Welcome to Brain Welcome to Brain Compatible Strategies Day 3Compatible Strategies Day 3

Facilitated by Stacy Brady and Judy Facilitated by Stacy Brady and Judy CichorackiCichoracki

New table assignments:New table assignments:

PinkPink: Guidance: Guidance

YellowYellow: Science: Science

Green:Green: Math Math

BlueBlue: English: English

White: Special Education, CTEWhite: Special Education, CTE

SalmonSalmon: Social Studies, library, : Social Studies, library, readingreading

What’s in it for me?What’s in it for me?

As teachers we know our students are under a great deal of stress. How do we help them deal with it? How does it effect their learning?

Learn strategies to help students engage their brain and remember more of your content.

Provide a biological reason teenagers should not drink

Objectives:Objectives:

1) Explain how stress and alcohol 1) Explain how stress and alcohol effect the teenage braineffect the teenage brain

2) Create metaphors and analogies 2) Create metaphors and analogies that describe the teenage brainthat describe the teenage brain

2) Collaborate with other teachers 2) Collaborate with other teachers regarding brain compatible regarding brain compatible strategiesstrategies

3) Modify or create lessons using 3) Modify or create lessons using brain compatible strategiesbrain compatible strategies

EXAM!!!!EXAM!!!!

Jigsaw!Jigsaw!

1 = 1 = pinkpink

2 = 2 = blueblue

3 = 3 = salmonsalmon

4 = white4 = white

5 = 5 = greengreen

Personal ReflectionPersonal Reflection

Take some time to reflect on what Take some time to reflect on what you have learned about teenagers, you have learned about teenagers, stress and the brain. Please write stress and the brain. Please write about the implication of this on about the implication of this on your teaching practices. your teaching practices.

Content AnalysisContent Analysis

Within your content, discuss at your Within your content, discuss at your table 3 places you could table 3 places you could incorporate the jigsaw method. incorporate the jigsaw method.

Incorporate one of these ideas in a Incorporate one of these ideas in a lesson plan and e-mail it to lesson plan and e-mail it to sbrady@cguhssbrady@cguhs

Analogy BreakAnalogy Break

During the next 15 minutes:During the next 15 minutes:

1)1) Fill in the following analogy: “Fill in the following analogy: “I I think teaching teenagers is think teaching teenagers is like…”like…”

2)2) Take a 10 minute breakTake a 10 minute break

Metaphors/AnalogyMetaphors/Analogy

Fill in the following statement :Fill in the following statement :

““I think teaching I think teaching teenagers is like…”teenagers is like…”

Brain analogyBrain analogy

At your table look over the list of At your table look over the list of structures found in your brain and structures found in your brain and what each is responsible for. With what each is responsible for. With a group, come up with an analogy a group, come up with an analogy that might fit these structures, that might fit these structures, such as a factory, a town, a such as a factory, a town, a computer, etc… Be as creative as computer, etc… Be as creative as you can be.you can be.

Content AnalysisContent Analysis

Within your content, discuss at your Within your content, discuss at your table 3 places you could table 3 places you could incorporate the analogy/metaphor incorporate the analogy/metaphor strategystrategy

Incorporate one of these ideas in a Incorporate one of these ideas in a written lesson plan and e-mail it to written lesson plan and e-mail it to sbrady@cguhssbrady@cguhs

Break timeBreak timeSee you in 10 minutesSee you in 10 minutes

Story TellingStory Telling

3y + 10 = 2y + 183y + 10 = 2y + 18

Storytelling and the BrainStorytelling and the Brain

Storytelling is a wonderful way to Storytelling is a wonderful way to access more than one memory access more than one memory lane. Putting semantic information lane. Putting semantic information into a story format allows students into a story format allows students to see not only the whole ideas but to see not only the whole ideas but the details as well since the brain the details as well since the brain processes both the whole and the processes both the whole and the parts at the same timeparts at the same time

Personal ApplicationPersonal Application

Meet with teachers in your discipline Meet with teachers in your discipline and create a story or and create a story or metaphor/analogy to help students metaphor/analogy to help students remember vocabulary, a process, a remember vocabulary, a process, a series of dates or names, etc…series of dates or names, etc…

Please write this up in a lesson plan Please write this up in a lesson plan and e-mail it to sbrady@cguhs.organd e-mail it to sbrady@cguhs.org

Closure ReviewClosure Review

How does closure help the brain to How does closure help the brain to learn and remember concepts, learn and remember concepts, ideas? When is the “best time” for ideas? When is the “best time” for closure?closure?

Many of the 22 activities we have Many of the 22 activities we have discussed over the past 3 days can discussed over the past 3 days can be used for closure. be used for closure.

At your table, talk about how you At your table, talk about how you could incorporate one of these could incorporate one of these strategies to close a lessonstrategies to close a lesson

Opening ReviewOpening Review

What is critical to do at the opening What is critical to do at the opening of a lesson? Why?of a lesson? Why?

What brain-based strategies can you What brain-based strategies can you use to open a lesson? use to open a lesson?

Personal Application timePersonal Application time

Please meet with other people in Please meet with other people in your department to discuss how your department to discuss how the ideas and strategies from the the ideas and strategies from the past 3 days could fit into your past 3 days could fit into your curriculum maps and your lesson curriculum maps and your lesson plans.plans.

Please modify/create a lesson using Please modify/create a lesson using one or more of the strategies you one or more of the strategies you have learned over the past 3 dayshave learned over the past 3 days

Wrap up!Wrap up!

1)1) Volunteers to share Volunteers to share

2)2) On your note card please write On your note card please write one thing you are going to use one thing you are going to use next year from today’s session.next year from today’s session.

3)3) Complete the session evaluationComplete the session evaluation