Teaching with the Brain in Mind

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Teaching with the Brain in Mind By Paul B. Dowdy
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The Triune Brain

• The brain consists of 3 separate brains.
• The Action brain, Emotional brain and Thinking
  brain.
• The Action brain dominates when threat is
  perceived and safety and survival are needed.
• The Emotional brain plays a significant role in
  transferring information from short term to long
  term memory.
• The Thinking brain allows us to create fantasies,
  to imagine and to innovate.

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Brain Scan Technology

• EEG Electroencephalograph
• CAT Computerized Axial Tomography
• MRI Magnetic Resonance Imaging
• fMRI Functional Magnetic Resonance Imaging
• PET Positron Emission Tomography Scans
• MEG Magneto encephalography

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Brain Processing
True or False

• The brain acts more like a sieve than a sponge
  when processing new information.
• Learners who can perform a new learning task well
  are likely to retain it.
• Reviewing material just before a test is a good
  indicator of how much has been retained.
• Increased time on task increases retention of new
  learning.
• The rate at which a learner retrieves information
  from memory is not closely related to
  intelligence.

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Brain Processing Answers

• True. The brain acts more like a sieve because
  there are several early stages where most data
  are dropped from the system.
• False. We cannot presume that because a learner
  performs a new learning well, it will be
  permanently stored. Sense and meaning must be
  present to some degree for storage to occur.
• False. Reviewing material just before a test
  allows students to enter the material into
  working memory for immediate use. Thus, this
  procedure cannot verify that what the learner
  recalls during the test was from long term
  storage.
• False. Simply increasing a students time on a
  learning task does not guarantee retention if a
  student is not allowed the time and help to
  personally interact with the content through
  rehearsal.
• True. The rate of retrieval is independent of
  intelligence. It is more closely tied to how and
  where the information was stored originally.

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Brain Processing Continued
True or False

• The amount of information a learner can deal with
  at one time is genetically linked.
• It is possible to increase the amount of
  information that the working (temporary) memory
  can deal with at one time.
• Recent research confirms that information in long
  term storage deteriorates as we get older.
• Most of the time, the transfer of information
  from long term storage is under the conscious
  control of the learner.
• Intelligence is strongly connected to whether
  people have left or right brain dominance.
• People must be taught to do higher order thinking.

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Brain Processing Answers Continued

• False. The amount of information a learner can
  deal with at one time is linked to the learners
  ability to add more items to the chunks in
  working memory a learned skill.
• True. By increasing the number of items in a
  chunk, we can increase the amount of information
  that our working memory can process
  simultaneously.
• False. Pathways to older memory sights get
  obstructed by newer pathways.
• False. The transfer process is more often
  provoked by the learners environment.
• False. Left and right brain hemisphere dominance
  has no link to intelligence.
• False. We begin thinking from birth (if not
  before). We can teach learners how to organize
  the content (such as using critical attributes
  and mnemonics) to promote efficient thinking.

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Learning and MemoryUnderstanding Memory to
Increase Learning
R E C E P T O R S
Rehearsal
Taste Touch Smell Hear See
Self-Esteem
Organize
Sensory Memory
Working Memory
Long-Term Memory
Retrieve
Discarded
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Store by Similarity, Retrieve by Difference
Store by Similarity
Working Memory
Long-Term Storage
Retrieve by Difference
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Memory Pathway Worksheet
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Brain Compatible Teaching Strategies(Nine
strategies that produce student achievement)

• Comparing, contrasting, classifying, analogies
  and metaphors.
• Summarizing and note taking (key word outlines).
• Reinforcing effort and giving praise.
• Homework and practice.
• Nonlinguistic representations (graphic
  organizers).
• Cooperative learning
• Setting objectives and providing feedback.
• Generating hypotheses.
• Questions, cues and advance organizers.
• Marzano, R.J., What works in Classroom
  Instruction?

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Comparing,Contrasting, Classifying, Analogies and
Metaphors(Research Information)

• Presenting students with explicit guidance in
  identification of similarities and differences
  enhances students knowledge.
• Asking students to independently identify
  similarities and differences enhance students
  understanding.
• Representing similarities and differences in
  graphic form enhances student understanding.
• Identification of similarities and differences
  can be accomplished by using comparing,
  contrasting, classifying, creating analogies and
  metaphors.

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Summarizing and Note taking(Research Information)

• To take good notes students must delete some
  information, substitute some information and keep
  some information.
• To delete, substitute and keep information the
  student must analyze the information at a fairly
  deep level.
• Understanding the introduction, body of the paper
  and the summary is an aid to summarizing the
  information.

