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Slideshow for the CFT New Faculty Institute on brain and learning. Day 2 of workshop.
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How the Brain LearnsDavid Sousa
1Sunday, July 1, 2012
Prepare the Brain to Take a Test
✦ Exercise✦ Fruit✦ Water
3Sunday, July 1, 2012
Information Processing Model✦A model for explaining how the brain deals with
information from the environment.
4Sunday, July 1, 2012
Probability data gets stored in memory✦ The way Sense & Meaning influence how information
is stored in memory.
Moderate to High Very High
Very LowModerate to High
LESSON MAKES SENSE PRESENT
MEA
NING
PRE
SENT YES
NO
YESNO
5Sunday, July 1, 2012
Sensory Preferences and Learning Style
6Sunday, July 1, 2012
Sensory Preferences and Learning Style
✦Understand students different learning styles
6Sunday, July 1, 2012
Sensory Preferences and Learning Style
✦Understand students different learning styles
✦Recognize we teach the way we learn.
6Sunday, July 1, 2012
Sensory Preferences and Learning Style
✦Understand students different learning styles
✦Recognize we teach the way we learn.✦Note, what do diverse learners need?
6Sunday, July 1, 2012
Sensory Preferences and Learning Style
✦Understand students different learning styles
✦Recognize we teach the way we learn.✦Note, what do diverse learners need?✦Avoid misinterpreting different learning style
behaviors with inattention or misbehavior
6Sunday, July 1, 2012
Sensory Preferences and Learning Style
✦Understand students different learning styles
✦Recognize we teach the way we learn.✦Note, what do diverse learners need?✦Avoid misinterpreting different learning style
behaviors with inattention or misbehavior
✦Understand your learning style and sensory preference can affect learning & teaching
6Sunday, July 1, 2012
Developing a Classroom Climate Conducive to Learning
7Sunday, July 1, 2012
Developing a Classroom Climate Conducive to Learning
✦Environment-free from threat or intimidation
7Sunday, July 1, 2012
Developing a Classroom Climate Conducive to Learning
✦Environment-free from threat or intimidation
✦How to deal with wrong answers?
7Sunday, July 1, 2012
Developing a Classroom Climate Conducive to Learning
✦Environment-free from threat or intimidation
✦How to deal with wrong answers?✦Avoid humiliation
7Sunday, July 1, 2012
Developing a Classroom Climate Conducive to Learning
✦Environment-free from threat or intimidation
✦How to deal with wrong answers?✦Avoid humiliation✦Make grading instructional NOT punitive
7Sunday, July 1, 2012
Developing a Classroom Climate Conducive to Learning
✦Environment-free from threat or intimidation
✦How to deal with wrong answers?✦Avoid humiliation✦Make grading instructional NOT punitive✦Establish democratic climates
7Sunday, July 1, 2012
Developing a Classroom Climate Conducive to Learning
✦Environment-free from threat or intimidation
✦How to deal with wrong answers?✦Avoid humiliation✦Make grading instructional NOT punitive✦Establish democratic climates✦Show support for school policy
7Sunday, July 1, 2012
Developing a Classroom Climate Conducive to Learning
✦Environment-free from threat or intimidation
✦How to deal with wrong answers?✦Avoid humiliation✦Make grading instructional NOT punitive✦Establish democratic climates✦Show support for school policy✦Model the behaviors you value
7Sunday, July 1, 2012
Active Meaningful Learning
8Sunday, July 1, 2012
Active Meaningful Learning✦ASCD PD In Focus Video: 2nd Graders
8Sunday, July 1, 2012
Active Meaningful Learning✦ASCD PD In Focus Video: 2nd Graders
8Sunday, July 1, 2012
Active Meaningful Learning✦ASCD PD In Focus Video: 2nd Graders
✦Questions✦Why are experiential, hands on activities
important for students no matter what grade or age level? (large group discussion)
✦Think of your discipline & classroom, what is one thing you can do now to make a lesson more active and meaningful? (journal)
8Sunday, July 1, 2012
Increase Processing Time through Motivation
9Sunday, July 1, 2012
Increase Processing Time through Motivation
✦Generate Interest✦Establish accountability✦Provide feedback: students need prompt,
specific, and corrective feedback✦Frequent brief quizzes versus the unit test✦Formative vs. summative
✦Level of concern✦Helpful anxiety versus harmful anxiety✦Example:✦“This is going to be on the test.”✦“Knowing this will help you learn the next set of skills more
easily.”
9Sunday, July 1, 2012
Use Closure to Enhance Sense & Meaning✦Initiating Closure
✦Example: I am going to give you 3 minutes to think of the three causes of the Civil War…., be prepared to discuss them briefly.
✦Closure is different from review✦In review the teacher often does most of the work.
In closure, the student is doing most of the work by mentally rehearsing.
✦When to use Closure✦It can start a lesson, referring back.✦It can occur in the middle of the lesson-moving from
one sub-learning to the next.✦It can end a lesson-tie the sub-learnings together.
10Sunday, July 1, 2012
Safe Learning Environment
✦Safe Non-threatening Environment
✦Question✦What is one thing you can do now to ensure that
your classroom offers a safe, nonthreatening environment for students?
11Sunday, July 1, 2012
Learning PyramidAVERAGE STUDENT RETENTION RATES IN PERCENT OF INFORMATION STORED
IN MEMORY
Lecture5%
Reading-10%
Audio/visual-20%
Demonstration-30%
Discussion Group-50%
Practice by doing-75%
Teach Others-90%
12Sunday, July 1, 2012
✦ Journal prompt: Reflect on what a typical class you teach or a class you have experienced is like, either from the past or the present.
✦ Commercial break
13Sunday, July 1, 2012
SOUSA, HOW THE BRAIN LEARNS, 2006
14Sunday, July 1, 2012
SOUSA, HOW THE BRAIN LEARNS, 2006
15Sunday, July 1, 2012
Memory and Patterns✦ Memory, Emotion and Attention: ASCD
✦Follow-up Questions on which to reflect
✦ What techniques and strategies have your teachers used to capture your attention and engage you in learning?
✦ What are the effects of stress on learning from your experience?
16Sunday, July 1, 2012
Questions
17Sunday, July 1, 2012
Questions✦ What kind of emotions in school could
interfere with cognitive processing?
17Sunday, July 1, 2012
Questions✦ What kind of emotions in school could
interfere with cognitive processing?✦ What strategies or structures can schools
and teachers use to limit the threat and negative effects of these emotions?
17Sunday, July 1, 2012
Questions✦ What kind of emotions in school could
interfere with cognitive processing?✦ What strategies or structures can schools
and teachers use to limit the threat and negative effects of these emotions?
✦ What factors in the classroom can foster emotions in students that promote learning?
17Sunday, July 1, 2012
Questions✦ What kind of emotions in school could
interfere with cognitive processing?✦ What strategies or structures can schools
and teachers use to limit the threat and negative effects of these emotions?
✦ What factors in the classroom can foster emotions in students that promote learning?
✦ What strategies have you used to encourage positive emotions that promote learning?
17Sunday, July 1, 2012