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Engaging Student Brains...Without Going Insane! June 28, 3:45 – 4:15pm, Room: Madison How do you motivate students to become active learners? This session presents the opportunity to learn how the brain works and acquire some simple instructional strategies that will engage all students. Concrete methods will be demonstrated for immediate implementation in the classroom. Participants will be actively involved in activities they can use to increase active student engagement. Main Presenter: Bonny Buffington, Consultant, Knox County Educational Service Center
Citation preview
Slide 1 Engaging the
Brain….Without Going Insane
Using the Strategy Ring to engage students‘brains.
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Slide 2 GAME Plan
n Goal - Participants will learn about the importance of engaging students’ brains and will participate in strategies designed to encourage active engagement.
n Activities –10+2, ABA, Numbered Heads Together
n Measure – Participation, Notesn Evaluation – Compass points
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Slide 3 The Brain Stem
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Slide 4 The Brain Stem
n Involuntary actions – blinking, breathing, heartbeat
n Also called “reptilian brain”n Collects and delivers sensory information to higher brain
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Slide 5 The Limbic System
Cerrebellum
Hippocampus
Amygdala
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Slide 6 Amygdala
n Gatekeepern Three levels of attentionn The need to BELONGn The need to be SAFE
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Slide 7 The Hippocampus
n Transferring memoriesn Making new memoriesn Inhibitionn Smelln Location
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Slide 8 The Cerebellum
n Movementn Balance
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Slide 9
—It's like a math co-processor. It's not essential for any activity ... but it makes any activity better. Anything we can think of as higher thought, mathematics, music, philosophy, decision-making, social skill, draws upon the cerebellum....“ Dr. Jay Giedd, National Institute of Mental Health
The Cerebellum
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Slide 10 Frontallobe
Temporallobe
Parietal lobe
Occipitallobe
Cerebellum
The Cerebrum
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Slide 11 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
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Slide 12 The Parietal 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.
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Slide 13 The Occipital Lobe
n Vision
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Slide 14 The Temporal Lobe
• Hearing • Memory • Visual perceptions. • Categorizing of objects. T
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Slide 15
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Slide 16 Higher Level Thinking
n Can actually generate NEW neurons (neurogenesis)
n Adds dendrites n Increases the thickness of the myelin
sheath
Using the Gray Matter!
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Slide 17 Stimulating Environment Affects Learning
A child's ability to learn can increase or decrease by 25 percent or more, depending on whether he or she grows up in a stimulating environment.
www.brainconnection.com
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Slide 18 Stop! ABA activity
n Stand up for REVIEW!n Grab a partnern Decide who will be A and who will be Bn A speaks for 60 seconds, nonstopn B speaks for 90 seconds, nonstopn A speaks for 30 seconds, nonstop
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Slide 19 Two times of ENORMOUS brain growth and pruning:n During the first month of life, the number of
connections or synapses increases from 50 trillion to 1 quadrillion.
n If an infant's body grew at a comparable rate, his weight would increase from 8.5 pounds at birth to 170 pounds at one month old.
n Overproduction ends, pruning begins until about age 3
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Slide 20 Second cycle of growth and pruningn Dendritic growth spurt at age 11 in girls,
12 in boysn Pruning phase during adolescencen Age 13 – 18 lose 1% of gray matter per
yearn If you don’t use it, you lose it!
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Slide 21 The Teacher Effectn Quality of classroom instruction is most
significant factor in students’ brain development.
n Didactic instruction – teacher directedn Interactive instruction – student actively
engaged
Which type do you think grows dendrites?
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Slide 22 Sad Fact:
Failing to engage students actively can actually make students dumber.
Use it or lose it: If dendrites are not being used, they will be pruned.
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Slide 23 Implications for the classroom…
n Students interacting to increase emotional leveln Students talking, explaining to increase meaningn Students using various modalities
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Slide 24 Using the Strategy Ring:
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Slide 25 E - what Excites me about today’s learning? Things I will use?
N – what else do I Need to know to be able to continue the learning? What other information should I seek?
W – what Worries me about this process? Obstacles I may encounter? Concerns?
S – what are the next Steps we should take as an organization? What do I need to do next to be able to continue the learning?
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Slide 26
Bonny Buffingtonwww.Bonnybuffington.wikispaces.comKnox County [email protected]
Q and A
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