

• Immerses students in the material

• Develops a shared sense of mission

• Teaches leadership and problem-solving

Example

• Add movement !• Role play & Drama• Choral reading• Projects• Hands-on activities• Manipulatives• Mental models – Talk out what

happens in your brain!

Techniques for activating PROCEDURAL MEMORY

WHAT ELSE?

•Provide enough practice with a skill•Point out possible pitfalls•Have students set personal goals and then chart their own progress •Try for “relaxed alertness”•Orchestrate immersion