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8/6/2019 Brain-Based Learning & Classroom Management
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BrainBrain--Based LearningBased Learning &&
Classroom ManagementClassroom Management
Prepared & Presented By:
Bahaeddin I. Alafghani
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The TrainerThe Trainer
Name:Name: Bahaeddin I. AlafghaniBahaeddin I. Alafghani
Qualifications:Qualifications: M.A. English Language and Literature.M.A. English Language and Literature.
B.A. English Language and Literature.B.A. English Language and Literature.
B.A. Business Management and Accounting.B.A. Business Management and Accounting.
Training Experience:Training Experience: overover 1212 years in several fields.years in several fields.
Other Training Qualifications:Other Training Qualifications: Master Trainer by Cambridge UniversityMaster Trainer by Cambridge University UK.UK.
Recognized Trainer by CoRT International InstituteRecognized Trainer by CoRT International Institute -- International.International. Supervisor/Trainer by the British CouncilSupervisor/Trainer by the British Council -- Jordan.Jordan.
Recognized Trainer by InterTESOLRecognized Trainer by InterTESOL -- USA.USA.
Trainer for Mind MappingTrainer for Mind Mapping Illumine Training InstituteIllumine Training Institute -- UKUK
Master Trainer and Chief ExaminerMaster Trainer and Chief Examiner ACTACT USA.USA.
Certified Professional TrainerCertified Professional Trainer CGCCGC Canada.Canada.
As well as many other educational and training institutes in the US.As well as many other educational and training institutes in the US.
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The TeacherThe Teacher
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ContentContentThe Cognitive TheoryThe Cognitive Theory Assumptions of Cognitive TheoryAssumptions of Cognitive Theory
Implications of Cognitive TheoryImplications of Cognitive Theory
The Human BrainThe Human Brain
The Hebb RuleThe Hebb RulePrinciples of LearningPrinciples of Learning Applying Principles of Learning and RetentionApplying Principles of Learning and Retention
Learning StylesLearning Styles VAKD Learning StylesVAKD Learning Styles
Multiple IntelligencesMultiple Intelligences FelderFelder--Silverman Learning StylesSilverman Learning Styles
Classroom Management.Classroom Management.
Characteristics of SuperiorTeachers.Characteristics of SuperiorTeachers.
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ObjectivesObjectives
ByBy thethe endend ofof thisthis course,course, participantsparticipants shouldshould bebe
ableable toto::
RecognizeRecognize thethe assumptionsassumptions andand implicationsimplications ofof thethe
cognitivecognitive theorytheory.. UnderstandUnderstand thethe implicationsimplications ofof BrainBrain--BasedBased LearningLearning..
ApplyApply thethe principlesprinciples ofof learninglearning andand retentionretention..
RecognizeRecognize thethe variousvarious learninglearning stylesstyles andand theirtheir
implicationsimplications.. ApplyApply thethe ClassroomClassroom ManagementManagement TheoryTheory..
FocusFocus onon positivepositive teacherteacher characteristicscharacteristics..
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Objective EffectivenessObjective Effectiveness
AnyAny questionsquestions regardingregarding thethe objectives?objectives?
Any Any otherother objectivesobjectives youyou wouldwould likelike totoadd?add?
ThenThen ItsIts timetime toto startstart..
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But First . . .But First . . .
Lets make a deal!Lets make a deal!
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We the participants agree:We the participants agree:
To discuss freely and express ourselves.To discuss freely and express ourselves.
To respect other opinions.To respect other opinions.
To be always on time.To be always on time.To participate.To participate.
To keep our Mobiles on silent mood.To keep our Mobiles on silent mood.
To assess and evaluate as we go.To assess and evaluate as we go.To accept that we all commit mistakes.To accept that we all commit mistakes.
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The Cognitive TheoryThe Cognitive Theory
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HumansHumans areare aa uniqueunique creationcreation..EachEach studentstudent hashas aa mindmind thatthat cancanthink,think, learn,learn, reason,reason, andand solvesolve
problemsproblems..CognitiveCognitive theory,theory, currentlycurrently thetheprimary primary perspective perspective usedused totodescribedescribe andand explainexplain humanhuman
learning,learning, recognizesrecognizes thetheimportanceimportance ofof thethe processes processes usedusedbyby thethe brainbrain toto learnlearn..
The Cognitive TheoryThe Cognitive Theory
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Assumptions of Cognitive TheoryAssumptions of Cognitive Theory
SomeSome learninglearning processesprocesses areare uniqueunique
toto humanshumans..
IndividualsIndividuals areare activelyactively involvedinvolved inin thethelearninglearning processprocess byby controllingcontrolling theirtheir
learninglearning..
LearningLearning involvesinvolves anan internal,internal, mentalmentalchangechange..
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Assumptions of Cognitive TheoryAssumptions of Cognitive Theory
KnowledgeKnowledge isis organizedorganized byby associationassociation
andand interconnectednessinterconnectedness..
NewNew knowledgeknowledge isis relatedrelated toto previouslypreviouslylearnedlearned informationinformation..
InferencesInferences aboutabout mentalmental processesprocesses
cancan bebe drawndrawn byby observingobserving studentstudentbehaviorbehavior..
