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?
Question 1: In order to establish a brain based classroom, it is important to keep students curiosity in learning at a high level and negative feelings low. When students are curious and interested in learning, they become more attentive, focused, and engaged. It is important to hold this attention for learning and memory to occur. There are four important ways to increase curiosity for all learners and reduce fear. These include making learning meaningful by connecting it to their worlds and past experiences, being organized and keeping students aware of what is going to happen, maintaining emotional arousal by allowing students to use concepts in new situations, and keeping students stimulated by providing various stimuli while balancing consistency.
ReplyDeleteQuestion 2: In order to make learning meaningful to students, discuss prior experiences and knowledge with the students on topics, use KWL activities, use a mystery box and have students ask yes/no questions, bring in items for the students to look and explore, take field trips at the beginning of the unit, include hands-on materials throughout the classroom, and provide sticky-notes and a place for students to post questions about what they are learning. Keep students informed about what is happening in the classroom by posting calendars and schedules, have a morning agenda and post it so the students know exactly what to do when they come in, use pictures in the schedule, help students focus by copying the agenda and then writing one goal for the day, send home a weekly schedule with creative titles to peek interest, post topics for units of study, have countdowns for special activities, and post field trip dates. To maintain optimal learning levels incorporate movement into activities, have a debate, add personal stories into lessons, create some deadlines to add mild pressure, increase opportunities for a little competitions like games, add rituals such as a call-respond activity, and ask students what motivates them! To vary stimuli try contrasting what you normally do like teaching from the back of the room on day, play music one day, turn off the lights or close curtains one day, and have a items that you hide in a different spot each day.
Question 3: One thing I will be doing differently in speech therapy is to start each activity asking the students what experiences they have had with what we are going to talk about. I also will try to bring in objects when necessary and keep my therapy as hands-on as possible. I also will make sure at the beginning of therapy that the students know the schedule for what we will be doing that day.
1. This chapter seems pretty common sense-ish, but I am amazed at how much of this chapter does not happen in schools! In some of our schools, they still continue to lecture at kids even though their attention spans are so, so short (pg 132). Educators need to be able to answer the question, “Why do I need to know this?” Too often it is answered, “Because it is in the book.” Not good enough! Schools need to give kids a reason to understand and know the concept. Teachers need to bring it to their level and also make a personal connection to get kids connected. Students also want to know what is coming up. We need to set out objectives, agendas (daily, weekly, unit, etc…). It also is very important to find out what they know and what they are interested in (KWL, pre-assessing).
ReplyDelete2. Very practical chapter with lots of suggestions. 1. Student attention spans before you need to change the activity (pg 132). 2. Make kids curious with your activities by making it meaningful, organized, emotional, and stimulating. 3. Find ways to make it personal by knowing your kids. 4. Show kids your plans! (Agendas for the day, unit/daily objectives and weekly plans.
3. I am going to begin to post my daily objectives and agenda every day. My husband (principal) has been harping on me to do that forever! He cites Robert Marzano’s research that students will obtain 33% more if they know what it is they are expected to know. So I am going to let them know my game plan daily, weekly, and for the unit.
I agree...even in college sitting in lectures was tough for 50 minutes and that was in our 20's! I believe it is so important to connect topics with their personal experiences. It is amazing how much more talkative in speech the kids are when they are interested in the topic.
ReplyDeleteI have read quite a few brain based books, and these are the chapters that would be great for aliens to research. Anyone who has ever been a teenager or works with them can pretty much skip this one. It simply lays out why kids do what they do with scientific research.
ReplyDeleteAs far as what anyone can do in your classroom or curriculum? That is hard to say. We know that D.A.R.E. doesn't work, as well as scared straight programs. As a teacher I model proper behavior, keep the mood positive and try never to punish groups when individuals are at fault.
One thing that I constantly fall back on is students need for novelty. I use humor on everyday, every period. Most students seem to respond well to it, and it keeps kids on their toes. The last thing I do that is reinforced by this chapter, is being honest with the students. I tell them when I am having a bad day and why when appropriate, I talk about decisions I have made that I am proud of and not so proud of. I am also honest in my expectations. There are never any surprises on assessments and students seem to respond well to that.
Chapter 6: Secrets of the Teenage Brain
ReplyDeleteThe frontal lobes versus the amygdala, this seems to be the theme in chapter six. As students go through their teen years they eventually rely more on their frontal lobes rather than their amygdala. The frontal lobes may still not be fully developed until the late twenties. Impulsive behavior is nature in teens because of the reliance on the amygdala. Parents and educators have a difficult job when watching teens make poor decisions – how can you help them avoid making a life altering decision? I feel that modeling decision making everyday in the classroom can help. Verbalizing how you (as a teacher) make decisions gives students a working model. Also helping guide students towards making decisions for semester projects can help. Students may not be getting a proper decision making model in their homes, so teachers can help or reinforce good decision making practices.
It is probable that teens will be exposed to drinking, drugs and smoking. What is the most successful model for helping students cope with these encounters? I’m not sure. Some students will experiment once or twice, others may use daily or weekly. It seems there are so many social events in our Wisconsin culture that involve drinking. When students see their parents drinking irresponsible they can either view it as acceptable or they may be totally turned off by it. Seeing adults, if they drink, drink in a responsible way can help teens learn what is acceptable. Even when students are educated about the affects of drugs and alcohols there can be a disconnect. Binge drinking seems to be the highest potential for accidents to occur. If students can at least understand the potential dangerous effects of binge drinking this may help.
RTI has been gradually building more steam in an effort to help students earlier on in their educational careers. I am currently on the RTI committee at Wilmot. Having a systematic way for identifying students who enter the high school that may be “at risk” is crucial. I think it is important to identify these students, but be careful to have students not become a self-fulfilling prophecy. This can be tricky. If these students can develop a relationship with one adult at the high school early in the here– it is huge! At Wilmot we are working on a more systematic approach when referring students for help (academic, behaviorally, emotionally).