Questions for each chapter
Please answer these questions for EACH chapter (based on the number of chapters depending on your grade level book):
1. Based on the information in this chapter, what should we doing differently in our classrooms and schools? In what ways might your suggest we start making the changes needed if we are to meet the needs of all students?
2. In what ways might your translate the principles presented in the chapter into practical, everyday useful methods?
3. If you were to plan your next steps for making your curriculum more brain compatible what would I be seeing you do differently in your classes?
Saturday, June 26, 2010
Chapter 3
Questions for each chapter
Please answer these questions for EACH chapter (based on the number of chapters depending on your grade level book):
1. Based on the information in this chapter, what should we doing differently in our classrooms and schools? In what ways might your suggest we start making the changes needed if we are to meet the needs of all students?
2. In what ways might your translate the principles presented in the chapter into practical, everyday useful methods?
3. If you were to plan your next steps for making your curriculum more brain compatible what would I be seeing you do differently in your classes?
Please answer these questions for EACH chapter (based on the number of chapters depending on your grade level book):
1. Based on the information in this chapter, what should we doing differently in our classrooms and schools? In what ways might your suggest we start making the changes needed if we are to meet the needs of all students?
2. In what ways might your translate the principles presented in the chapter into practical, everyday useful methods?
3. If you were to plan your next steps for making your curriculum more brain compatible what would I be seeing you do differently in your classes?
Chapter Two
Questions for each chapter
Please answer these questions for EACH chapter (based on the number of chapters depending on your grade level book):
1. Based on the information in this chapter, what should we doing differently in our classrooms and schools? In what ways might your suggest we start making the changes needed if we are to meet the needs of all students?
2. In what ways might your translate the principles presented in the chapter into practical, everyday useful methods?
3. If you were to plan your next steps for making your curriculum more brain compatible what would I be seeing you do differently in your classes?
Please answer these questions for EACH chapter (based on the number of chapters depending on your grade level book):
1. Based on the information in this chapter, what should we doing differently in our classrooms and schools? In what ways might your suggest we start making the changes needed if we are to meet the needs of all students?
2. In what ways might your translate the principles presented in the chapter into practical, everyday useful methods?
3. If you were to plan your next steps for making your curriculum more brain compatible what would I be seeing you do differently in your classes?
Chapter One
Questions for each chapter
Please answer these questions for EACH chapter (based on the number of chapters depending on your grade level book):
1. Based on the information in this chapter, what should we doing differently in our classrooms and schools? In what ways might your suggest we start making the changes needed if we are to meet the needs of all students?
2. In what ways might your translate the principles presented in the chapter into practical, everyday useful methods?
3. If you were to plan your next steps for making your curriculum more brain compatible what would I be seeing you do differently in your classes?
Please answer these questions for EACH chapter (based on the number of chapters depending on your grade level book):
1. Based on the information in this chapter, what should we doing differently in our classrooms and schools? In what ways might your suggest we start making the changes needed if we are to meet the needs of all students?
2. In what ways might your translate the principles presented in the chapter into practical, everyday useful methods?
3. If you were to plan your next steps for making your curriculum more brain compatible what would I be seeing you do differently in your classes?
Questions for each chapter
Please answer these questions for EACH chapter (based on the number of chapters depending on your grade level book):
1. Based on the information in this chapter, what should we doing differently in our classrooms and schools? In what ways might your suggest we start making the changes needed if we are to meet the needs of all students?
2. In what ways might your translate the principles presented in the chapter into practical, everyday useful methods?
3. If you were to plan your next steps for making your curriculum more brain compatible what would I be seeing you do differently in your classes?
Please answer these questions for EACH chapter (based on the number of chapters depending on your grade level book):
1. Based on the information in this chapter, what should we doing differently in our classrooms and schools? In what ways might your suggest we start making the changes needed if we are to meet the needs of all students?
2. In what ways might your translate the principles presented in the chapter into practical, everyday useful methods?
3. If you were to plan your next steps for making your curriculum more brain compatible what would I be seeing you do differently in your classes?
Wednesday, June 23, 2010
Please feel free to comment on your thoughts from this article in the 1970's. Ideas you agree with or disagree...
YOU MEAN A RABBIT CAN BE TAUGHT TO FLY?
As an individual you must not be satisfied with just becoming like everybody else.