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Implications of Cognitive TheoryImplications of Cognitive Theory
LearningLearning isis aa functionfunction ofof howhow
informationinformation isis processedprocessed..
Therefore,Therefore, wewe asas educatorseducators shouldshould bebe
concernedconcerned withwith studentsstudents cognitivecognitive
processesprocesses..
WeWe needneed toto bebe awareaware notnot onlyonly ofof whatwhatstudentsstudents areare learning,learning, butbut howhow studentsstudents areare
learninglearning..
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Implications of Cognitive TheoryImplications of Cognitive Theory
PiagetPiaget andand VygotskyVygotsky determineddetermined
thatthat kidskids developdevelop moremore complexcomplex
reasoningreasoning processesprocesses overover timetime..
Therefore,Therefore, whenwhen planningplanning unitsunits ofof studystudy
andand methodsmethods ofof instruction,instruction, wewe mustmust
considerconsider thethe studentsstudents currentcurrent cognitivecognitivelevellevel ofof functioningfunctioning..
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Implications of Cognitive Theory,Implications of Cognitive Theory,continuedcontinued
AsAs peoplepeople learn,learn, theythey mentallymentally
organizeorganize newnew informationinformation..
Therefore,Therefore, itit isis importantimportant toto presentpresent
materialmaterial inin anan organizedorganized fashionfashion..
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Implications of Cognitive Theory,Implications of Cognitive Theory,continuedcontinued
LearningLearning isis moremore likelylikely toto occuroccur
whenwhen peoplepeople associateassociate newnew
materialmaterial withwith previouslypreviously learnedlearned
materialmaterial..
Therefore,Therefore, wewe mustmust helphelp studentsstudents relaterelate
newnew informationinformation toto oldold informationinformation..
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Implications of Cognitive Theory,Implications of Cognitive Theory,continuedcontinued
StudentsStudents controlcontrol theirtheir ownown
learninglearning byby beingbeing mentallymentally
involvedinvolved inin thethe classroomclassroom..
Therefore,Therefore, wewe needneed toto monitormonitor studentsstudents toto
ensureensure theythey areare payingpaying attention,attention, thinking,thinking,
andand processingprocessing..
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Bob TalbertBob Talbert
GoodGood teachersteachers areare costly,costly,
butbut badbad teachersteachers costcost
moremore..
Sportswriter, editor andcolumnist at The State
newspaper in Columbia.
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The Human BrainThe Human Brain
TheThe brainbrain isis thethe onlyonly organorgan inin thethe
bodybody thatthat sculptssculpts itselfitself fromfrom outsideoutside
experienceexperience..
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The Hebb RuleThe Hebb Rule
DonaldDonald Hebb,Hebb, CanadianCanadian neuroscientistneuroscientist..
NeuronsNeurons thatthat firefire togethertogether wirewire togethertogether..
ThoseThose thatthat firefire togethertogether -- atat thethe samesame timetime --areare mutuallymutually strengthenedstrengthened..
CoCo--occurringoccurring vsvs.. repeatedrepeated exposureexposure..
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Positive Transfer
When we encounter new information, the
brain looks for existing network to fit new
information.
If what we have previously learned gives
meaning to new information we have
positive transfer.
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Orderof Instructions
We increase the likelihood of new
information finding established networks
when we tap into these ahead of time.
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So what?So what?
WeWe needneed toto buildbuild thethe learninglearning brainbrain
throughthrough purposefulpurposeful andand informedinformed
instructioninstruction..
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Principles of LearningPrinciples of Learning
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PrinciplesPrinciples of Learningof Learning
WhatWhat areare thethe factorsfactors affectingaffecting learnerslearners andand
thethe learninglearning process?process?
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Methods of LearningMethods of Learning
We LearnWe Learn
1% through taste1% through taste
1.5% through touch1.5% through touch
3.5% through smell3.5% through smell
11% throughhearing11% throughhearing
83% through sight83% through sight
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We RememberWe Remember
Verbal
Processing
Verbal and
Visual
Processing
Doing
Lecture
Reading
Audiovisual
Demonstration
Discussion Group
Practice by Doing
Teach Others/Immediate Use ofLearning
5%
10%
20%
30%
75%
90%
50%
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TeachingTeaching
ToTo getget thethe bestbest results,results, teachersteachers shouldshould::
UtilizeUtilize andand stimulatestimulate thethe sensessenses..
RecognizeRecognize thethe learninglearning curvecurve..
DontDont abuseabuse thethe attentionattention spanspan..
EncourageEncourage thethe effectiveeffective useuse ofof memorymemory..
TryTry toto motivatemotivate traineestrainees inin theirtheir learninglearning..
AccommodateAccommodate differentdifferent learninglearning stylesstyles.. EnsureEnsure effectiveeffective feedbackfeedback inin thethe learninglearning
processprocess..
