Neuroscience: Implications for Classroom Practice

A presentation by Linda L. Jordan from the 2015 Midwest Brain & Learning Summer Institute

Transcript

1. Neuroscience:   Implications  for  Classroom   Practice MBLI,  June  2015 Linda Jordan
2. Agenda Welcome Brain   Geography Strategies  to   Change  Brains Body  Brain   Compatible   Elements Closing Generational                           Learning
3. Meet  My  Family
4. Holland,  Michigan
5. My  Credentials Senior   Implementation   Advisor Co-­‐‑Director Co-­Founder,  Planner
6. Sense  of  Belonging  Activity All  We  Have  In  Common • With  the  people  sitting  near  you  form  a   group  of  3-­5   • Create  a  list  of  at  least  three  things  you   have  in  common. • Be  ready  to  share  some  items  from  you   list  with  the  group.
7. Why  do  we  need  to  get  to  know   the  teacher?  (Linda) • Emotion  is  the  gatekeeper  to  learning • Relationship  is  a  key  element  in  every   classroom • Builds  trust • Models  inclusion  in  a  safe  way • Find  common  threads  of  interest • Fun
8. Goals  for  the  Day My  Goals:                                                                    Your  Goals: ~Give  you  a  basic  understanding of  the  human  brain ~Give  you  applications  of   brain  information  to  help  you   create  a  brain  compatible   environment
9. Resources
10. Change?
11. System Innovation School  of  Education
12. Sustaining  Innovation Next  Practice School  of  Education
13. Disruptive  Innovation School  of  Education
14. First  Different  -­‐ Then  Better School  of  Education
15. Take  a  Risk
16. The  21st Century  Learner
17. What  are  the  problems  the  world   faces  today? 17
18. The  world  is  no  longer  the  safe,  stable  and predictable  place  that  it  once  was  and,  as  a result,  there  are  ever  increasing  and  incredible changes  on  our  nation's  future  horizon. • What  impact  will  this  changing  world  have  on education? • How  can  schools  prepare  our  youth  for  these  realities? • How  do  we  provide  the  essential  skills  and empowerment  they  need  to  be  contributors  in solving  important  world  and  community   problems? A  New  Reality
19. Our  Students  Have  Changed
20. Educators  Have  Changed  OR Need  To  Change
21. iBrain Rewired
22. Struggling  Students High  School  Dropout  Rates Annual  Dropout  Rate  US 3,030,000 Daily  Dropout  Rate  US 8,300 Drop  out  in  9th Grade 36% Crimes  committed    in  US  by  HS   dropouts 75% US  jobs  HS  dropout  is  NOT   eligible  for 90% Source:  Education  Week,  Children  Trends  Database    :  4.28.2013  
23. For  every  100  women  enrolled  in  college,     77  men  are  enrolled.   For  every  100  girls  diagnosed  with  a  special  education   disability,   217  boys  are  diagnosed  with  a  special  education  disability. For  every  100  girls  diagnosed  with  emotional  disturbance,   324  boys  are  diagnosed  with  emotional  disturbance For  every  100  females  ages  15  to  19  that  commit  suicide,   549  males  in  the  same  range  commit  suicide. For  every  100  women  ages  18  to  21  in  correctional  facilities, 1430  men  are  in  correctional  facilities.                      -­The  Boys  Initiative,  2004 100  Girls  Project
24. College/Career  Ready Companies  becoming   paperless Companies  no  office  space At  home  offices
25. Who  Are  the   Students  We  Teach? Digital  Natives Live  in  Global  World Parents  &  Students  have  new  choices –On-­line  learning
26. Do  they  think  differently? YES Brain  plasticity  research  is  being  conducted  by   a  large  community  of  scientists. Neuroscience-­based  education Using  the  brain  in  different  ways  gets  different   brains – Cab  drivers,  musicians,   – Page  84  Digital  Game  Based  Learning
27. LEVELS OF USE LEVELS OF USE When learning a new strategy, process, or skill LEVELS INDICES Return to Non-Use and the cycle begins again —Karen Olsen, The Mentor Teacher Role, 1989 Use requires focus day by day on steps involved. MECHANICAL USE All refinements possible have been made, user now seeks more effective alternatives, new approaches, and abandons the old in favor of the new. RENEWAL No action taken—user doesn’t know about it. NON-USE User has just acquired or is acquiring information and is exploring it. ORIENTATION Use has become routine and comfortable for the user. If changes are made, they are convenient. ROUTINE USE Preparing to use it, finding out more, gathering the necessary materials, and getting organized. PREPARATION User makes changes to improve the process and outcome for students. REFINEMENT Deliberate effort is made to collaborate with others to achieve broader changes. INTEGRATION/ COLLABORATION
29. Teaching  &  Working  With   the  Generations
30. Generations Digital  Immigrants Digital  Natives Old  technology  (Baby  Boomers) Both  worlds(Generation  X) New  technology  (Generation  Y) All  technology    (Generation  Z-­Our  Students)
31. Baby  Boomers 1946-­1964  (age  49-­67) 80  million  strong Raised  by  traditionalists   who  wanted  them  to   have  a  better  life Tend  to  idealists Optimistic Competitive The  “Me”  Generation Work  Characteristics – Loyal  workaholics Job  Satisfaction  Need – Make  a  difference Work  Method – Discussion  &  Consensus Affected  by – Cold  war They  want  advancement,  titles,  tangibles,  office  furniture,   parking  spaces
32. Generation  X 1965-­1980  (age  33-­48) 46  Million Latchkey  generation Take  care  of  number  one Skeptical The  world  is  not  as  safe   as  it  once  was Be  ready  for  change Work  Characteristics: – Bottom  line  oriented Job  Satisfaction  Need: – Balance  work  &  home Work  Method: – Efficient,  ignore  chain  of   command Affected  by: – Economic  war They  want  to  achieve  a  work/life  balance.
33. Gen  Y  (Millennials) 1980-­2000  (age  13-­32) 76  Million Millennial,  Baby  Busters,   Net  generation 1/3  born  to  single   mothers “Baby  on  Board”-­child   focused  lives Techno-­savy Motto:  Technology  rules Work  Characteristics: – Team  oriented Job  Satisfaction  Need: – To  make  a  difference Work  Method: – Use  technology Affected  by: – War  on  terrorism They  want  to  feel  valued  and  wanted. .
34. Gen  Z,  (Digital  Generation,   i-­gen,  Gamers) 2000-­?  (age  0-­13) Highly  connected WWW,  instant   messaging,  texting Highly  diverse 54%  are  Caucasian,   24%  are  Hispanic,   14%  are  African-­ American,  4%  are   Asian,  and  4%  are   mixed  race  or  other.   See  technology  as  a  vital   part  of  their  future Report  spending  almost   every  waking  hour  online   About  half  (46%)  are   connected  10+  hours  per   day.   Nearly  half  (47%)  say  they   are  more  actively  connected   now  than  they  were  three   months  ago.  Wikia  Inc.  2013
36. 10  ways  the  Gen  Z  Generation  is   Different 1. Twitch  speed  vs.  conventional  speed 2. Parallel  processing  vs.  linear  processing 3. Graphics  first  vs.  text  first 4. Random  access  vs.  step-­by-­step 5. Connected  vs.  standalone 6. Active  vs.  passive 7. Play  vs.  work 8. Payoff  vs.  patience 9. Fantasy  vs.  reality 10.Technology-­as-­friend  vs.  technology-­as-­foe
37. Brain  Differences  in  the   Generations The  Adults  you  work  with  are  … Baby  Boomers,  Gen  X,  Gen  Y The  Students  are  … Gen  X  &    Gen  Z
38. Technology
39. What  is  different  here? Pope Benedict XVI Pope Francis
40. Google  Glasses Google  Glasses
41. Google  Car
42. Impact of Technology Wolfram Alpha Snapchat Khan Academy Code Academy Facebook Vine Tumblr Photo  Math Flipping  the  Classroom Twitter Instagrok Edshelf Pinterest
43. Neuroscience  Connections “The brain gap refers to much more than intergenerational differences in tastes and values. It points to an actual evolutionary change in the wiring of today’s younger minds—a change in neural circuitry that is fundamentally different from that of their parents and grandparents.” —Gary  Small,  iBrain    
44. Poh,  M.Z.,  Swenson,  N.C.,  Picard,  R.W. 4:00  PM 7:00  PM 9:00  PM 12:00  AM 3:00  AM 6:00  AM 9:00  AM 12:00  PM 3:00  PM
45. The  Perfect  Storm • New  Standards  (State  and  National) • Next  Generation  of  Assessments  (State   and  National) • Technology • New  Teacher  Evaluations
46. Making a better “20th Century School” is not the answer.
47. What Is College Ready? Knowledge, skills, and attributes a student should possess to be ready to succeed in entry-level college courses Association  for  Career  and  Technical  Education
48. Education is changing…. are YOU? How do we get our students ready?
49. What will our students need to: know? do ? 49
50. How to Meet the New Demands
51. Brain  Geography… WHAT?
52. BRAIN  BIOLOGY
53. Do  you  Own  a  Million-­Dollar   Racehorse? If  you  did,  would  you… • Keep  him  up  until  the  wee  hours  of  the  morning? • Permit  him  to  skip  90%  of  his  training  rituals? • Let  him  maintain  a  poor  non-­nutritious  diet?  (pop  and  potato   chips) • Endorse  an  almost  completely  sedentary  lifestyle? • Find  it  okay  for  him  to  play  video  games  for  3-­4  hours  a  day? • Experiment  on  him  with  habit-­forming  and  destructive  drugs   and/or  hallucinogens?    Sometimes  combining  them  with   alcohol? • Let  him  “hang  out” with  other  un-­ambitious  horses  listening   to  music  for  most  of  the  day?
54. Do  you  Own  a  Million-­Dollar   Racehorse? If  you  did,  would  you… • Allow  him  to  watch  1,400  hours  of  TV  each   year,  complete  with  18,000  gratuitous  horse   murders  and  expect  him  to  be  well-­adjusted   with  a  healthy  self  concept,  and  to  see  the   world  as  a  supportive,  friendly  place  to  grow,   develop  and  a  place  where  he  will  maximize   his  full  potential?
55. Do  you  Own  a  Million-­Dollar   Racehorse? If  you  did,  what  would  he  be  worth  to  you  or   himself? Our  students  and  children  have  multi-­billion   dollar  brains. We  should  not  allow  their  brains  to  be  treated  in   ways  far  worse  than  we  would  ever  treat  a   horse. Kenneth  Wesson
56. The  Brain SO  WHY  DOES  INFORMATION  FROM   THE  NEUROSCIENCES  MATTER?     IT  HAS  BEEN  A  CURIOSITY  FOR  MUCH   OF  HUMAN  HISTORY!
57. Learning  is  the  brains   primary  function.
58. Leonardo  da  Vinci  – 1489  a.d. •First anatomical drawing of the human brain. •Leonardo believed that all sensations–especially the emanations of vision converged at the intersection of lines.
59. Michelangelo  – 1511  a.d. Creation  of  Adam  – the  brain  of  God?
60. Early  Brain  Studies....   Phrenology
61. Yesterday’s  thinking….. Phrenology  – 1840s  and  50s An early practice at the end of the 19th century that claimed to be able to identify mental capacity and character by feeling the bumps of the skull.
62. Early  studies….
63. Today’s  Science…
64. SPECT  Scans
65. PET  Scans
66. MRI  and  fMRI
67. It  is possible  to  see  the  mind  at   work!
68. BRAIN  BASICS
69. “LEARNING IS THE BRAIN’S PRIMARY FUNCTION…” Frank Smith, Insult to Intelligence
70. Pinky  and  the  Brain
71. Lobes of the Brain
72. Occipital  Lobe  – lower  back  of  brain Processes visual data coming in from the outside world. Visual info is compared to previously stored associations to make meaning.
73. Parietal  Lobe  – two  subdivisions Front section sends and receives info about movement. Back section analyzes and integrates info for spatial awareness.
74. Temporal  Lobes  – both  sides This area is believed to be responsible for hearing, senses, language, learning and memory storage—especially auditory memory.
75. Frontal  Lobes  – executive  functions Controls voluntary movement, verbal expression, problem solving, willpower, and mood. This is how we are consciously aware of our thoughts and actions. Not fully mature until mid to late 20s.
76. Communication of Neurons Communication of Neurons
77. Photograph of NEURONS
79. Environmental Factors Affecting the Growing Brain Rapidly changing input- MTV Variation in family pattern Diet, nutrition, and drugs Less physical activity, more TV Greater stress, threat, and violence Emotion laden messages —David Sousa, 1998
80. Brain  Structures
81. Cerebral  Cortex •Made up of 6 layers of cells, their dendrites and some axons and has four lobes. •Different lobes have separate functions.
82. Limbic  System
83. Brain  Stem BRAIN  STEM
84. Amygdala •The psychological sentinel of the brain because it plays a major role in the control of emotion. •It is connected to many parts of the brain and plays a critical part in learning, cognition and emotional memories.
85. Amygdala-­Almond
86. Hippocampus •It helps us remember events in recent past, as well as responsible for sending new information and experiences to be stored in the cortex in long-term memory. •Critical to learning and memory formation.
87. Hippocampus-­ FEED  THE  HIPPO!
88. Corpus  Callosum •200 million nerve fibers connecting the right and left hemispheres, and providing instantaneous communication. • Not fully mature until adolescence – ages 16 to about 25.
89. Corpus  Callosum Dirt  Road  to  Super  Highway
90. Reticular  Activating  System •The RAS receives information from all over the body and acts as a central, initial regulator for attention, arousal, sleep- wakefulness and consciousness. •It filters out distractions or trivial sensory information.
91. Reticular  Activating  System   The  Filter…The  Senses DISTRATCIONS
92. Strategies  for  the  Structures What  lessons  have  you  taught  that  activated   these  structures  in  your  students  brains? • Amygdala-­Emotion • Hippocampus-­Memory • Corpus  Callosum-­Movement • RAS-­Attention
93. SIX KINDS OF SENSORY INPUT 2nd HAND (3) BEING THERE (20) HANDS ON the real thing (9) HANDS ON representational items (4) S Y M B O L I C (2) E = MC2 Adverbs IMMERSION (13)
94. 94 R. Rivlin and K. Gravelle, Deciphering Your Senses-1st 19 on list Sight Hearing Touch Taste Smell Balance-Movement Vestibular Temperature Pain Eidetic Imagery Magnetic Infrared Ultraviolet Ionic Vomeronasal Proximal Electrical Barometric Geogravimetric Proprioception Visible Light Vibrations in Air Tactile Contact Chemical Molecular Olfactory Molecular Kinesthetic Geotropic Repetitious Movement Molecular Motion Nociception Neuroelectrical Image Retention Ferromagnetic Orientation Long Electromagnetic Waves Short Electromagnetic Waves Airborne Ionic Charge Pheromonic Sensing Physical Closeness Surface Charge Atmospheric Pressure Sensing Mass Differences Sensation of Body in Space © Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10 OUR “20” SENSES
95. The  Brain A  Pattern  Seeking  Device The brain is so much into meaning that by the time it finishes processing it may not catch the whole picture. Essentially, the brain’s reality filter asks, “Does this have meaning?” If the perception is that meaning isn’t there, information briefly hangs around then vanishes! Dr. John Medina, Molecular Biologist School of Medicine, University of Washington
96. SITUATION PARTY: Birthday Halloween Christmas Graduation GOING TO SCHOOL TAKING A TEST MEETING A STRANGER RELATIONSHIP I ME, HOT, COOL YOU TOMORROW DADDY YESTERDAY MOMMY OLD, NEW PROCEDURE GETTING DRESSED GOING TO THE STORE DRIVING A CAR SHOWERING OBJECT TEAPOT HAIRBRUSH CHAIR CAT DOG SYSTEM FAMILY COMPUTER TRANSPORTATION LAW SCHOOL POLITICAL CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES EE p. 4.4 ACTION RUNNING SKIPPING WALKING JUMPING SWIMMING PATTERN SEEKING...
97. “You only understand information relative to what you already understand.” “You only understand the size of a building if there is a car or a person in front of it.” “You only understand facts and figures when they can be related to tangible, comprehensible elements.” Richard Saul Wurman, Information Anxiety
98. “Cayard forced America to the left, filling its sails with ‘dirty air,’ then tacked into a right-hand shift….That proved to be the wrong side. America, flying its carbon fiber/liquid crystal main and headsails, found more pressure on the left. Cayard did not initiate a tacking duel until Il Moro got headed nearly a mile down the leg….Cayard did not initiate a jibing duel to improve his position heading downwind and instead opted for a more straight-line approach to the finish.” —USA Today, May 13, 1992
99. Brain  Information • Neurons  that  fire  together  wire  together. • The  brain  that  does  the  work  grows  the   dendrites! • No  meaning,  no  memory. • Take  your  current  lessons  and  frame  them   into  the  following: – Invite  everyone  to  participate – Cause  learners  to  think,  process,  work – Create  multiple  connections
100. Neuroscience  &  Education 1.Who  are  today’s  struggling   students? 2.Can  we  change  students   brains? 3.What  strategies  can  we  use   to  make  changes?
101. Who  are  today’s   struggling  students?
102. Characteristics  of   Struggling  Students • Lack  of  motivation • Social  problems • Time  management  issues • Poor  self-­‐‑esteem • Poverty • Lack  of  organization • Poor  study  skills • Need  to  build  cognitive  skills  of  memory,   attention  and  processing  speed
103. Meet  “Eric” • Parents  divorced  at  age  2 • 3  stepmothers-­ violent,  abusive,  alcoholics • Cycle  of  violence  in  the  house:  moved  in  with   grandmother,  aunt,  uncle,  on  own,  back  home. • School-­ 9  schools,  153  teachers – Sat  in  back  of  classroom – Acted  out – Few  friends – Homework  not  done-­ no  home  support – Truant – Arrested  twice                                    -­Jensen,    Turnaround  Tools  for  the  Teenage  Brain,2013,  p   40
104. Rest  of  the  Story…. Eric  went  to  a  local  state  college Thanks  to…. …two  caring  committed  HS  teachers  who   refused  to  give  up  on  him.  They  had: •High  expectations •Positive  Relationships •Total  belief  in  him -­Jensen,    Turnaround  Tools  for  the  Teenage  Brain,2013,  p  44
105. Eric  Jensen Education •1957-­‐‑67  California  Public  Schools,  graduate,  San  Clemente  High,  CA  (1967)       •1967-­‐‑1972  San  Diego  State  University  B.A.  English  (with  distinction)   •2004-­‐‑ Present…  Fielding  Graduate  Univ.    (PhD.  candidate,  Human  Development)   Journal  Publications •Jensen,  E.  (1996)  "ʺBrain-­‐‑Compatible  Learning” International  Alliance  for  Learning,  Summer  1996,  Vol.  3  #2.    IAL,  Encinitas,  CA.   •Jensen,  E.  (1998)  “How  Julie'ʹs  Brain  Learns” Educational  Leadership,  Vol.  56,  No.3,  Pgs.  41-­‐‑45,  November,  ASCD.    Alexandria,  VA. •Jensen,  E.    (2000)  “Brain-­‐‑Based  Learning—A  Reality  Check” Educational  Leadership  April,  Vol.57,  No.7,  Pgs.  76-­‐‑79,    ASCD.  Alexandria,  VA •Jensen,  E.  (2000)  “Moving  with  the  Brain  in  Mind” Educational  Leadership  November,  Vol.  58,  No.3,  Pgs.  34-­‐‑38,  ASCD.  Alexandria,  VA •Jensen,  E.  (2001)"ʺFragile  Brains"ʺ  Educational  Leadership,  November  2001,  Vol.  59,  No.  3,  Pgs.  32-­‐‑36  ASCD.  Alexandria,  VA •Jensen,  E.  (2001)  “The  Science  of  Arts” Principal  Leadership,  November,  Vol.  2,  No.  3,  pgs.  10-­‐‑16.  NASSP,  Reston,  VA •Jensen,  E.  (2003)  “How  Julie’s  Brain  Learns” Cable  in  the  Classroom,  March.  Pgs.  14-­‐‑17. •Jensen,  E.    (2006)  “The  Social  Context  of  Learning” (2006)  In:  The  Praeger  Handbook  of  Learning  and  the  Brain,  Sheryl  Feinstein,  ed.  pgs.  452-­‐‑456.  Praeger,  Westport,  CN. •Jensen,  E.    (2006)  “Do  Anything  Better” (2006)  O  (Oprah)  Magazine.  Nov.  Pg.117-­‐‑118.  New  York,  NY. •Jensen,  E.  (2008)  “A  Fresh  Look  at  Brain-­‐‑Based  Education” Phi  Delta  Kappan  Magazine,  February,  Volume  89  •  Number  6,  pgs.  408-­‐‑417. •2008  “Exploring  Exceptional  Brains” in:  The  Brain  and  Learning  (intro  by  Kurt  Fischer).  Pgs  385-­‐‑404.  Jossey-­‐‑Bass,  A  Wiley  Imprint.  San  Francisco,  CA •Jensen,  E.  (2008)  "ʺThe  Effects  of  Poverty  on  the  Brain."ʺ  Paper  submitted  for:  Brains  R  Us:  The  Science  of  Educating,  Salk  Institute  for  Biological  Studies,  La  Jolla,  CA.  March  3,  2008   Publications    (books) •1979  You  Can  Succeed.  Barron'ʹs  Educational  Series,  Inc.,  NY. •1988,  1995,  1998,  2008  SuperTeaching.    Corwin  Press,  Thousand  Oaks,  CA •1991,  1996  Student  Success  Secrets  Barron’s  Educational  Series,  Inc.,  NY.   •1994  The  Little  Book  of  Big  Motivation    Ballantine/Fawcett  Books,  NY   •1994  The  Learning  Brain        Turning  Point  Publishing,  Del  Mar,  CA •1995,  2007  2nd  ed.  Brain-­‐‑Based  Learning  &  Teaching  (Corwin  Press,  Thousand  Oaks,  CA •1996  Completing  the  Puzzle  Corwin  Press,  Thousand  Oaks,  CA •1996  Bs  and  As  in  30  Days  Barron’s  Educational  Series,  Inc.,  NY. •1996  Bright  Brain    (Video  Enrichment  Program)  Corwin  Press,  Thousand  Oaks,  CA •1997,  2007  (2nd  ed.)  