Download - Making Connections: Brain-Based Learning and the Art of Teaching

Making Connections:Making Connections: Brain-Based Learning and the Art of TeachingBrain-Based Learning and the Art of Teaching

Lori Walker Rick Stepp-BollingLori Walker Rick Stepp-Bolling

You have brains in your headYou have feet in your shoesYou can steer yourself any direction you choose!

Dr. Suess

The Developmental Education The Developmental Education Faculty Certification ProgramFaculty Certification Program

Three ModulesThree Modules Eight Weeks eachEight Weeks each 16 Hours of In-Class Time and 32 Hours of 16 Hours of In-Class Time and 32 Hours of

Outside Class TimeOutside Class Time Each Module=2 Units of Crossover CreditEach Module=2 Units of Crossover Credit

Module One: Philosophy and Module One: Philosophy and Definitions of Developmental Definitions of Developmental

EducationEducation

Brain-Compatible LearningBrain-Compatible Learning Student-Center LearningStudent-Center Learning Multiple IntelligencesMultiple Intelligences Emotional IntelligencesEmotional Intelligences Learning StylesLearning Styles

Module Two: Facilitating a Module Two: Facilitating a Developmental Education Developmental Education

Approach within the ClassroomApproach within the Classroom

Problem-Based LearningProblem-Based Learning Project-Based LearningProject-Based Learning Infusion of Study Skills into the Content Infusion of Study Skills into the Content

AreasAreas Classroom Assessment TechniquesClassroom Assessment Techniques

Module Three: Introduction to Learning Module Three: Introduction to Learning Communities and Developing a Holistic Communities and Developing a Holistic

Developmental Approach to the Developmental Approach to the ClassroomClassroom

Introduction to Learning CommunitiesIntroduction to Learning Communities Creation of a Learning Community Using Creation of a Learning Community Using

DE PrinciplesDE Principles

Brain Basics 101Brain Basics 101

Today’s OutcomesToday’s Outcomes

Understand the Research Foundation for Understand the Research Foundation for Brain-based/Student-Centered LearningBrain-based/Student-Centered Learning

Learn, Understand and Apply Effective Learn, Understand and Apply Effective Brain-based Practices Used in the Brain-based Practices Used in the Classroom SettingClassroom Setting

Check-InCheck-In

Brain-based/Brain-based/Student-Centered LearningStudent-Centered Learning

How do YOU currently define:How do YOU currently define:

developmental education?developmental education?

developmental learners?developmental learners?

Defining our perspective...Defining our perspective...

Developmental education is a field of practice Developmental education is a field of practice and research within higher education with a and research within higher education with a theoretical foundation in developmental theoretical foundation in developmental psychology and learning theory. It promotes the psychology and learning theory. It promotes the cognitive and affective growth of all cognitive and affective growth of all postsecondary learners, at all levels of the postsecondary learners, at all levels of the learning continuum. Developmental education is learning continuum. Developmental education is sensitive and responsive to the individual sensitive and responsive to the individual differences and special needs among learners.differences and special needs among learners.

-Adopted from NADE (National Association of Developmental Educators)-Adopted from NADE (National Association of Developmental Educators)

Remedial vs. DevelopmentalRemedial vs. Developmental

Developmental PerspectiveDevelopmental Perspective Focuses on Focuses on howhow the learner the learner

learnslearns Assumes students are at a Assumes students are at a

variety of levels variety of levels simultaneouslysimultaneously

Considers the cognitive Considers the cognitive andand affective dynamics of learningaffective dynamics of learning

Includes outside services Includes outside services designed to meet the cognitive designed to meet the cognitive andand affective needs of students affective needs of students

Focuses on the development of a Focuses on the development of a varietyvariety of learning strategies of learning strategies

Helps students master their Helps students master their educational/life goals and educational/life goals and objectivesobjectives

Remedial PerspectiveRemedial Perspective Focuses on the Focuses on the skillsskills that need to that need to

be learnedbe learned Assumes that students lack certain Assumes that students lack certain

skills, and are at skills, and are at oneone particular particular levellevel

Considers Considers onlyonly the cognitive the cognitive dynamic of learningdynamic of learning

Includes outside services designed Includes outside services designed to meet to meet onlyonly the cognitive needs of the cognitive needs of studentsstudents

