Brain friendly teaching Teaching in ways the brains learn best - PowerPoint Presentation

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Brain friendly teaching

Teaching in ways the brains learn bestSlide2

Brain-Friendly teaching means …..

Brain- friendly teaching is

teaching aligned with how brains best function

–

How brains

attend to, process, retain, and recall information

Neuroscience says:

Brains naturally attend to and retain novel stimuli !

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Maslow’s Hierarchy of needs

Maslow

wanted to understand

what motivates people

. He believed that people possess a set of motivation systems

unrelated to rewards

or

unconscious desires

.

Maslow

stated that

people are motivated to achieve certain needs

.

When ones

need is

fulfilled,

a person seeks to

fulfil

the next one

, and so on.Slide4

Teaching is the only profession that on a daily basis has the primary responsibility for rewiring the brain.Slide5
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Teachers need to promote learning - through

movement

,

discussion

,

colour

,

pairing up in groups

social interaction between studentsSlide7

Research says …….

The work on mirror neurons demonstrates that

when we watch someone perform an action, our brains fire as if we were performing that action.

Hence the importance of

social, modelling, setting examples, concrete concepts, practical work

Examples:Slide8

LetPoint

taken’s

taken :

Why

would you want to call on 1 student and have just that 1 student engaged when in the same amount of time you could have every student

engaged ? Slide9

We are more likely to be successful

When

modelling our instructions

rather than just giving verbal

instructions

Calming our class

by responded to disruptive behaviour

with calm voice and composed face

, rather that letting our own agitation showSlide10

The question to ask ourselves

We are

energetic and very creative teachers out there!

We

practise group work, we think that we get our students involved by maintaining active cognitive engagement

amongst our students during lengthy directive lessons.

BUT

Is

every student

really

involved?

Are the

students all active

within the group work or are some passive observers?

Does

every student feel

that they have had a say in the group?

Is there a loud mouth, that

‘hogs’

or dominates the group or is there that

‘quiet mouse’

that does not dare say a word or the

‘log’

that weighs down the group? Slide11

Consider social co-operative learning

as a new teaching tool

Equal engagement

from all within the group and the whole class is interactive

Developing co-operation and respect

in amongst their peers of different academic, communicative and social levels

Fostering

character development

Increasing social skills

– greeting, coaching, disagreeing, paraphrasing, requesting help

Raising self esteem

– uplifting and praising each other continually

Enjoying

learning

and content

Reducing discipline issues

– equalSlide12

The quiet signal – daily procedure and when needed

Teacher

models

Raise your hand ( high 5 please)

Focus fully on the teacher,

No talking, No walking

(

STOP, LOOK, LISTEN

)

Signal to the others

to do the same

On

average to

get

childrens

’ attention takes 1 to ? Min

With

quiet signal procedure it will take

5sec -

aim for that!!!Slide13
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Rally Robin – Partners take turns to answerTeacher poses a problem to which there are multiple possible responses or solutions and provides think time

Students take turns stating responses or solutions. Slide15

Question time:

During this English conference, what have you found most interesting and why?

You have

2 min

in total to discuss.

A minute each.

Start when I say

‘Go”Slide16

Single RoundRobin

The team does one round of sharing, each teammate getting one turn.

All stay standing. Turn to your left find another pair.

Once you all have answered the question you can sit down. Slide17

Question?

What one new teaching idea will you take home from here today?

Go once around the group. GO!Slide18

6 Principles for Brain Friendly teaching

Nourishment - nourish the brain

Safety – foster safety

Social – promote social cognition and cooperation

Emotion – Release the power of emotion

Attention – capture and hold attention

Stimuli – supply brains seekSlide19

Promote games: Silly sports & Goofy gamesTag games

Helping games

Balance games

Coordination games

Movement games

Challenge games

Relays

Silly sports

Goofy gamesSlide20

r Greetings: hello and

goodbye

G

hello

and an

Hello

Hi

Great seeing you

Good morning

How is it going?

See you later alligator

!

Catch you later!

Good Bye

Have a good one

Greetings

Bye

ByeSlide21

Requesting Help

!!!!!!

Help !!!!!!

I could use your help please !

Help me, Please!

Will you teach me how to ….

It would help me if …

Would you please show me…?

Can someone explain … ?Slide22

ppreAppreciating

ceaching

Thanks so much for …

I appreciate ….

I am grateful for….

You have been a huge help!

Thanks a million for …

I am so thankful for ..Slide23

How does one facilitate learning through emotions?

Teach

with passion

Elicit passion

Link

emotion to content

Provide

praise

- creative praises

Celebrate

success

Elicit positive emotion

Promote

playSlide24

Simultaneous RoundTable

In teams students each write a response on their own piece of paper. Students then pass their papers clockwise so that each teammate can add to the prior responses.

1. Teacher assigns a topic or question and provides think time.

2. All four students respond, simultaneously writing, drawing or building something

3. The teacher signals time, or students place thumbs up when done with the problem

4. students pass paper around, clockwise

5. students continue adding to what was already completed – till all topics are mentionedSlide25

Question?Round 1. Name the main characters in Macbeth?

Round 2. Next to each of the characters, write down one adjective to describe that character.

Now share to the class. Slide26
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To get attention?

Establish a

quiet signal

Teach

active listening

Clear short-term and working

memory

Stop, pause and allow for

processing

Avoid distractions

Distribute

practice

Respond to

different learning styles

Include different

lesson designs

Encourage

exercise

Promote

play

Train attention

Train working memorySlide28

Tips to capture and hold attention

Arousal:

create a

high stimulus environment

including fast beat music as they enter the classroom, colourful pictures, interactive bulletin boards, frequent movement and social interaction

Alerting:

Include

unexpected events, novelty, variety,

and announce there will be surprise

Orientating:

structure for

full-alert attention

with quiet signal. Include frequent processing. Include multi-media presentation and make content personally relevant.

Executive control: Train attention and working memory.

Quick questions to discuss within teams, time the activity and the responseSlide29

Supply brain-friendly stimuli with ……

Stimulate with surprise and novelty

Teach with tunes

Provide predictability

Recommend with Biofeedback

Allow play

Furnish effective feedback

Illustrate with images

Teach with learning styles in mind

Make it multimodal

Construct meaning

Catch them being good

Communicate with gestures

Establish with relevanceSlide30

Cooperative Class expectations

As an important member of my class and team,

I WILL……

Ask for and offer help.

Listen carefully and praise my classmates.

Share my ideas and work.

Give my best effort.

Be a good follower and good leader.Slide31

My recommendation to you ……

Pick tools that fit your style and that of your students. When you find success, make those tools as part of your repertoire.

You can and should start slowly.

Adopt and experiment with just one tool at a time.

Make it your own.

See the benefits.

Add to that and share with others.Slide32