Introduction  to  Brain-­‐‑Compatible  Learning  Corwin  Press,  Thousand  Oaks,  CA •1997  ,  2004,  2nd  ed.,  Brain-­‐‑compatible  Strategies  Corwin  Press,  Thousand  Oaks,  CA •1998  Trainer’s  Bonanza  Corwin  Press,  Thousand  Oaks,  CA •1998  Sizzle  &  Substance  Corwin  Press,  Thousand  Oaks,  CA •1998  (revised,  2005)  Teaching  With  The  Brain  in  Mind  Association  for  Supervision  and  Curriculum  Development,  Alexandria,  VA •1999  The  Great  Memory  Book  (with  Karen  Markowitz)  Corwin  Press,  Thousand  Oaks,  CA •2000  Music  with  the  Brain  in  Mind,  Corwin  Press,  Thousand  Oaks,  CA •2000  Learning  with  the  Body  in  Mind,  Corwin  Press,  Thousand  Oaks,  CA •2000  Different  Brains,  Different  Learners,  Corwin  Press,  Thousand  Oaks,  CA •2001  Learning  Smarter   (with  Mike  Dabney)  Corwin  Press,  Thousand  Oaks,  CA •2001  Arts  with  the  Brain  in  Mind,  Association  for  Supervision  and  Curriculum  Development,  Alexandria,  VA •2002  A  New  View  of  AD/HD.    Corwin  Press,  Thousand  Oaks,  CA •2002  Environments   for  Learning.  Corwin  Press,  Thousand  Oaks,  CA •2003  Tools  for  Engagement.  Corwin  Press,  Thousand  Oaks,  CA •2005    Top  Tunes.  Corwin  Press,  Thousand  Oaks,  CA •2006  “7  Discoveries  from  Brain  Research” (DVD)  Corwin  Press,  Thousand  Oaks,  CA •2006    Enriching  the  Brain.  Jossey-­‐‑Bass/Wiley,  San  Francisco,  CA •2008  Fierce  Teaching.  Corwin  Press.  Thousand  Oaks,  CA •2008  SuperTeaching  Corwin  Press.  Thousand  Oaks,  CA   •2008  Deeper  Learning  (w/  LeAnn  Nickelsen)  Corwin  Press.  Thousand  Oaks,  CA •2009  Enriching  the  Brains  of  Poverty  DVD:  Jensen  Learning,  San  Diego,  CA •2009  Different  Brains,  Different  Learners  (revised  ed.)  Corwin  Press,  Thousand  Oaks,  CA •2009  Teaching  with  Poverty  in  Mind,  Association  for  Supervision  and  Curriculum  Development,  Alexandria,  VA “90%  of  my   teachers  treated   me  as  an   annoyance  in   their  lives.” -­Jensen,  Turnaround  Tools  for  the  Teenage  Brain,2013,  
106. Can  Brains  Change? YES!!!
107. “Average  teaching  does  not   change  brains-­‐‑ it’s  just   babysitting.     Kids  could  learn  content   from  the  Internet  at  home.   But  strong,  high-­‐‑quality   teachings  changes  brains   every  day.” -­Jensen,  Turnaround  Tools  for  the  Teenage  Brain,  2013,  p.  89  
108. Changing  Brains • Physical  activity • Playing  challenging  board  games • The  arts • Experiences  that  are…. – Persistent – Contrasting – Meaningful – Positive – Consistent -­Jensen,  Turnaround  Tools  for  the  Teenage  Brain,  2013
109. Changing  Brains • Relationships • Attention  and  buy-­‐‑in • Mastery  and  autonomy • Brain  health • Coherence  and  sense-­‐‑making • Mistakes  and  error  correction • Challenge • Time  on  Task -­Jensen,  Turnaround  Tools  for  the  Teenage  Brain,  2013  
110. Optimum  Success  for  Every   Student 1.Attitude 2.Cognitive  Capacity 3.Effort 4.Focused  Strategy -­Jensen,  Turnaround  Tools  for  the  Teenage  Brain,  2013  
111. Attitude
112. Attitude • Attitude  influences  every  thought  and   action • Students  with  negative  attitude  tend  to   view  life  through  a  negative  lens • Originate:  family • Telling  a  student  to  change  their  attitude   has  NO  impact
113. Strategies  For  Changing     Students  Attitude •Teach  coping  skills •Discuss  the  advantages  of   positive  attitude •Model  a  positive  attitude
114. Cognitive  Capacity
115. Cognitive  Capacity “Students  are  not  stuck  with  the   intelligence  they  have,  however   some  teachers  are  stuck  in  their   thinking  in  regard  to  their  students   intelligence.” Intelligence  is  not fixed
116. Cognitive  Capacity You  have  the  opportunity  to  alter   your  students’ ability  to: •think-­‐‑ their  processing  speed •do  sequencing •pay  attention •have  self-­‐‑control •increase working  memory •increase  vocabulary
117. Cognitive  Capacity Time  Matters More  hours  of  training  the  greater  the  IQ IQ  raised  with  PURPOSEFUL  PRACTICE
118. Strategies  for  Changing   Cognitive  Capacity •What  do  your  students  pay  attention  to   and  show  interest  in? •How  long  can  they  hold  information? •What  do  they  do  when  work  is   assigned?