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The Rule Based Strategy for Summarizing

• Delete trivial material that is unnecessary to
  understanding.
• Delete redundant material.
• Substitute super ordinate terms for lists
  (e.g.,flowers for daisies, tulips, and
  roses).
• Select topic sentence, or invent one if it is
  missing.

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Key Word Outline(Note making and Outlines)

• Model the proper way to outline.
• Have students help determine which words are the
  key words.
• Then allow students to choose their own key words
  and practice.
• Insist upon no more than three words per line.
• Have students share their outlines.
• The goal is not to do the outline verbatim. Have
  students use their own words.

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Reminders for Effective Key Word Outlines

• I.
• 1.
• 2.
• 3.
• II.
• 1.
• 2.
• 3.

• 3 Words Maximum
• Title by Name

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Reinforcing Effort and Providing Recognition
(Praise)(Research Information)

• People generally attribute success at any given
  task to
• Ability
• Effort
• Other People
• Luck

• Not all students realize the importance of
  believing in effort.
• Students can learn to change their beliefs to an
  emphasis on effort.

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Providing Recognition(Rewards)

• Rewards do not necessarily have a negative effect
  on intrinsic motivation.
• Reward is most effective when it is contingent on
  the attainment of some standard performance.
• Abstract symbolic recognition is more effective
  than tangible rewards.

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Personalizing Recognition(Pause, Prompt and
Praise)

• Pause The teacher asks the students to stop
  working on the task for a moment.
• Prompt The teacher provides the student with
  some specific suggestion for improving their
  performance.
• Praise If the students performance improves then
  praise is given.

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Homework and Practice(Research Information)

• The amount of homework assigned differs from
  elementary, to middle school to high school.
• Parent involvement in homework should be kept to
  a minimum.
• The purpose of homework should be identified and
  articulated.
• If homework is assigned it should be commented on.

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A Sample Homework Policy for Parents

• Set up a consistent organized place for homework
  to be done.
• Establish a consistent schedule for completing
  homework.
• Encourage, motivate, prompt but do not sit with
  your student and do the homework with them.

• If your child is practicing a skill ask them to
  tell you the steps that are easy and hard and how
  they can improve.
• The minutes your child should spend on homework
  are 10 times their grade level (a 2nd grader
  would spend 20 minute, etc.)
• When bedtime comes, stop, even if your child is
  not done.

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Nonlinguistic Representations(Research
Information)

• A variety of activities produce non-linguistic
  representations.
• Creating graphic representations
• Making physical models
• Generating mental pictures

• Engaging in kinesthetic activity
• Nonlinguistic representations should elaborate on
  knowledge.

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Cooperative Learning(Research Information)

• Organizing groups based on ability levels should
  be done sparingly.
• Cooperative groups should be kept rather small in
  size.
• Cooperative learning should be applied
  consistently and systematically, but not overused.

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Informal, Formal and Base Groups

• Informal Groups Are ad hoc groups that last a
  few minutes. They are pair-share, turn to your
  neighbor, etc.
• Formal Groups Are designed to help students have
  time to complete an assignment. It helps with
  positive interdependence, group processing,
  social skills, interaction and group
  accountability.
• Base Groups Are long term. They provide
  students support throughout a semester or year.

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Setting Objectives and Providing
Feedback(Research Information)

• Instructional goals narrow what students focus
  on.
• Instructional goals should not be too specific.
• Students should be encouraged to personalize the
  teachers goals.

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Rubrics for Providing FeedbackScale
4excellent, 3 good, 2 needs improvement,
1unacceptable, 0no judgment possible

• Rubric for Information
• 4 The student has a complete and detailed
  understanding of the information important to the
  topic.
• 3 The student has a complete understanding of the
  information important to the topic but not in
  great detail.
• 2 The student has an incomplete understanding of
  the topic and/or misconceptions about some of the
  information. They do maintain a basic
  understanding of the topic.
• 1 The students understanding of the topic is so
  incomplete or has so many misconceptions that the
  student cannot be said to understand the topic.
• 0 No judgment can be made about the students
  understanding of the topic.

• Rubric for Processes and Skills
• 4 The student can perform the skill or process
  important to the topic with no significant errors
  and with fluency. Additionally, the student
  understands the key features of the process.
• 3 The student can perform the skill or process
  important to the topic without making
  significant errors.
• 2 The student makes some significant errors when
  performing the skill or process important to the
  topic but still accomplishes a rough
  approximation of the skill or process.
• 1 The student makes so many errors in performing
  the skill or process important to the topic that
  he or she cannot actually perform the skill or
  process.
• 0 No judgment can be made about the students
  ability to perform the skill or process.

