Wednesday, October 17, 2012

Brain-Based Learning and Teaching Strategies


Take Home Message:

Learning experiences are student-centered, active, engaged, and varied



·       Based on location

·       Replicating the situation helps jog memory (even clothing the teacher was wearing)

·       Placement in groups

·       Bulletin boards

·       Change arrangement of desks periodically

·       Movement; field trips

·       Classroom environment

·       Make the learning unique



·       Repeated movements to do something (dance, lab, lifting weights)

·       Lab procedures

·       Movement, debate, role playing, song

·       Hands-on manipulatives



·       Memories triggered by association

·       Responsible for storing alphabet, multiplication tables, decoding words

·       Songs repetition

·       e.g. Pythagorean Theorem to “Pop Goes the Weasel”

·       Review—structured through written work or group work with product



·       Most powerful

·       Be enthusiastic about content

·       Make learning “joyful”

·       Teach the “So what?”

·       Recreate the scene

·       Play devil’s advocate

·       Find contradictory material and hold a debate

·       Role-playing, plays, skits

·       Music

·       Celebrations

·       Give students choices, independent work, ownership, sense of control

·       Give students break

·       Group work; social experiences

·       Create a warm, supportive class community of students who respect and value each other



·       Handouts

·       Graphic organizers

·       Text

·       Notes

·       Direct instruction

·       Tell them what to write down (prioritize)


Other (Multiple Memory Lanes):

·       Create cognitive dissonance (element of surprise engages the brain more)

·       Discrepant Events

·       Devil’s advocate

·       Debate

·       Controversial issues

·       Surprising results

·       Give students ownership/sense of control

·       Choices

·       Independent work

·       Teach students about their brains (memory and processing skills)

·       Guide them to discover their unique learning style

·       Teach life skills

·       Group work

·       Hands-on projects; Art

·       Creating a song, dance, skit, play, movie

·       Games

·       Oral presentations

·       Class discussions


1 comment:

  1. Like the way you have focused on the importance of emotion. My own Chemistry classes have music 60 beats per minute (no words) playing whilst they work, short working sessions (about 20-25 minutes) followed by brain breaks.
    Your undoubted enthusiasm and approach to teaching suggests you are an exceptional teacher, well done and keep it up!
    Bill Esman