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Applying Principles ofApplying Principles of
Learning and RetentionLearning and Retention
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RAMPRAMP 22 FAMEFAME
RR RRecencyecency
AA AAppropriatenessppropriateness
MM MMotivationotivation
PP PPrimacyrimacy
22 22--wayway communicationcommunication
FF FFeedbackeedback
AA AActivective LearningLearning
MM MMultiulti--sensesense learninglearning
EE EExercisexercise
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RRecencyecency
Things that are learned lastThings that are learned last
are best rememberedare best remembered
Summarize frequentlySummarize frequently
Plan review sectionsPlan review sections
Divide subject into miniDivide subject into mini--
topics of abouttopics of about 2020
minutes in lengthminutes in length
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AAppropriatenessppropriateness
AllAll information,information, teachingteaching aids,aids, casecase studies,studies,
etcetc mustmust bebe appropriateappropriate toto studentsstudents needsneeds
Clearly identify a needClearly identify a need
Use descriptions, examples or illustrationsUse descriptions, examples or illustrations
that the students are familiar withthat the students are familiar with
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MMotivationotivation
Students must want to learn, must be readyStudents must want to learn, must be ready
to learn, must have some reason to learnto learn, must have some reason to learn
Teacher must also be motivatedTeacher must also be motivated
Identify a need for the studentsIdentify a need for the students
Move from the known to the unknownMove from the known to the unknown
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PPrimacyrimacy
Things learned first are learntThings learned first are learnt
bestbest
Short presentationsShort presentations
Interesting beginningInteresting beginning
Updates on direction andUpdates on direction and
progress of learningprogress of learning
Get things right the first timeGet things right the first time
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22--way communicationway communication
CommunicateCommunicate withwith studentsstudents
Include interactive activities in lesson planInclude interactive activities in lesson plan
Match body language with verbal messageMatch body language with verbal message
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FFeedbackeedback
Teacher and Students needTeacher and Students needinformation from each otherinformation from each other
Include feedback activities (e.g.,Include feedback activities (e.g.,
questions; tests) in sessionsquestions; tests) in sessionsplanplan
Give feedback on performanceGive feedback on performanceimmediatelyimmediately
PositivePositive andandnegative feedbacknegative feedback Acknowledge good workAcknowledge good work
(positive reinforcement)(positive reinforcement)
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AActive learningctive learning
Students learn more when they are activelyStudents learn more when they are actively
involved in the learning processinvolved in the learning process
Use practical exercisesUse practical exercises
Use questionsUse questions
Get the Students to DO itGet the Students to DO it
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MMultipleultiple--sense learningsense learning
Information enters the brain three main ways:Information enters the brain three main ways:
sight, hearing and touch, the one a student uses thesight, hearing and touch, the one a student uses the
most is called hismost is called his\\herher Learning Style.Learning Style.
Auditory, Visual, Kinesthetic,Auditory, Visual, Kinesthetic, DigitalDigital..
IhearandI forgetIhearandI forget
I seeandIrememberI seeandIremember
Ido andI understand.Ido andI understand.
Confucius a.Confucius a. 450450 BCBC
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EExercisexercise
Things that are repeated are bestThings that are repeated are best
rememberedremembered
Hear, see, practice, practiceHear, see, practice, practice
Frequent questionsFrequent questions
Frequent recallFrequent recall
Give exercisesGive exercises
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Learning StylesLearning Styles
IfIf ChildrenChildren AreAre NotNot LearningLearning
The
The WayWay WeWe
Teac
h,
Teac
h, WeWe NeedNeed
ToTo TeachTeach TheThe WayWay TheyThey LearnLearn
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Implications ofImplications of Learning StylesLearning Styles
Students process information differently.
Ifeducators teach exclusively to one style,
students comfort lev
el may be dim
inished.
If only taught in one style students may
lose mental dexterity to think in different
ways.
We should address the learning needs of
allstudents.
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Teaching Styles Vs. LearningTeaching Styles Vs. Learning
StylesStylesTeachers should have a variety of
teaching styles.
If a child does not master a skill the firsttime, try again, but not necessarily the
same way you taught it the first time.
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Teachers should:Teachers should:
IdentifyIdentify theirtheir studentsstudents learninglearning stylesstyles..
ProvideProvide spacespace andand anan activityactivity forfor eacheach
individualindividual learninglearning stylestyle inin their theirclassroomsclassrooms..
EncourageEncourage studentsstudents toto developdevelop otherother
learninglearning stylesstyles whilewhile concentratingconcentrating onon thethe
primaryprimary oneone..
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Teachers should:Teachers should:
ProvideProvide helphelp toto thosethose whowho needneed itit whenwhen
thethe situationsituation doesntdoesnt allowallow forfor thethe presencepresence
ofof theirtheir ownown learninglearning stylestyle..
TalkTalk toto studentsstudents andand makemake themthem awareaware ofof
theirtheir learninglearning stylesstyles toto gaingain theirtheir trusttrust..
ShowShow studentsstudents thethe reasonreason theythey areare usingusing aa
specificspecific tooltool oror activityactivity..
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RememberRemember
"The"The mediocremediocre teacherteacher tellstells.. TheThe goodgood
teacherteacher explainsexplains.. TheThe superiorsuperior teacherteacher
demonstratesdemonstrates.. TheThe greatgreat teacherteacher inspiresinspires..""
WilliamWilliam ArthurArthurWardWard
Is one of America's
most quoted writers of
inspirational maxims .
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VAKDVAKDLearningLearning
StylesStyles
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What areWhat are learning styleslearning styles??
LearningLearning stylesstyles areare simplysimply differentdifferent
approachesapproaches oror waysways ofof learninglearning..