By Leo Buscaglia, Ph.D.
Busscaglia: "I teach seminars in graduate school. It's amazing how people have learned to parrot by then."
A rabbit, bird, fish, squirrel, duck and so on, all decided to start a school. The rabbit insisted that running had to be in the curriculum. The bird insisted that flying be in the curriculum. The fish insisted that swimming be in the curriculum. The squirrel insisted that perpendicular trees climbing be in the curriculum.
All the other animals wanted their specialty to be in the curriculum, too, so they put everything in and then made the glorious mistake of insisting that all the animals take all of the courses. The rabbit was magnificent in running; nobody could run like the rabbit. But they insisted that it was good intellectual and emotional discipline to teach the rabbit flying. So they insisted that the rabbit learned to fly and they put her on this branch and said, "Fly, rabbit!" And the poor old thing jumped off, broke her leg and fractured her skull. She became brain-damaged and then she couldn't run very well, either.
The same way with the bird -- she could fly like a freak all over the place, do loops and loops, and she was making an A. But they insisted that this bird burrow holes in the ground like a gopher. Of course she broke her wings and everything else, and then she couldn't fly.
We know this is wrong, yet nobody does anything about it. You may be a genius. You may be one of the greatest writers in the world, but you can't get into a university unless you can pass trigonometry. For what? Look at the list of drop outs: William Faulkner, John F. Kennedy, Thomas Edison. They couldn't face school. "I don't want to learn perpendicular tree climbing. I'm never going to climb perpendicularly. I'm a bird. I can fly to the top of the tree without having to do that."
"Never mind, it's good discipline."
As an individual, you must not be satisfied with just becoming like everybody else. You must think for yourself. For example, art supervisors. I can remember when they used to come to my classroom in elementary school, and I'm sure you can remember it, too. You were given a paper, and the teacher would put up the drawing in front of you and you were really excited. It was going to be art time. You had all the crayolas in front of you, and you folded your hands and you waited. And soon the art teacher would come running in, because she had been to fourteen other classrooms that day teaching art. She ran in, and she'd huff and puff and she'd say, "Good morning girls and boys. Today we are going to draw a tree." And all the kids would say, "Goody, we're going to draw a tree!" And then she'd get up there with a green crayola and she'd draw this great big green thing. And then she put a brown base on it and a few blades of grass. And she'd say, "There is a tree." And all the kids would look at it and they'd say, "That isn't a tree. That's a lollipop." But she said that was a tree, and then she's pass out these papers and say, "Now, draw a tree." She didn't really say, "Draw a tree" -- she said, "Draw my tree." And the sooner you found out that's what she meant and could reproduce this lollipop and hand it to her, the sooner you would get an A.
But here was little Janie who knew that wasn't a tree, because she'd seen a tree such as this art teacher had never experienced! So she got magenta, and orange, and blue, and purple, and green, and she scribbled all over her page and happily brought it up and gave it to the teacher. She looked at it and said, "Oh my God...."
How long does it take somebody to realize that what they're really saying is, "To pass, I want you to reproduce my tree." And so it goes through the first grade, second, third and right on into seminars in graduate school. I teach seminars in graduate school. It's amazing how people have learned to parrot by then. Think? Don't be ridiculous. They can give you the facts, verbatim, just as you've given it to them. And you can't blame those students, because that's what they've been taught. You say to them, "Be creative," and they're fearful. And so what happens to our uniqueness; what happens to our tree? All this beautiful uniqueness has gone right down the drain. Everybody is like everybody else, and everybody is happy. R.D. Laing says, "we are satisfied when we've made people like ourselves out of our children.
Excerpted from the book, LIVING, LOVING & LEARNING by Leo Buscaglia
YOU MEAN A RABBIT CAN BE TAUGHT TO FLY?
As an individual you must not be satisfied with just becoming like everybody else.
By Leo Buscaglia, Ph.D.
Busscaglia: "I teach seminars in graduate school. It's amazing how people have learned to parrot by then."
A rabbit, bird, fish, squirrel, duck and so on, all decided to start a school. The rabbit insisted that running had to be in the curriculum. The bird insisted that flying be in the curriculum. The fish insisted that swimming be in the curriculum. The squirrel insisted that perpendicular trees climbing be in the curriculum.