Focuses on learning strategies Focuses on learning strategies related to the related to the specific skillsspecific skills that that need to be learnedneed to be learned

Helps students master Helps students master specific specific academic skillsacademic skills

Developmental Student ProfileDevelopmental Student Profile

Based on the DE Definition, developmental Based on the DE Definition, developmental education at Mt. San Antonio College empowers education at Mt. San Antonio College empowers students to become independent learners by:students to become independent learners by:

1. Controlling their own learning1. Controlling their own learning• Students can explain how they learn (metacognition)Students can explain how they learn (metacognition)• Students take responsibility for their own learningStudents take responsibility for their own learning• Students possess effective learning tools (e.g. self-Students possess effective learning tools (e.g. self-

assessment)assessment)

2.2. Persisting in achieving their educational and life Persisting in achieving their educational and life goalsgoals

• Students clarify their own academic/learning/life objectivesStudents clarify their own academic/learning/life objectives• Students arrive at realistic goalsStudents arrive at realistic goals

Developmental Student Profile, Developmental Student Profile, Cont.Cont.

3. Gaining academic skills3. Gaining academic skills• Students possess skills in reading, writing, math, speaking Students possess skills in reading, writing, math, speaking

and study skillsand study skills• Students are technologically proficient in basic software useStudents are technologically proficient in basic software use

4. Achieving affective awareness and growth4. Achieving affective awareness and growth• Students understand/tolerate diverse academic cultures and Students understand/tolerate diverse academic cultures and

systemssystems• Students possess improved academic self-confidenceStudents possess improved academic self-confidence• Students are intrinsically motivated to learnStudents are intrinsically motivated to learn

The oldest and smallest region in the evolving human brain.

Controls life itself, such as autonomic brain and heart actions.

Impulses are deeply instinctual and ritualistic.

Concerned with basic survival needs, e.g., temperature,

nourishment, sleep, and etc. _________________________________________________

The Reptilian Brain: the "Preverbal" Brain

Oxygen to the brain and body is the primary function

of the reptilian system.

Common to all mammals, it developed about 60 million years ago.

Acts as the brain's emotion factory. Activated by music and colors. Stores all memory information.

The Reticular Activating System (RAS) will require its needs to be met before the rest of the brain is “available” for higher order functions.

Retention of information can be significantly increased when it's presented in an emotionally charged context!

The Limbic Brain: the "Emotional" Brain

Constitutes five-sixths of the total brain mass, which has

evolved over the last million years, to produce the human brain.

Controls such high-level processes as logic, creative thought,

language, and the integration of sensory information.

The Neocortex is divided into the left and right cerebral

hemispheres, described in Left/Right Brain Theory.

The Neocortex Brain: the "Thinking" Brain

This is the “motherlode”!

So…So…

...who...who cares? cares?

Brain-based Learning and Education

Brain-based learning experiences pay attention to the power of the whole brain by simultaneously:

• Responding to the learner's physical and sensory needs• Creating activities that link emotions to the acquisition of new information• Designing curriculum that requires students to form their own knowledge/meaning

Traditional education was designed for neocortex functions. However, this misses a basic brain fact: the reptilian brain is an interconnected pathway to the limbic brain which is an interconnected pathway to the neocortex -- you can’t skip a brain function!

““You can either have your learner’s You can either have your learner’s attention, or they can be making attention, or they can be making meaning -- but meaning -- but nevernever both at the both at the same time.” same time.”

Jensen (1998) Jensen (1998)

How can you create a truly brain-based/How can you create a truly brain-based/student-centered learning environment?student-centered learning environment?

Create Class/Team Norms BEFORE Create Class/Team Norms BEFORE any work is introducedany work is introduced

Class NormsClass Norms

Use our names when we speak and introduce Use our names when we speak and introduce ourselves -- nametags at first until we know ourselves -- nametags at first until we know one anotherone another

Have one person each week share a great Have one person each week share a great moment in her/his weekmoment in her/his week

Snacks/beverages permitted – optional to Snacks/beverages permitted – optional to bring some to share bring some to share

Be respectful, prepared and ready to Be respectful, prepared and ready to participateparticipate

Change seats on a regular basisChange seats on a regular basis One make-up assignmentOne make-up assignment Cell phones on silentCell phones on silent


Create Class/Team Norms BEFORE Create Class/Team Norms BEFORE any work is introducedany work is introduced

Get them up and moving every 12-15 Get them up and moving every 12-15 minutesminutes

Now It’s Your Time to Now It’s Your Time to Make Meaning!Make Meaning!