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Visual LearnersVisual Learners
PreferPrefer toto seesee informationinformation suchsuch asas pictures,pictures,diagrams,diagrams, cartoons,cartoons, andand demonstrationsdemonstrations..
PicturePicture wordswords andand conceptsconcepts theythey hearhear asasimagesimages..
AreAre easilyeasily distracteddistracted inin lectureslectures withwith nonovisualvisual aidsaids..
OverwhelmedOverwhelmed withwith intenseintense visualsvisualsaccompaniedaccompanied byby lectureslectures..
BenefitBenefit fromfrom usingusing charts,charts, maps,maps, notes,notes, andandflashflash cardscards whenwhen studyingstudying..
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Visual Learners:Visual Learners:
Teachers Should:Teachers Should:UseUse asas manymany visualvisual aidsaids asas possiblepossible..
PlanPlan aa visualvisual activityactivity forfor eacheach hardhard toto graspgrasp
conceptsconcepts.. (Use(Use ofof coloredcolored chalkchalk isis aa goodgood idea)idea)..UseUse ofof descriptivedescriptive languagelanguage whenwhen possiblepossible.. (It(Ithelpshelps thethe studentsstudents toto visualize)visualize)..
DivideDivide thethe lessonlesson intointo aa seriesseries ofof smallersmaller projectsprojectswithwith aa visualvisual aidaid coveringcovering eacheach objectiveobjective toto bebe
achievedachieved..HelpHelp formform thethe habithabit ofof notenote--takingtaking..
SlowSlow downdown toto encourageencourage notenote--takingtaking process,process, ororwritewrite notesnotes onon thethe boardboard..
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Auditory r rAuditory r r
PreferPrefer toto hearhear informationinformation spokenspoken..
CanCan absorbabsorb aa lecturelecture withwith littlelittle efforteffort..
MayMay notnot needneed carefulcareful notesnotes toto learnlearn..
OftenOften avoidavoid eyeeye contactcontact inin orderorder totoconcentrateconcentrate..
MayMay readread aloudaloud toto themselvesthemselves..
LikeLike backgroundbackground musicmusic whenwhen theytheystudystudy..
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Auditory Learners:Auditory Learners:
TeachersTeachers ShouldShould::SpeakSpeak inin aa loud,loud, clearclear voicevoice..
UseUse auditoryauditory effectseffects toto keepkeep thethe studentsstudentsinterestedinterested..
UseUse auditoryauditory aidsaids whenwhen possiblepossible..
EncourageEncourage groupgroup discussionsdiscussions..ChangeChange tonetone ofof voicevoice frequentlyfrequently..
UseUse soundsound--makingmaking toolstools whenwhen appropriateappropriate..
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Tactile r KinestheticTactile r Kinesthetic
LearnersLearners
PreferPrefer touchtouch asas theirtheir primaryprimary modemode forfor takingtaking inininformationinformation..
InIn traditionaltraditional lecturelecture situations,situations, theythey shouldshould writewriteoutout importantimportant factsfacts..
CreateCreate studystudy sheetssheets connectedconnected toto vividvividexamplesexamples..
RoleRole--playingplaying cancan helphelp themthem learnlearn andandrememberremember importantimportant ideasideas..
MayMay benefitbenefit byby usingusing manipulativesmanipulatives..
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Tactile r KinestheticTactile r KinestheticLearners:Learners:
TeachersTeachers ShouldShould::EncourageEncourage NoteNote--takingtaking asas itit isis aa crucialcrucial partpart ofoftheirtheir learninglearning processprocess..
ProvideProvide Models,Models, Sculptures,Sculptures, and/orand/or MaquettesMaquetteswhenwhen possiblepossible..
UseUse rolerole--playingplaying ActivitiesActivities..
UseUse GroupGroup activitiesactivities..
UseUse gamesgames thatthat encourageencourage movingmoving aboutabout inin thetheclassroomclassroom..
ProvideProvide frequentfrequent worksheetsworksheets..
ProvideProvide situationssituations wherewhere studentsstudents learnlearn byby doingdoing..
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Teachers should:Teachers should:
IdentifyIdentify theirtheir studentsstudents learninglearning stylesstyles..
ProvideProvide spacespace andand anan activityactivity forfor eacheach
individualindividual learninglearning stylestyle inin their their
classroomsclassrooms..
EncourageEncourage studentsstudents toto developdevelop otherother
learninglearning stylesstyles whilewhile concentratingconcentrating onon thethe
primaryprimary oneone..
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Teachers should:Teachers should:
ProvideProvide helphelp toto thosethose whowho needneed itit whenwhen
thethe situationsituation doesntdoesnt allowallow forfor thethe presencepresence
ofof theirtheir ownown learninglearning stylestyle..
TalkTalk toto studentsstudents andand makemake themthem awareaware ofof
theirtheir learninglearning stylesstyles toto gaingain theirtheir trusttrust..
ShowShow studentsstudents thethe reasonreason youyou areare usingusing aa
specificspecific tooltool oror activityactivity..
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Digital LearnersDigital Learners
HaveHave aa needneed toto makemake sensesense ofof thethe world,world, toto
figurefigure thingsthings out,out, toto understandunderstand..