119. Effort
120. Effort •Persistent  effort •Focused  effort •Purposeful  effort
121. Strategies  for  Changing  Effort •Relevance •Setbacks  are  short  term  and   beneficial •Share  personal  successes  through   your  sustained  effort
122. Focused  Strategies
123. Focused  Strategies “For  a  student  to  become   a  true  lifelong  learner,   implementation  of  success   strategies  will  always   be  crucial.”
124. Focused  Strategies • Students  acknowledge  need  for  success   strategies. • Student  evaluates  old  strategies,  and  selects   new  ones  as  needed. • Student  implements  the  strategies  for  a   sustained  amount  of  time. • The  student  evaluates  the  effectiveness  of  the   strategies. • The  student  makes  adjustments  as  needed.
125. For  change  to  happen… …your  strategies  need  to  be:   consistent purposeful focused relentless
126. SO  WHAT? Brain  Compatible  Elements
127. “A journey of a thousand miles begins with a single step.” ~ Confucius ~
128. Absence of Threat/ Nurturing Reflecting Thinking Meaningful Content Adequate Time Enriched Environment Immediate Feedback Movement Choices Collaboration Mastery/Application Bodybrain Compatible Elements
129. Enriched  Environment
130. We are the only species that creates the environment that creates who we become! Land of Childhood
131. EE p.7.16 2.28
135. Emotional  Environment Teacher/Facilitator • “Every  teacher  is  the  an  active  and  potent   carrier  of  suggestion-­whether  s/he  is   conscious  of  that  fact  or  not.” • 1  year  of  a  bad  teacher-­ 3  years  behind • 3  years  of  a  bad  teachers-­ may  never  catch   up  
136. Enriched  Environment Amygdala Hippocampus RAS-­ Reticular  Activating  System • Clean  and  clutter  free • Use  of  visuals-­agenda,  procedures • Calm,  welcoming,  joyful
137. ABSENCE  OF  THREAT
138. ABSENCE of THREAT • Absence of threat does not mean absence of challenge or lack of consequences for misbehavior or bad choices. • • It does mean lack of real and perceived threat to physical and emotional safety.
139. Classroom  Management Expectations • Set  the  tone  for  behavior • Specific,  clear  and  consistent • Teacher  to  student • Student  to  student
140. PROCEDURES Written procedures list the agreed-upon behaviors related to a regular school or classroom routine. When developing procedures… ü Use easily read letters ü Support with an illustration ü Use two colors for one chart ü Have students help create
141. Agendas give students the security of knowing what is coming for the day and a tool for planning and organizing their time to meet the day’s objectives. Marvelous Monday Morning Business Mapping Our Neighborhood Mapping A Story Moving to Specials Munch a Snack Mental Notes About Today AGENDAS
142. Absence  of  Threat/ Nurturing  Reflective  Thinking Amygdala Hippocampus RAS-­ Reticular  Activating  System • Procedures,  Agendas • Learning  Clubs • Teacher-­ setting  the  climate/tone
143. Movement
144. Why Should I Include Movement in My Lessons? • 85% of school age children are natural kinesthetic learners. • Bringing learning into a three dimensional format increases retention and retrieval of learning. • Physical activity forces oxygen and glucose to the brain. • Cross lateralization uses the same neural connections that the brain uses to read, write, spell, and compute math.
145. MOVEMENT TO ENHANCE INTELLIGENCE • Spark, John Ratey – http://www.johnratey.com/newsi te/index.html • Bal-A-Vis-X – http://www.bal-­a-­vis-­x.com/ • Brain Gym – http://www.braingym.org/
146. Movement Amygdala Hippocampus RAS-­ Reticular  Activating  System • Activates  multiple  structures  &  systems • Helps  focus  students  energy • BNDF  –Miracle  Grow  fro  the  brain
147. Meaningful Content
148. Meaningful  Content • Is  from  real  life. • Depends  heavily  upon  prior  experience. • Is  age-­appropriate. • Is  rich  enough  to  allow  for  pattern-­seeking  as   a  means  of  identifying/creating  meaning. • Can  be  used  within  the  life  of  the  learner. • Does  not  involve  an  external  rewards   system.  The  brain  is  a  self-­congratulator.