Draw a picture of what Brain-Based Draw a picture of what Brain-Based Learning looks like to Learning looks like to youyou! !

Now It’s Your Time to Now It’s Your Time to Make Meaning!Make Meaning!

Find a partner who is currently the Find a partner who is currently the FARTHEST AWAYFARTHEST AWAY from you in the from you in the room and tell your partner two things room and tell your partner two things you have learned thus far that you didn’t you have learned thus far that you didn’t already know.already know.


Create Class/Team Norms BEFORE any Create Class/Team Norms BEFORE any work is introducedwork is introduced


Create environments where they can Create environments where they can teach one another, i.e., the jigsaw teach one another, i.e., the jigsaw classroomclassroom

The Jigsaw ClassroomThe Jigsaw Classroom

Students form Students form Expert GroupsExpert Groups, each of whom has , each of whom has been given the same assigned topic to study. been given the same assigned topic to study.

Together, expert partners study their topic and plan Together, expert partners study their topic and plan effective ways to teach important information to effective ways to teach important information to their peers.their peers.

Participants in the Expert Groups go out and form Participants in the Expert Groups go out and form new, new, Cooperative GroupsCooperative Groups..

Each expert takes responsibility for sharing their Each expert takes responsibility for sharing their expertise with the others in the expertise with the others in the Cooperative GroupCooperative Group..




Create environments where they can Create environments where they can teach one another, i.e., the jigsaw teach one another, i.e., the jigsaw classroomclassroom

Allow time for silence (individual Allow time for silence (individual reflection) reflection)

Learning = Learning = Conscious + Unconscious Conscious + Unconscious

The Learning PyramidThe Learning Pyramid = Levels of Conscious Processing = Levels of Conscious Processing

Silence/Reflection/MeditationSilence/Reflection/Meditation = Unconscious Processing = Unconscious Processing

FactFact: Meditation/Reflection substantially increases brain activity and : Meditation/Reflection substantially increases brain activity and reduces stress levels (cortisol) in the body.reduces stress levels (cortisol) in the body.FactFact: NASA Astronauts were instructed to daydream 20 minutes twice : NASA Astronauts were instructed to daydream 20 minutes twice a day. Research showed that it increased their ability to create new a day. Research showed that it increased their ability to create new solutions and anticipate unexpected situations by more than 40%!solutions and anticipate unexpected situations by more than 40%!FactFact: After doing PET scans of more than 500 common activities, : After doing PET scans of more than 500 common activities, meditation was found to produce the MOST active brain waves!meditation was found to produce the MOST active brain waves!

Reflection QuestionsReflection Questions

When you begin a session, ask:When you begin a session, ask: What do you What do you already knowalready know about this about this

topic?topic? What do you What do you want to knowwant to know about this about this

topic?topic?

And the reflection…And the reflection… What have you What have you learnedlearned about this topic? about this topic?




Create environments where they can teach Create environments where they can teach one another, i.e., the jigsaw classroomone another, i.e., the jigsaw classroom

Allow time for silence (individual Allow time for silence (individual reflection)reflection)

Create the structure, release the processCreate the structure, release the process

Worksheet #1: Team Contact List

Team Member Contact List

E-Mail AddressE-Mail AddressTelephone Number (s)Telephone Number (s)Name Name

Worksheet #2: Team Member Grading CriteriaThe grade you receive on this project will significantly affect your overall grade in this class. You have all completed a group project, so you all know how important it is to have clear expectations of one another from the beginning. What are your expectations of one another? What is MOST important? What percentage of the grade you give one another will each criteria represent? And most importantly, how much will you grade one another if the criteria is not met? In other words, if someone is absent once, how much will you “dock” from their total 100 points? Tardy? Absent twice? And what if they don’t do a homework assignment the team has assigned? What if they say they will call (i.e., communicate) and just don’t? What if they say they will be somewhere, and simply don’t show up? What if they are late with doing their share of the work? Be as SPECIFIC as possible. (NOTE: Choose a MAXIMUM of five criteria.)