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Generating Hypotheses(Research Information)

• Hypothesis generation and testing can be
  approached in a more inductive or deductive
  manner. Deductive is using a general rule to make
  predictions. Inductive is drawing new
  conclusions.
• Teachers should ask students to clearly explain
  their hypotheses and their conclusions.

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Questions, cues and advance organizers(Research
Information)

• Cues and questions should focus on what is
  important as opposed to what is unusual.
• Higher level questions produce deeper learning
  than lower level questions.
• Waiting briefly before accepting responses from
  students has the effect of increasing the depth
  of students answers.
• Questions are effective learning tools even when
  asked before a learning experience.

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Teaching Tips

• Tips from Brain Research

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Environment

• Establish a safe environment. Make it safe to
  make mistakes (learning opportunities) and not
  put downs.
• Proper nutrition and hydration are important to
  the brain for learning.
• Establish rituals to make learning fun. Do
  stretch breaks, group cheers, work with
  partners, and music.
• Thank students for their time and attention. This
  builds community.
• Promote class celebrations. Spark emotions to
  help with memory.
• Show your students that you can relate to their
  problems, issues and successes. This effects the
  amygdala which helps with emotional memory.

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Attention

• Use a wide variety of peripherals in the
  classroom. Posters, handouts, overheads and
  decorations.
• Use color in your classroom. The brain thinks in
  color and it helps with recall.
• Movement gets the blood flowing which helps the
  brain learn.
• Show pizzazz! Your interest and passion is
  contagious.
• Give students an overview of what they will
  learn. Stating the objective.
• Use Music- the brain responds to rhythms.
• Challenge students with a quote, statement or
  story.
• Novelty is important for keeping and maintaining
  attention and memory.

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Discipline

• Provide direction with sharing your goals and
  vision for the lesson and class.
• Use stories and real-life examples. That
  provides meaning.
• Create ground rules and expectations.
• Establish control. You are in charge and that can
  be expressed in positive ways.
• Define outcomes of the lesson.
• Gather as much information on your students, this
  will help with rapport.
• Have a calming corner for cooling off or
  de-stressing.
• Facilitate a brain break.
• Have a specific spot in the room where all
  discipline occurs. When you have to discipline a
  student or class go to this spot and they will
  understand there is a problem before you say
  anything.

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Poor Learning

• Checking for understanding. Check with students
  at regular intervals. Reteach if necessary.
• Ask students to set goals. This is helpful for
  all students.
• Provide previews of the material to establish
  curiosity.
• Address student concerns early on. Set
  expectations.
• Use sensory stimulation! Accessing visual,
  auditory and kinesthetic pathways to the brain
  increases memory.
• Use innovative teaching methods (top nine
  instructional strategies) to help with memory.
• Peer interaction is a great way to provide
  support for student learning.
• Learn about students likes and dislikes.

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Retention

• Teach each unit or section in a different place
  in the classroom or in a different costume. This
  helps to establish long-term memory.
• Prior to learning provide the brain with a map
  that illustrates patterns, processes, connections
  and relationships.
• Let students create their own tests. It empowers
  the students.
• Provide 3 key words you want students to
  remember.
• Tap students emotions in the classroom. Emotions
  are the most powerful memory builder.
• Provide students with meaning and relevancy.
• Regular review is crucial for retention of
  information.
• The brain stores information in sounds, movement
  and location.
• Increase student feedback to every 15-30 minutes.
  
• Provide a consistent closing ritual to help
  learners follow a pattern and let the brain know
  when the lesson is finished.

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Summary
The top nine brain compatible teaching strategies
can be used as a useful tool to help transform
instruction in the classroom It helps combine
the art and science of education. Paul B. Dowdy
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Bibliography and Recommended Reading

• Brain Matters by Patricia Wolfe
• Going to School by Sharon L. Ramey, Ph.D. and
  Craig T. Ramey, Ph.D.
• Brain-Based Learning by Eric Jensen
• Teaching With The Brain In Mind by Eric Jensen
• How The Special Needs Brain Learns by David A.
  Sousa
• How The Brain Learns by David A. Sousa
• Mosaic Of Thought by Ellin Oliver Keene and
  Susan Zimmermann
• Classroom Instruction That Works by Robert J.
  Marzano, Debra J. Pickering and Jane E. Pollock
• How the Student Brain Learns,(CD) by Eric Jensen