TalkTalk toto themselvesthemselves andand carrycarry onon conversationsconversations
withwith youyou inin theirtheir mindmind..LearnLearn byby workingworking thingsthings outout inin theirtheir mindmind..
NotNot toto bebe spontaneous,spontaneous, asas theythey likelike toto thinkthink
thingsthings throughthrough..
HaveHave logiclogic playplay aa keykey rolerole inin thethe decisiondecision
processprocess asas dodo factsfacts andand figuresfigures..
MemorizeMemorize byby steps,steps, procedures,procedures, sequencessequences..""
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MultipleMultipleIntelligencesIntelligences
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Your Intelligence ProfileYour Intelligence Profile
HowardHoward GardnerGardner formulatedformulated aa theorytheory ofof multiplemultipleintelligences,intelligences, suggestingsuggesting abilitiesabilities seemseem totoclustercluster inin eighteight differentdifferent areasareas:: VerbalVerbal--Linguistic SkillsLinguistic Skills
LogicalLogical--Mathematical SkillsMathematical Skills
BodilyBodily--Kinesthetic SkillsKinesthetic Skills
VisualVisual--Spatial SkillsSpatial Skills
Interpersonal AbilitiesInterpersonal Abilities
Intrapersonal AbilitiesIntrapersonal Abilities
Musical AbilitiesMusical Abilities
Naturalistic AbilitiesNaturalistic Abilities
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Eight Ways ofTeachingEight Ways ofTeachingIntelligenceIntelligence TeachingTeaching
ActivitiesActivities
TeachingTeaching
MaterialsMaterials
InstructionalInstructional
StrategiesStrategies
SampleSample
TeacherTeacher
PresentationPresentation
SkillSkill
Linguistic Lectures,
discussions,
word games,
storytelling,
journal writing
Books, tape
recorders,
stamps sets,
books on tape
Read about it,
write about it,
listen to it
Teaching
through story
telling
Logical-
Mathematical
Brain teasers,
problem
solving, science
experiments,mental
calculations,
number games,
critical thinking
Calculators,
math
manipulatives,
scienceequipment,
math games
Quantify it, think
critically about
it, put it in a
logicalframework,
experiment with
it
Socratic
questioning
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Eight Ways ofTeachingEight Ways ofTeachingIntelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
Sample
Teacher
Presentation
Skill
Spatial Visual
presentations,art activities,
Imagination
games,
visualization,
metaphor
Graphs, maps,
videos, artmaterials,
cameras,
pictures, library
See it, draw it,
visualize it,color it, mind-
map it
Drawing, Mind-
mappingconcepts
Bodily-
kinesthetic
Hands on
learning,
drama, dance,
sports that
teach, tactile
activities,
relaxation
exercises
Building tools,
clay , sports
equipment,
manipulatives,
tactile learning
resources
Build it, act it
out, touch it, get
a gut feeling
of it, dance it
Using gestures,
dramatic
expressions
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6363
Eight Ways ofTeachingEight Ways ofTeachingIntelligenceIntelligence TeachingTeaching
ActivitiesActivities
TeachingTeaching
MaterialsMaterials
InstructionalInstructional
StrategiesStrategies
SampleSample
TeacherTeacher
PresentationPresentation
SkillSkill
Musical Rhythmic
learning,rapping, using
songs that
teach
Tape recorder,
tapecollection,
musical
instruments
Sing it, rap it,
listen to it
Using voice
rhythmically
Interpersonal Cooperative
learning, peer
tutoring,
community
involvement,
social
gatherings,
simulation
Board games,
party
supplies,
props for role
plays
Teach it,
collaborate on
it, interact
with respect
to it
Dynamically
interacting
with students
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Eight Ways ofTeachingEight Ways ofTeachingIntelligenceIntelligence TeachingTeaching
ActivitiesActivities
TeachingTeaching
MaterialsMaterials
InstructionalInstructional
StrategiesStrategies
SampleSample
Teacher PresTeacher Pres
Intrapersonal Individualized
instruction,
independent
study, optionsin course of
study, self
esteem
building
Self checking
materials,
journals,
materials forprojects
Connect it to
your personal
life, make
choices withregard to it,
reflect on it
Bringing
feeling into
presentation
N
aturalistN
ature study,ecological
awareness,
care of
animals
Plant,animals,
naturalists
tools,
gardening
tools
Connect toliving things
and natural
phenomena
Linkingsubject matter
to natural
phenomena
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FelderFelder--Silverman LearningSilverman Learning
StylesStyles
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Think about it!Think about it!
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FelderFelder--Silverman Learning StylesSilverman Learning Styles
ThisThis identifiesidentifies whatwhat isis easyeasyforfor thethe studentstudent..
FelderFelder believesbelieves thatthat studentsstudents needneed toto
improveimprove otherother stylesstyles ofof learninglearning tootoo youyou
needneed toto getget betterbetter atat allall..
RememberRemember thisthis isis whatwhat youyou maymay findfind
easiesteasiest itit isntisnt actuallyactually aa testtest withwith rightright
andand wrongwrong answersanswers..
ItIt maymay notnot actuallyactually describedescribe youyou..
