Teaching by the RulesTeaching by the RulesExamining Brain-based LearningExamining Brain-based Learning

Pat Averbeck

Everett CC Summer Institute 2010

Faculty Learning Faculty Learning Community Grant Community Grant

To incorporate the rules into our interactions with students: student-focused workshops, advising, curriculum, and classroom practices

What to expect today?What to expect today?

Watch snippetShort description of the brain ruleSharing of a way to apply the ruleSmall group discussionsShout outs

Rule #1: ExerciseRule #1: ExerciseExercise boosts brain powerExercise boosts brain powerBetter blood circulation

◦More energy◦More oxygen◦More BDNF

Stimulates protein that keeps neurons connecting

12 miles a day

Just twice a week

ExampleExampleMultiply:

(x+5)(x+2)What does

have to do with math?

FOIL

x+5

x+2

X2 +2x + 5x + 10

X2+7x+10

Rule #4: AttentionRule #4: AttentionPeople don’t pay attention to People don’t pay attention to boring thingsboring things

Emotional arousal helps the brain learn

Myth

10minutes

Patterns and meaning than details--Big picture

Class period cycleClass period cycle

Rule #8: StressRule #8: StressStressed brains don’t learn the Stressed brains don’t learn the same waysame way

Short term responseEmotional stability at home Identification of Stress

1.Physiological response2.Would avoid it3.No control over it

Creating a safe placeCreating a safe place

• Icebreakers

• Fair and Consistent

• Pairs at the board

• Questions with prompts

Safe ≠Easy

Rule #11: GenderRule #11: GenderMale and Female brains are Male and Female brains are differentdifferent

Emotions: Details versus Gist

But does it matter?

Thank youThank you

The Powerpoint of this presentation will be posted at

http://edcc.libguides.com/brain_rules

John Medina’s site

http://www.brainrules.net

patrick.averbeck@edcc.edu