Team Member Grading Criteria

RESULT OF NOT MEETING CRITERIARESULT OF NOT MEETING CRITERIA% OF % OF GRADEGRADE

CRITERIACRITERIA

As team members, we understand and agree to fulfill the expectations of our fellow team members. We also understand that our grade will be reflected in how well we uphold these expectations. ___________________________________ _________________________________________________________________ ______________________________

Worksheet #3: Team Backwards Planning Timeline

(Write down date for them)(Write down date for them) Turn in AssignmentTurn in Assignment

Date you will finish this stepDate you will finish this stepStep by Step Things to DoStep by Step Things to Do

Releasing the Process:Releasing the Process:Implications for EducatorsImplications for Educators

““You can either have your learner’s attention, You can either have your learner’s attention, or they can be making meaning -- but or they can be making meaning -- but nevernever both at the same time.” Jensen (1998)both at the same time.” Jensen (1998)

Brain-centered = student-centered = less Brain-centered = student-centered = less educator controleducator control

Self-awareness: how much control do Self-awareness: how much control do youyou need?need?

Walking the talkWalking the talk

Now It’s Your Turn…Now It’s Your Turn…

Choose two things you have learned today Choose two things you have learned today that you will commit to applying in your that you will commit to applying in your classroomclassroom

Share your commitments with those at Share your commitments with those at your tableyour table

Traditional Paradigm Emerging Traditional Paradigm Emerging ParadigmParadigm

1. Motivators are external1. Motivators are external2. Aging lowers ability2. Aging lowers ability3. IQ is a single-faceted, 3. IQ is a single-faceted,

academic conceptacademic concept4. There are no sex differences4. There are no sex differences5. Nurture is the main factor5. Nurture is the main factor6. Germs cause disease6. Germs cause disease7. Diet is unrelated to the brain7. Diet is unrelated to the brain8. The brain is seen as a 8. The brain is seen as a

computercomputer9. Memory is retrieval of 9. Memory is retrieval of

complete episodescomplete episodes

1. Motivators are internal1. Motivators are internal2. Use it or lose it!2. Use it or lose it!3. IQ is a multifaceted, street-3. IQ is a multifaceted, street-

smart conceptsmart concept4. The sexes are wired differently4. The sexes are wired differently5. Nature is the main factor5. Nature is the main factor6. The mind controls disease6. The mind controls disease7. Diet influences mental function7. Diet influences mental function8. The brain is seen as a 8. The brain is seen as a

pharmacypharmacy9. Memory is construction of 9. Memory is construction of

episodes from pieces of episodes from pieces of informationinformation

Owner’s Manual for The BrainOwner’s Manual for The Brain by Dr. Pierce by Dr. Pierce HowardHoward

Want to Know More?Want to Know More?

The Owner's Manual for the Brain: Everyday Applications from Mind-Brain The Owner's Manual for the Brain: Everyday Applications from Mind-Brain ResearchResearch

- Pierce J. Howard, Ph. D.- Pierce J. Howard, Ph. D.

Active Learning: 101 Strategies to Teach Any SubjectActive Learning: 101 Strategies to Teach Any Subject -Mel Silberman-Mel Silberman

www.jigsaw.orgwww.jigsaw.org--The Jigsaw ClassroomThe Jigsaw Classroom

The Colour of HappinessThe Colour of Happiness New Scientist Vol 178 Issue 2396 - 24 May 2003, page 44. New Scientist Vol 178 Issue 2396 - 24 May 2003, page 44.

Brain RulesBrain Rules-John Medina-John Medina

How The Brain LearnsHow The Brain Learns-David A. Sousa -David A. Sousa

Where is Rick?Where is Rick?

Rick Stepp-BollingRick Stepp-Bolling Mt San Antonio College Mt San Antonio College Learning Assistance Center, 6-150Learning Assistance Center, 6-150 Telephone: (909) 594-5611, ext. Telephone: (909) 594-5611, ext.

43034303 E-Mail: EStepp-E-Mail: EStepp-

[email protected] [email protected]

Thank you.

Download - Making Connections: Brain-Based Learning and the Art of Teaching

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