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ActiveActive Vs.Vs. ReflectiveReflective
Active: try things out, work with others.Active: try things out, work with others.
Reflective: think things through, workReflective: think things through, work
alone.alone.
When I am learning something new, it helpsWhen I am learning something new, it helps
me to:me to:
(a)(a) talk about it.talk about it.
(b)(b) think about it.think about it.
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SensingSensing Vs.Vs. IntuitiveIntuitive
SensingSensing:: concrete,concrete, practical,practical, facts,facts,
proceduresprocedures..
IntuitiveIntuitive:: conceptual,conceptual, innovative,innovative, theoriestheories
andand meaningsmeanings..
I find it easier:I find it easier:
(a)(a) to learn facts.to learn facts.
(b)(b) to learn concepts.to learn concepts.
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VisualVisual Vs.Vs. VerbalVerbal
VisualVisual:: pictures,pictures, diagrams,diagrams, flowflow--chartscharts..
VerbalVerbal:: writtenwritten oror spokenspoken explanationsexplanations..
InIn aa bookbook withwith lotslots ofof picturespictures andand charts,charts, II
amam likelylikely toto::
(a)(a) look over the pictures and charts carefully.look over the pictures and charts carefully.(b)(b) focus on the written text.focus on the written text.
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GlobalGlobal Vs.Vs. SequentialSequential
GlobalGlobal:: holistic,holistic, learnlearn inin largelarge leapsleaps..
SequentialSequential:: incremental,incremental, orderlyorderly stepssteps..
I learn:I learn:
A.A. atat aa fairlyfairly regularregular pacepace.. IfIf II studystudy hard,hard, I'llI'll "get"get
itit..
B.B. inin fitsfits andand startsstarts.. I'llI'll bebe totallytotally confusedconfused andand
thenthen suddenlysuddenly itit allall "clicks"clicks..""
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InductiveInductive Vs.Vs. DeductiveDeductive
Inductive: the specific to the general.Inductive: the specific to the general.
Deductive: general to specific.Deductive: general to specific.
I learn best:I learn best:A.A. WhenWhen examplesexamples areare introducedintroduced thenthen thethe rulerule..
B.B. WhenWhen thethe rulerule isis introducedintroduced beforebefore thetheexamplesexamples..
H t k l i b tt fH t k l i b tt f
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How to make learning better forHow to make learning better for
your Studentsyour Students
If they are ... Encourage them to:If they are ... Encourage them to:
Active: try things out, work with others, write.Active: try things out, work with others, write.
Reflective: think things through, work alone.Reflective: think things through, work alone.Sensing: concrete, practical, facts, procedures.Sensing: concrete, practical, facts, procedures.
Intuitive: conceptual, innovative, theories.Intuitive: conceptual, innovative, theories.
Visual: pictures, diagrams, flowVisual: pictures, diagrams, flow--charts.charts.
Verbal: written or spoken explanations.Verbal: written or spoken explanations.
Global: holistic, learn in large leaps.Global: holistic, learn in large leaps.
Sequential: incremental, orderly steps.Sequential: incremental, orderly steps.
Inductive: the specific to the general.Inductive: the specific to the general.
Deductive: general to specific.Deductive: general to specific.
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ClassroomClassroom
ManagementManagement
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Learner FactorsLearner Factors
learnerslearners personalities,personalities, age,age, ability,ability, motivation,motivation, learninglearningstyles,styles, learnerlearner needs,needs, discipline,discipline, classclass sizesize..
1.1. EachEach groupgroup brainstormsbrainstorms waysways (positive(positive oror
negative)negative) inin whichwhich thesethese factorsfactors mightmight affectaffectthethe classroom,classroom, ee..gg.. inin termsterms ofof activities,activities,topics,topics, interaction,interaction, classclass managementmanagement etcetc..
2.2. ImagineImagine aa problemproblem arisingarising fromfrom oneone ofof thesethesefactors,factors, writewrite itit onon aa slipslip ofof paperpaper..
3.3. DiscussDiscuss solutionssolutions toto thethe problemsproblems..
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Classroom Management Vs.Classroom Management Vs.
DisciplineDiscipline
ClassroomClassroom managementmanagement isis
notnot thethe samesame asas disciplinediscipline..
DisciplineDiscipline isis aa subsetsubset ofof
classroomclassroom managementmanagement..
TheThe termsterms areare oftenoftenmisusedmisused toto meanmean thethe samesame
thingthing..
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Some TermsSome Terms
InstructionalInstructional timetime::
amountamount ofof timetime assignedassigned toto workwork ononinstructionalinstructional taskstasks (e(e..gg.. 3535 minutesminutes duringduring aa
classclass period)period)..
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Some TermsSome Terms
TimeTime--onon--tasktask (also(also calledcalled engagedengaged
time)time)::
amountamount ofof instructionalinstructional timetime thatthat thethe learnerlearner isis
doingdoing whatwhat theythey areare supposedsupposed toto dodo..
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Some TermsSome Terms
AcademicAcademic learninglearning timetime::
amountamount ofof timetime thatthat aa studentstudent isis onon--tasktask inin
learninglearning activitiesactivities thatthat areare atat thethe appropriateappropriate
instructionalinstructional levellevel..
