welcome to brain compatible strategies day 1 facilitated by: stacy brady and judy cichoracki

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Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

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Follow up in  2-3 coaching sessions in the first 2 quarters of 2008 (observation with feedback)  One class meeting during PLC in the beginning of 2 nd quarter, 2008

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Page 1: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Welcome to Brain Compatible

Strategies Day 1Facilitated by:

Stacy Brady and Judy Cichoracki

Page 2: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

What’s in it for me? Some strategies work well with kids, some

do not. Why? Understanding how the brain works will

help guide a teacher to more informed and deliberate instructional decisions

As teachers we want to see a measurable increase in student achievement and student learning

Page 3: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Follow up in 2008-2009 2-3 coaching sessions in the first 2

quarters of 2008 (observation with feedback)

One class meeting during PLC in the beginning of 2nd quarter, 2008

Page 4: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Objectives Day One: Describe how the brain learns Explain why the teen years are a critical

time in brain development Collaborate with other teachers regarding

brain compatible strategies Modify or create lessons using brain

compatible strategies

Page 5: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

The Mysterious Teenage Brain Quiz

Page 6: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Quiz Answers:1) T 9) F2) F 10) T3) F 11) T4) T 12) F5) F 13) F6) F 14) F7) F8) T

Page 7: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Secrets of the Teenage Brain UNLOCKED

Page 8: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

100 Billion Brain Cells!!!

Brain is made up of 2 different types of cells1) Neurons: the basic functional unit of the

nervous system--only 10% of the brain--do not regenerate

2) Glial cells: provide support and bring nutrients to the neurons

--90% of the brain--will regenerate

Page 9: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

The Learning Brain

Neurons The body’s communicator

Coordinates thoughts, ideas, and feeling

Composed of 3 main parts: cell body, dendrites, and axon

Space between neurons is called the synapse

Page 10: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

The NeuronCompare to your arm,

what would the dendrites be? The cell body? The axon?

Page 11: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

How Do Neurons Communicate? When a neuron is stimulated, it sends an

electrical impulse down the axon to the terminals at the end of the axon branch

This releases chemicals (neurotransmitters) which cross the synapse between axon terminal and the dendrite of the receiving neuron

Page 12: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

The Synapse Firing of a Neuron

Page 13: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Neurons and Learning When you have a new experience or learn

something new, connections between dendrites are made

When learning occurs, the axon fires a signal across the synapse

Memory is the ability to reconstruct or reactivate the previously made connections

Page 14: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Think-Pair-ShareThink about this question silently to yourself:

How do neurons communicate?

Turn to a neighbor and share your answers aloud. Be prepared to share your partner’s answer to the class.

Volunteers to share answers aloud?

Page 15: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

2 things happen as the brain matures…

1) Overproduction of neurons/dendrites and synapses which results in an information overload

1) Following this overproduction is the pruning process. The brain selects and strengthens neurons based on activity. Synapses frequently used will flourish while the rest whither away, lost forever.

Page 16: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Major Overproduction/Pruning

occurs twice:

1) From birth to age 3 (hence the terrible twos!)

1) And during adolescence, age 12-16 (no wonder teens are often unorganized, spontaneous, and misinterpreted!)

Page 17: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Teenage brain…clay to be molded

This overproduction and pruning is an OPPORTUNITY for teens to train in all kinds of areas.

This is a neurological reason to involve kids in responsible activities and to introduce them to all kinds of positive, new experiences

Page 18: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

WARNING!!!Teens can also build their brains around sex,

drugs, and negative experiences. The overproduction/pruning process will build the brain around these and other destructive patterns as easily as it will the positive experiences.

Page 19: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Personal Reflection TimeThink about the following question:

What are some of the implications of the overprocessing/pruning process

in teens, for teachers?

Write a response to this question on the side of your paper. Be prepared to share some of your ideas.

Page 20: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Pay Attention!Approximately 99% of all information entering the brain through the senses

is immediately dropped!

The brain filters out sensory information that is not relevant.

When it comes to paying attention, the brain is much more like a sieve than a sponge!

Page 21: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Brain is for survivalPaying attention serves 2 primary purposes:

1) Survival (rarely do teens need to worry about their “survival” at school)

2) Maintaining pleasurable feelings

Page 22: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Attention GrabbersIntroduce novelty to engage all of the

students’ senses: vary the pace and tone of your voice circulate around the room use colored dry-erase markers rearrange your room change student seating Dress in costumes Play different types of music Burn lemon-scented candles Tell stories or jokes related to your content

Page 23: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Personal Assessment1) On the previous slide, circle things you

already do to create novelty2) Next, circle the things you would be

comfortable doing3) Last, add any other ideas you have for

creating novelty in the classroom4) Share some of these ideas aloud

Page 24: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Inattention or Processing Time

Genuine “external” attention can only be sustained at a high and constant level for about 10 minutes or less!

Allows one to react quickly to predators and prey Allows one to update his/her priorities by

rechoosing what to pay attention to

Therefore it is essential that teachers allow for and encourage personal processing time after new learning for material to solidify.

Page 25: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Personal Reflection Time Examples Think-Pair-Share-(write)* or any combination

of those such as just “think-write” Mini-quiz with immediate feedback Create and analogy/metaphor for what is

being learned Unscramble the steps of a process being

learned Use physical movement* to define a word,

explain a concept, or show an idea Shape-up review* The First Word*

Page 26: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

“The First Word” Reflection Activity Working in a small group generate a short

phrase or sentence that begins with each letter of the chosen word.

The sentence or phrase should contain important information or key characteristics about the topic.

B R A I N C E L L

Page 27: Welcome to Brain Compatible Strategies Day 1 Facilitated by: Stacy Brady and Judy Cichoracki

Shape Up ReviewIn the heart write one thing you learned

from the presentation that you want to remember when teaching in the fall

In the triangle write 3 important things you learned from the presentation

In the square write 2 questions you still have about the brain and how it learns

In the circle write one statement that summarizes the important ideas from today’s presentation