All the other animals wanted their specialty to be in the curriculum, too, so they put everything in and then made the glorious mistake of insisting that all the animals take all of the courses. The rabbit was magnificent in running; nobody could run like the rabbit. But they insisted that it was good intellectual and emotional discipline to teach the rabbit flying. So they insisted that the rabbit learned to fly and they put her on this branch and said, "Fly, rabbit!" And the poor old thing jumped off, broke her leg and fractured her skull. She became brain-damaged and then she couldn't run very well, either.
The same way with the bird -- she could fly like a freak all over the place, do loops and loops, and she was making an A. But they insisted that this bird burrow holes in the ground like a gopher. Of course she broke her wings and everything else, and then she couldn't fly.
We know this is wrong, yet nobody does anything about it. You may be a genius. You may be one of the greatest writers in the world, but you can't get into a university unless you can pass trigonometry. For what? Look at the list of drop outs: William Faulkner, John F. Kennedy, Thomas Edison. They couldn't face school. "I don't want to learn perpendicular tree climbing. I'm never going to climb perpendicularly. I'm a bird. I can fly to the top of the tree without having to do that."
"Never mind, it's good discipline."
As an individual, you must not be satisfied with just becoming like everybody else. You must think for yourself. For example, art supervisors. I can remember when they used to come to my classroom in elementary school, and I'm sure you can remember it, too. You were given a paper, and the teacher would put up the drawing in front of you and you were really excited. It was going to be art time. You had all the crayolas in front of you, and you folded your hands and you waited. And soon the art teacher would come running in, because she had been to fourteen other classrooms that day teaching art. She ran in, and she'd huff and puff and she'd say, "Good morning girls and boys. Today we are going to draw a tree." And all the kids would say, "Goody, we're going to draw a tree!" And then she'd get up there with a green crayola and she'd draw this great big green thing. And then she put a brown base on it and a few blades of grass. And she'd say, "There is a tree." And all the kids would look at it and they'd say, "That isn't a tree. That's a lollipop." But she said that was a tree, and then she's pass out these papers and say, "Now, draw a tree." She didn't really say, "Draw a tree" -- she said, "Draw my tree." And the sooner you found out that's what she meant and could reproduce this lollipop and hand it to her, the sooner you would get an A.
But here was little Janie who knew that wasn't a tree, because she'd seen a tree such as this art teacher had never experienced! So she got magenta, and orange, and blue, and purple, and green, and she scribbled all over her page and happily brought it up and gave it to the teacher. She looked at it and said, "Oh my God...."
How long does it take somebody to realize that what they're really saying is, "To pass, I want you to reproduce my tree." And so it goes through the first grade, second, third and right on into seminars in graduate school. I teach seminars in graduate school. It's amazing how people have learned to parrot by then. Think? Don't be ridiculous. They can give you the facts, verbatim, just as you've given it to them. And you can't blame those students, because that's what they've been taught. You say to them, "Be creative," and they're fearful. And so what happens to our uniqueness; what happens to our tree? All this beautiful uniqueness has gone right down the drain. Everybody is like everybody else, and everybody is happy. R.D. Laing says, "we are satisfied when we've made people like ourselves out of our children.
Excerpted from the book, LIVING, LOVING & LEARNING by Leo Buscaglia
Thursday, June 17, 2010
Introductions
Please let us know who you are, where you work, what level you teach, and what you like to do when you are not teaching? Do you have a favorite vacation spot? Describe your proudest moment as an educator?
What to know about this class...
Welcome to the Brain Based Learning and Teaching class. I hope you learn as much as I have each time I facilitate the class. The class is a self-paced class and as long as you finish by July 21st you can go as fast or slow as you wish. Usually the time span for the class is 40 some hours which includes the reading, reflecting and responding to the questions as well as putting the unit together. I have never had anyone not make it on time but if there are extenuating circumstances I will surely accomodate you. The procedure is simple in that you answer the same three questions for every chapter and I hope that you and the others will respond to each others as well. Because you will be going at your own pace, some will be way ahead of others. I would ask that if you are one of those in the lead to please continue to go back and see what others are saying. The idea sharing is the greatest benefit of the entire class I think. If you have specific questions of me it is better to email me and I will answer you as soon as possible. I hope you have an outstanding learning experience and will be inspired!
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