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?
This comment has been removed by the author.
ReplyDeleteI am reading Begin with the Brain.
ReplyDeleteQuestion 1: Based on the information in this chapter, there are basically three key elements that we should be using in our schools and classrooms to create a environment that in brain-compatible for learning. These include creating a safe climate to reduce perceived danger and threat to reduce stress level in our students. We want our students to feel a low threat level in the classroom with a high level of challenge. This is important because feeling stressed or threatened actually reduces the brain's capability to learn. The second key component to brain-based learning is to provide hands-on mulit-sensory experiences. This involves provide real world experiences and making connections to the students experiences and getting rid of worksheets! It has discovered in research that the brain learns and stores information far more effectively when something is learned actively, rather than passively such as on worksheets. The third key component is to use it or lose it, to engage in active processing to help students get a better understanding of meaning.
Question 2: Some practical methods for the classroom based upon the key components in this chapter include: creating at atmosphere of trust and respect, keep learning interesting to students while challenging, make sure students are aware of the "game plan" for lessons and the day, make sure the physical environment of the classroom in optimal (temperature, lighting, sound, etc.), allow plenty of time for reflection and processing, teach coping strategies for stress, provide hands on learning experiences, make sure content is tied to students prior knowledge, give students choice on how the process information to engage them, and give students opportunities to collaborate with other students to work on communication and social skills.
Question 3: As a speech pathologist, there typically is a lot of drills, repetition, and worksheets as part of therapy and a home program. After reading chapter 1, I think one major thing that you would see me doing in my classroom is getting away from the drills, the articulation cards, and the worksheets and getting in the habit of doing more play-based experiences. I work with preschool students and much of their learning comes from play. I do engage in play-based therapy with my students, however not as much as I should as I have learned from this chapter. It is important that I am working with the students in real life situations and more at their developmental level. I think I will see a major improvement in the development and carryover of their speech and language skills. Another things I would change is to make sure I take the time to figure out stress triggers in my students and do my best to take these factors away.
1) As a secondary teacher, schools need to start later. Students need to be able to sleep in, as sleep is critical to memory.
ReplyDelete2) teachers need to embrace this new research....stop acting like school is preparing kids for the "real world" we need to stop down grading for late work, and get more input from students on how to make schools more accessable for them. teachers need to stop every 15 min. and ask clarifying questions...and infuse pop culture into their lessons.
3) my curriculum focuses on big ideas, and making connections between them...We also spend time looking for patterns, and working on skills rather than facts.
1. The chapter really set the stage for what an ideal classroom looks like. The last phrase of, “I have every intention of doing it all, but I have the common sense to know that I can’t do it all at once,” is very true! The key concepts of: less stress, relevance, and use it or lose it, are all very big ideas and ones that are very real to every classroom. However, we truly need to begin somewhere and start to implement these strategies. I think that if schools and teachers (just like me) begin with the classroom environment it would be a huge step. We know that if students feel comfortable and have a strong relationship with the teacher, they will do pretty well. Having a “brain” friendly classroom will allow you to create an environment where all students can succeed, not just the ones who are good at the game of “school.” I think this is on our administration and teacher leaders to really begin to bring these best practice brain strategies to our staffs. As the analogy goes, if the brain is the organ of learning, why aren’t we an expert??? Would a person go to a cardiologist if they were not an expert in the heart??????
ReplyDelete2. Practical methods were constantly mentioned in the chapter. I found the “Use it or lose” it chapter very practical as we are always looking for ways for our kids to remember our content! 1. Set structures that allow students to collaborate and reflect upon the knowledge. 2. Provide choice activities that allow students to engage in the curriculum in a variety of ways that met their learning style. 3. Allow students to manipulate and collaborate in a meaningful way that meets the 21st century learner.
3. In my Spanish Classroom, my curriculum is based upon listening, speaking, and writing. I need to continue to bring in strategies that bring the language and culture alive for the kids. My activities are pretty new to kids, but again they need to be very engaging. After reading chapter 1, I think I am going to try to focus on my classroom environment to make it more brain compatible. Focusing in on structures and routines (which I know we will learn more about as the book goes on) is something that I am going to be able to implement right away once we get into some more detail.
I agree that school should start later. It is amazing all of the yawns you see all morning!
ReplyDeleteI am reading "Secrets of the Teenage Brain".
ReplyDeleteChapter One explained some of the basics in brain development. All teachers should have a general understanding of how the brain functions. It is helpful for teachers to understand that an adolescents brain is still developing and his or her frontal lobes are not fully developed. I think teachers need to be occasionally reminded that students make illogical decisions. When approriate, teachers can help students think through their illogical decisions.
A way to make curriculum more brain compatible is to have students be exposed to a variety of new experiences and keeping their brains engaged. As the book states, "every time an individual has a new experience, or gains a bit of information, antoher connection is made." New experiences help strengthen the brain. the brain needs to stay engaged - the use it or lose it principle applies.
If teachers could objectively evaluate their teaching style/classroom or another's to check how brain compatible it was - that would be a start in changing curriculum. Discussion needs to be generated and teachers need to find the value. I think during the last few years, research has proven the importance of understanding the brain.