using the strategy ring
DESCRIPTION
Using the Strategy Ring. How the brain works and implications for education and learning. GAME Plan. Goal - Participants will learn about how the brain functions and how the Strategy Ring can help. Activities – Baggage Claim, 10+2, Response Cards, ABA, Numbered Heads Together - PowerPoint PPT PresentationTRANSCRIPT
Using the Strategy Ring
How the brain works and implications for education and learning
GAME Plan
Goal - Participants will learn about how the brain functions and how the Strategy Ring can help.
Activities – Baggage Claim, 10+2, Response Cards, ABA, Numbered Heads Together
Measure – Completed notes Evaluation – Plus/Delta
•14 years sp ed resource room teacher•3 years intervention specialist, inclusion•12 years teacher trainer for co-teaching, inclusion strategies•21 years high school math teacher•23 years district administrator•2 years as educational consultant
Nearly 75 years!
Bonny Buffington
Baggage Claim
On an index card, LEGIBLY write your response to these questions:
What do students need in order to learn? What can teachers do to facilitate student
learning?
When I say “GO,” find a partner to share what you have written.
Explain your responses to your partner, and then give your index card to that person.
He/she will explain his/her responses to you and then give his/her index card to you.
Repeat after 60 seconds when I say “GO” again
The Brain Stem
The Brain Stem
Involuntary actions – blinking, breathing, heartbeat
Also called “reptilian brain” Collects and delivers
sensory information
to higher brain
The Limbic System
Cerrebellum
Hippocampus
Amygdala
Amygdala
Gatekeeper Three levels of attention The need to BELONG The need to be SAFE
The Hippocampus
Transferring memories Making new memories Inhibition Smell Location
The Cerebellum
Movement Balance
“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
STOP! 10 + 2 Activity
On a piece of paper, write down as much as you remember about the 2 parts of the brain that we have discussed. Try not to peek!
Share what you remembered with a partner
Look at your notes and add whatever you forgot to include
Frontallobe
Temporallobe
Parietal lobe
Occipitallobe
Cerebellum
The Cerebrum
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
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.
The Occipital Lobe
Vision
The Temporal Lobe
• Hearing • Memory • Visual perceptions. • Categorizing of objects. T
Memory SongSung to the tune of “10 Little Indians”
Touch the appropriate area of your brain as you sing:
Temporal, Occipital, ParietalTemporal, Occipital, ParietalTemporal, Occipital, ParietalFrontal, Cerebellum
Stop! Response CardsWhich lobe(s) would students mainly use when: Sorting colors into primary, secondary, tertiary Playing spelling Twister Typing vocabulary words Copying notes from the board Listening to teacher lecture Role playing an event from history Completing a word find Discussing the pros and cons of a proposal
Higher Level Thinking
Can actually generate NEW neurons (neurogenesis)
Adds dendrites Increases the thickness of the myelin
sheath
Using the Gray Matter!
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
Two times of ENORMOUS brain growth and pruning:
During the first month of life, the number of connections or synapses increases from 50 trillion to 1 quadrillion.
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.
Overproduction ends, pruning begins until about age 3
Second cycle of growth and pruning Dendritic growth spurt at age 11 in girls,
12 in boys Pruning phase during adolescence Age 13 – 18 lose 1% of gray matter per
year If you don’t use it, you lose it!
The Teacher Effect Quality of classroom instruction is most
significant factor in students’ brain development.
Didactic instruction – teacher directed Interactive instruction – student actively
engaged
Which type do you think grows dendrites?
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.
Stop! ABA activity
Stand up for REVIEW! Grab a partner Decide who will be A and who will be B A speaks for 60 seconds, nonstop B speaks for 90 seconds, nonstop A speaks for 30 seconds, nonstop
Implications for the classroom…
Students interacting to increase emotional level Students talking, explaining to increase meaning Students using various modalities
Stop! Numbered Heads Together
In groups of 4, number each person 1, 2, 3, and 4
Come to consensus on a response for the question. I will draw a number and call on the person with that number to give the group’s response.
Match the following items to the correct percentage.
What we hear 95%
What we see 80%
What we see and hear 70%
What we read 50%
What we discuss 30%
What we teach others 20%
What we personally experience 10%
10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we discuss with others 80% of what we personally experience 95% or what we teach others
- Edgar Dale
Using the Strategy Ring:
