Brain Friendly Learning Brain Friendly Learning atat

Kidurong International SchoolKidurong International School

Entry PointEntry Point

Think about yourself as a learner.

Think of time, place, emotions, alone or with others.

When was the last time you learned something new?

Explaining the ThemeExplaining the Theme

Our Learning Targets for this session:

To know more about Learning

To know more about the Brain and Brain Friendly Learning

To know more about how the IPC, is based on aspects of Brain Friendly Learning.

Our Knowledge HarvestOur Knowledge Harvest

What is learning?

What do you already know about learning?

IPC definition of learningIPC definition of learning

“Learning is new when we add to that which already exists.

Learning is consolidated when, even if nothing new is added, our existing

learning becomes more secure and faster.”

Biological process of learning: Biological process of learning: hard wiringhard wiring

Neurons are the building blocks of learning.

The more we learn, the more extensive the connections between the neurons, the bigger the neuronal constellations.

The better we learn, the faster thoseconnections operate and work together.

The more the brain learns the more it becomes capable of learning

How do we help the children to make

connections in their learning?

Enriched learning environment: wide variety of sensory stimuli

Give the Big Picture Use mind-maps/clustered thinking in learning (for Knowledge Harvest)

Identify links in (subject) learning Make connections to previous knowledge, skills and understanding

Revisit and build on previous learning: using Assessment for Learning strategies

Links to learning at home

Knowledge HarvestKnowledge Harvest

What do you

know about the Brain and

Brain Friendly Learning?

A healthy brain needsA healthy brain needs……..

WaterComplex carbohydrates (for breakfast)

Sleep Anti-oxidantsIron and zincOxygen

The BrainThe Brain

Reptilian brain Ensures ‘survival’: controls

routine body functions & instinctive behaviours

Limbic system (mid brain) Deals with the emotions,

belief and value systems & long term memory

Neo-cortex Cognitive or thinking area

Left/ analytical Right/globalLeft/ analytical Right/global

Left brain dominated learners prefer:

• Structured, sequential material & tasks

• Moving from the parts to the whole

• Explicit instructions• Written information• Working in a linear way

Right brain dominated learners prefer:

• Open ended tasks• Going from the ‘big

picture’ to parts• Self-selected tasks• Working from intuition,

guesses and hunches

Good states in learningGood states in learning

Curiosity Interest Anticipation Challenge Relaxed alertness Motivated Mental well-being: good self esteem Physical well-being

FlowFlowMihaly CsikszentmihalyiMihaly Csikszentmihalyi

When time passes quickly We have achieved something significant We have enjoyed the experience

Learning takes place most effectively in a state of ‘relaxed alertness’

Slow thinkingSlow thinking

“Hare Brain, Tortoise Mind”Guy Claxton

The brain needs time to work out more complex issues.

Some learning will benefit from slow thinking: the process of digesting input information

and cementing ideas

Learning StylesLearning Styles The learning styles are about

how your brain takes in information

The IPC focuses on V.A.K.Visual, Auditory and Kinaesthetic

We often prefer one learning style over the other Learning is optimised when learning style is catered for

We need to be aware of our own preferred learning style and how this influences our teaching style

IPC Research TasksIPC Research Tasks(accessing information using the different (accessing information using the different

learning styles)learning styles) Using internet and reference books

(Relies on good reading and interpretation skills)

Dialogue (parents, peers, teacher, visitors)

Using the community: guest speakers

Observation

Experimenting

What is intelligence?What is intelligence?

“ the ability to operate successfully in your environment”

o Influenced by genetic end environmental factorso Individuals develop intelligence at different rateso No limit to how far intelligence can be developedo Cultural considerations influence what is valued

as intelligence

Howard GardnerHoward Gardner’’ssMultiple IntelligencesMultiple Intelligences

Word smartMusic smartSelf smartPeople smart

Nature smart Logic smartPicture smart Body smart

“Consider the all round potential of each individual & actively develop all

intelligences”

Howard GardnerHoward Gardner’’ssMultiple IntelligencesMultiple Intelligences

Linguistic Musical

Visual/Spatial Bodily-Kinaesthetic Naturalist Logical and Mathematical

Intrapersonal Interpersonal

IPC IPC Recording tasksRecording tasks(processing information using the (processing information using the

multiple intelligences)multiple intelligences)

Mind-map List Prose Diagram Pictures, sketches

and paintings Graphs Tables

Role Play Song Dance Construction Oral presentations

(taped) Discussions Categorising…

Good sleep, health & diet is important for an effective brain

Relaxed alertness, not stress, is the best state for learning

Pupils need to see the ‘big picture’

Learning is about making connections

Provide opportunities for children’s different learning styles

Each child has a portfolio of intelligences (Smarts)

WIIFM: What is in it for me? Emotionally rewarding learning is the most effective

Time needs to be created for complex (slow) thinking

The IPCThe IPC A broad curriculum, making connections between subject

learning

Challenging learning: new knowledge, skills and understanding

Offering research tasks, using differentLearning Styles

Offering recording tasks, developing Multiple Intelligences

Gives children ownership of learning and raises self esteem

(WIIFM), enabling children to engage emotionally in their learning

Structure of the IPC units

Entry Point

Knowledge Harvest

Explaining The Theme

(The Big Picture)

ResearchActivities

(VAK)

Recording Activities (MI )

Exit Point

Units

45