149. “Cayard forced America to the left, filling its sails with ‘dirty air,’ then tacked into a right-hand shift….That proved to be the wrong side. America, flying its carbon fiber/liquid crystal main and headsails, found more pressure on the left. Cayard did not initiate a tacking duel until Il Moro got headed nearly a mile down the leg….Cayard did not initiate a jibing duel to improve his position heading downwind and instead opted for a more straight-line approach to the finish.” —USA Today, May 13, 1992
150. Progression of Instruction Sensory Input from Being There Experiences Ø concept Ø concept Ø language Ø language Ø application to the real world Ø application to the real world GROWTH Brain Compatible Classroom Traditional Classroom language language concept Ø concept Ø application Ø application
151. When presenting a lesson remember… -Build  an  Emotional  Bridge C.U.E. -­Creative -­Useful
152. Meaningful  Content Amygdala Hippocampus RAS-­ Reticular  Activating  System • Long  term  memory  storage • Fun • Prior  Knowledge
153. Collaboration
154. Moving  From  “Me” to  “We” If  a  person  does  not  feel  included  in  a  group,   he/she  will  create  his  own  sense  of  worth   by  grabbing  influence-­ attracting  attention,   creating  a  controversy,  demanding  power,   or  withdrawing  into  a  passive  belligerence. ©  Tribes,  pg.  76  by  Jeanne  Gibbs
155. Collaboration Amygdala Hippocampus RAS-­ Reticular  Activating  System • We  are  social  beings • Absence  of  Threat
156. Choices
157. Gardner’s MULTIPLE INTELLIGENCES Gardner’s MULTIPLE INTELLIGENCES Logical-mathematical (logic/number smart) Logical-mathematical (logic/number smart) Linguistic (word smart) Linguistic (word smart) Spatial (picture smart) Spatial (picture smart) Bodily-kinesthetic (body smart) Bodily-kinesthetic (body smart) Musical (music smart) Musical (music smart) Intrapersonal (self smart) Intrapersonal (self smart) Interpersonal (people smart) Interpersonal (people smart) Naturalist (nature smart) Naturalist (nature smart)
158. Choices Amygdala Hippocampus RAS-­ Reticular  Activating  System • We  like  to  have  choice • Control
159. Immediate Feedback
160. Immediate  Feedback • Direct  Instruction~  16  minutes/hour – clear,  concise,  succinct,  what’s  most  important   to  understand • Circulate,  re-­teach,  discuss,  support • Students  give  feedback  to  peers • Immediately  assess  effectiveness  of  direct   instruction  and  assignment
161. Immediate  Feedback Amygdala Hippocampus RAS-­ Reticular  Activating  System • Teacher  “waitressing” • Checking  for  misconceptions • Assessment • Classroom  Management • Brain  doesn’t  have  a  right  and  wrong  button
162. Adequate Time
163. Adequate  Time Ø The  brain  is  a  pattern-­seeking,   meaning-­making  device. Ø Using  what  we  understand  helps  build   mental  programs.
164. Learning is a two-step process: • Making meaning through pattern seeking • Developing a mental program for using what we understand and wiring it into long-term memory
165. Patterns  ~   Programs
166. Examples  of  Patterns  to  Programs: • Driving  a  car • Percentages  in  my  5th Grade  Math  Class • Cayard • Christopher
167. Warm-­up 200  SKIPS 10x25@30  Drill  odd  Build  even Pre-­Set 1x200@2:30  Prime 2x100@1:20  Negative  Split}  x  2 4x50@45  Descend  Prime 8x25@  25  All  Out Set  #1 10x100@1:05  JMI Set  #2 Kick 1x200@4:00  Build  by  50 2x100@1:45  Negative  Split}  x3 4x25@30  Under  H20 2x50  Sprint  SL Set  #3 Pull 1x600  Breath  7,5,5,3  by  25’s   9x100@1:10  Descend  1-­3 400  easy  no  paddles Set  #4 100  for  time  (get  up  and  go) 300  loaf A  200  each  Swim,  Kick,  IM,  Pull,  Swim   10  25  yards  on  30  seconds  each.  Drill   improve  technique.  A  build  is  where  you   increase  speed  over  the  25. Prime  equals  Primary  stroke Negative  Split  is  when  the  second  half  is   faster  than  the  first. Descend  is  when  each  one  gets  faster Just  Make  It Kick  means  kick  board  optional Build  is  where  each  50  gets  faster SL  is  Stream  Line  with  no  kick  board Pull  uses  pull  buoys  and  paddles  (optional)   The  numbers  are  the  number  of  strokes  per   breath.  Each  25  has  its  own  breathing   pattern  which  is  repeated  until  600  yards All  out  sprint  from  the  block  like  a  race Loaf  is  warm-­down.
168. Adequate  Time Amygdala Hippocampus RAS-­ Reticular  Activating  System • Students  see  the  real  life  application • They  know  the  content  and  can  apply  it • Meaningful
169. Mastery/Application
170. We must teach as though teaching for genuine expertise. Caine/Caine, Making Connections: Teaching and The Human Brain, pg. 110
171. Mastery  Application Amygdala Hippocampus RAS-­ Reticular  Activating  System • Storage  in  long  term  memory • Student  Interest • Assessment,  student  understands  and  can  apply   their  knowledge  in  unpredictable  situations
172. If  we  understand… we  are  responsible.
174. Linda  L.  Jordan ljordan145@aol.com 616-­396-­0619 www.jordanneuro.com @jordanneuro