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ActivityActivity
In groupsIn groups Define the following terms:Define the following terms:
Instructional time.Instructional time.
TimeTime--onon--task.task.
Academic learning time.Academic learning time.
Now,Now, givegive examplesexamples forfor eacheach inin youryour
classroomclassroom activitiesactivities..
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Classroom ManagementClassroom Management
GoalGoal ofof ClassroomClassroom ManagementManagement isis toto maximizemaximize
AcademicAcademic LearningLearning Time!Time!
ThisThis isis donedone byby::
WellWell--preparedprepared learninglearning activitiesactivities (good(good lessonlesson plans)plans)
EstablishedEstablished proceduresprocedures forfor routineroutine activitiesactivities suchsuch asas distributingdistributing
andand collectingcollecting materialsmaterials fromfrom studentsstudents..
MinimalMinimal disruptionsdisruptions duedue toto misbehaviormisbehavior..
CloseClose monitoringmonitoring ofof studentstudent workwork withwith appropriateappropriate feedbackfeedback..
Ulti t G lUlti t G l
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Ultimate Goal:Ultimate Goal:
Improve Student AchievementImprove Student Achievement
TimeTime FactorsFactors RelatedRelated toto StudentStudent
AchievementAchievement::
ResearchResearch hashas shownshown thethe followingfollowing factorsfactors toto bebe
positivelypositively relatedrelated toto increasesincreases inin studentstudent
achievementachievement:: WellWell establishedestablished classroomclassroom rulesrules andand proceduresprocedures
TeacherTeacher asas aa timetime--onon--tasktask modelmodel (teacher(teacher doesdoes notnot wastewaste anyany
time)time) StartingStarting onon timetime
CloseClose monitoringmonitoring ofof behaviorbehavior andand performanceperformance
ClearClear andand conciseconcise directionsdirections
AppropriateAppropriate questioningquestioning techniquestechniques
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Improving Student AchievementImproving Student Achievement
ResearchResearch hashas shownshown thethe followingfollowing factorsfactors
toto bebe negativelynegatively relatedrelated toto increasesincreases inin
studentstudent achievementachievement::
UnpreparedUnprepared studentsstudents DelayDelay ofof responseresponse duedue toto disruptionsdisruptions
TooToo muchmuch timetime spentspent onon nonnon--academicacademic
activitiesactivities TardinessTardiness
ExternalExternal distractionsdistractions (noise(noise inin thethe hall,hall,
intercom,intercom, visitorsvisitors atat thethe classroomclassroom door,door, etcetc..))
Ti i t d hTi i t d h
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Time is wasted when:Time is wasted when:
TeachersTeachers havehave nono consistentconsistent planplan forformakingmaking assignmentsassignments..
StudentsStudents dodo notnot understandunderstand thethe kindkind andand
quantityquantity ofof workwork toto bebe donedone duringduring aa periodperiod..TeachersTeachers havehave nono uniformuniform planplan forfor
distributingdistributing andand collectingcollecting materialsmaterials..
Ti i t d hTi i t d h
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Time is wasted when:Time is wasted when:
StudentsStudents dodo notnot understandunderstand whatwhat materialsmaterialsandand suppliessupplies theythey areare expectedexpected toto bringbring toto
classclass..
StudentsStudents dodo notnot understandunderstand proceduresprocedures forforreceivingreceiving individualindividual helphelp..
Ti i t d hTi i t d h
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Time is wasted when:Time is wasted when:
StudentsStudents dodo notnot understandunderstand whenwhen itit isis OKOKtoto workwork withwith othersothers andand whenwhen theythey areare
expectedexpected toto workwork alonealone..
TeachersTeachers havehave notnot carefullycarefully plannedplanned howhow totomakemake thethe transitiontransition fromfrom oneone activityactivity toto
anotheranother oneone..
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Average Use ofTimeAverage Use ofTime
ResearchersResearchers havehave
observedobserved teachersteachers toto
determinedetermine howhow timetime isis
spentspent inin classroomsclassrooms..
TheThe resultsresults presentedpresented
areare forfor hundredshundreds ofof
observationsobservations atat allalllevelslevels ofof educationeducation..
50%
12%
26%
12%
Monitoring Off-task
Organizing Active Instruction
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Effective Use of TimeEffective Use of Time
ResearchersResearchers thenthen
chosechose thethe teachersteachers
whosewhose studentsstudents hadhad thethe
highesthighest achievementachievement
scoresscores andand determineddetermined
howhow theythey usedused timetime inin
theirtheir classroomsclassrooms..
TheThe resultsresults areare
presentedpresented inin thethe chartchart..
35%
3%
12%
50%
Monitoring Off Task
Organizing Active Instruction
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Use of TimeUse of Time
NoteNote::
TheThe averageaverage teacherteacher spendsspends farfar tootoo littlelittle timetime
actuallyactually teaching,teaching, comparedcompared toto thethe effectiveeffective
teachersteachers..EffectiveEffective teachersteachers areare rarelyrarely offoff--tasktask..
EffectiveEffective teachersteachers taketake carecare ofof organizingorganizing
activitiesactivities (checking(checking role,role, makingmaking assignments,assignments,
collectingcollecting papers,papers, etcetc..)) moremore quicklyquickly..
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ActivityActivity
InIn groupsgroups DiscussDiscuss waysways inin whichwhich youyou
cancan increaseincrease onon--tasktask timetime andand decreasedecrease
offoff--tasktask timetime..
ThinkThink procedure!procedure!
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Characteristics ofCharacteristics of
Teac
hers
Teac
hers
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WithitnessWithitness
TheThe abilityability ofof aa teacherteacher toto bebe awareaware ofof
activitiesactivities takingtaking placeplace inin thethe classroomclassroom..
SomeSome teachersteachers areare seeminglyseemingly unawareunaware ofof whatwhatisis goinggoing onon inin thethe classroomclassroom..
TheyThey areare notnot ignoringignoring inappropriateinappropriate behaviorbehavior----
theythey simplysimply dodo notnot knowknow itit isis occurringoccurring..
ThisThis seemsseems unbelievable,unbelievable, butbut itit occursoccurs everyevery dayday..
GoodGood classroomclassroom managersmanagers havehave goodgood
classroomclassroom awarenessawareness..
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95
OverlappingOverlapping
TheThe abilityability ofof aa teacherteacher toto bebe ableable toto dodo moremore
thanthan oneone thingthing atat aa timetime.. MultitaskingMultitasking (Mothers(Mothers
oftenoften seemseem toto havehave thisthis traittrait..))
MonitorMonitor thethe entireentire classclass whilewhile givinggiving assistanceassistance toto anan
individualindividual studentstudent..
EspeciallyEspecially importantimportant inin laboratorylaboratory situationssituations..
StudentsStudents describedescribe teachersteachers withwith thisthis characteristiccharacteristic asas
havinghaving eyeseyes inin thethe backback ofof theirtheir headhead..
TeachersTeachers havehave toto seesee thethe bigbig picturepicture whilewhile focusingfocusing
onon thethe specificspecific tasktask atat handhand..
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96
Signal ContinuitySignal Continuity
MaintainingMaintaining aa continuouscontinuous signalsignal toto thethe
studentstudent thatthat therethere isis nono timetime toto wastewaste..
BusinesslikeBusinesslike behaviorbehavior..
MakesMakes studentsstudents awareaware ofof timetime constraintsconstraints..
HoldsHolds studentsstudents accountableaccountable forfor completingcompleting aa
specificspecific amountamount ofof workwork eacheach dayday..
MakesMakes quickquick transitionstransitions fromfrom oneone learninglearningactivityactivity toto anotheranother..
Classroom ManagementClassroom Management
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Classroom ManagementClassroom Management
Routines Should Be TaughtRoutines Should Be Taught
DontDont assumeassume thatthat studentsstudents willwill
automaticallyautomatically followfollow thethe proceduresprocedures
youyou establishestablish..
Classroom ManagementClassroom Management
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Classroom ManagementClassroom Management
Routines Should Be TaughtRoutines Should Be Taught
AtAt thethe beginningbeginning ofof thethe yearyear spendspend timetime
teachingteaching (and(and reinforcing)reinforcing) thethe behaviorsbehaviors
youyou wishwish studentsstudents toto exhibitexhibit..
ForFor example,example, ifif youyou expectexpect studentsstudents toto bebe inin
theirtheir seatsseats whenwhen thethe bellbell rings,rings, youyou willwill havehave
toto bebe consistentlyconsistently firmfirm withwith themthem atat thethebeginningbeginning ofof thethe yearyear..
ThisThis isis truetrue forfor anyany expectationexpectation youyou setset..
Classroom ManagementClassroom Management
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Classroom ManagementClassroom Management
Routines Should Be TaughtRoutines Should Be Taught
TimeTime spentspent inin teachingteaching andand reinforcingreinforcing
youryour rulesrules atat thethe beginningbeginning ofof thethe yearyear
willwill savesave timetime allall yearyear longlong..
Is it hard for students toIs it hard for students to
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Is it hard for students toIs it hard for students to
adapt?adapt?
OfOf coursecourse not!not!
TheyThey adaptadapt everyevery timetime theythey changechange
classesclasses duringduring thethe dayday..ItIt isis doubtfuldoubtful thatthat anyany twotwo teachersteachers theythey
mightmight havehave duringduring thethe dayday havehave exactlyexactly
thethe samesame classroomclassroom managementmanagement rulesrules..TheyThey areare usedused toto adaptingadapting withwith everyevery
classclass changechange..
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A Productive environment
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A.Productive environment
SeatingStudents are placed in seats where they can bestlearn. (Easily distracted students and needystudents sit near the teacher.)
OrganizationA system of procedures is in place and executed bystudents knowing what to do and when.
Planning
Teacher operates with a sense of purpose in theclassroom.
EngagingStudents are engaged in the learning activity.
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B Positive classroom atmosphere
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B.Positive classroom atmosphere
AttributionAStudent can recognize his/her strengths andoperate with a can do attitude.
EncouragementTeacher encourages students to meet challengesand exceed expectations.
Collaboration
Students help each other to learn whileparticipating in constructivist learning activities.
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C Cooperative respectful
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C.Cooperative, respectful,and on task students
CooperationStudents are following the class guidelines.
RespectStudent discourse is positive.
On TaskStudents are interested and focused on theassignment.