In considering the summary of Lauren’s research on Brain-based Learning, reflect on a teacher in your past who seemed to effectively leverage this skill/knowledge.
Cite at least one example of how that teacher effectively leveraged the concept(s) of brain-based strategies to affect learning for you and your classmates.
This is going to see silly, but I remember having "centers" from kindergarten -- each center would have either a teacher, aide/volunteer, or a self-regulated center, like silent reading or wearing headphones to listen to a story. Throughout the day, students were able to learn different but relating topics/concepts in various ways so it tapped into multiple brain processes.
In college, my earth science professor took the class on a road field trip of all of the local canyons and land formations toward the end of our semester as a lab experience. It allowed us to see firsthand all of the things he had taught us in that class. However, by the time he took us, it was so near the end of class that most of us that had not dropped out already had a pretty good ieda of the concepts. It did serve to reinforce those concepts he taught us though. Reflecting back, if we had it to do all over, I would have suggested that he take us earlier so that we could have picked up on what he was teaching sooner. Also, this teacher incorporated daily labs into his teaching so that everyone worked and was involved in learning because some did not care about his lecture but they had to really work in the lab to succeed.
Brain Based Learning "Teaching should be multifaceted in order to allow all students to express visual, tactile, emotional, or auditory preferences. There are other individual differences that also need to be taken into consideration. Choices should also be variable enough to attract individual interests."
I took a honors integrated science class at TTU- this class was great. We had multiple professors with classroom, lab and field trip experiences. One experience that stands out to me is that we got to pick a project to complete. We wrote a research paper based on our topic, and present our research to our classmates. We completed this project in a group. Our project was on the human footprints with the dinosaur footprints at the Paluxy River in Glen Rose, Texas. As a group we went to Crosbyton to view reproductions of the fossils at the Mt. Blanco Museum. This was a visual project, emotional one due to it's relation to creation vs evolution and it was tactile due to our field trip to go and view the fossils. We had other experiences in this class that also used all of these strategies. It was a fun class, we laughed - we went and stood in elevators backwards and recorded our observations and we placed money on the ground to see who would pick it up, I think we even glued some of the money down --its been over ten years so my memory is fading.
I think an example of brain-based learning was in my high school english classes, when we would slog through a book (some students responded really well to the ideas and information presented) and then immediately after watch the movie (where it creatively re-inforced the learning that took place previously). I think that even though some people really don't agree with watching movies based on books, if you use them together to engage both left-brain and right-brain students, more will understand and retain the information.
This is going to see silly, but I remember having "centers" from kindergarten -- each center would have either a teacher, aide/volunteer, or a self-regulated center, like silent reading or wearing headphones to listen to a story. Throughout the day, students were able to learn different but relating topics/concepts in various ways so it tapped into multiple brain processes.
ReplyDeleteIn college, my earth science professor took the class on a road field trip of all of the local canyons and land formations toward the end of our semester as a lab experience. It allowed us to see firsthand all of the things he had taught us in that class. However, by the time he took us, it was so near the end of class that most of us that had not dropped out already had a pretty good ieda of the concepts. It did serve to reinforce those concepts he taught us though. Reflecting back, if we had it to do all over, I would have suggested that he take us earlier so that we could have picked up on what he was teaching sooner. Also, this teacher incorporated daily labs into his teaching so that everyone worked and was involved in learning because some did not care about his lecture but they had to really work in the lab to succeed.
ReplyDeleteBrain Based Learning "Teaching should be multifaceted in order to allow all students to express visual, tactile, emotional, or auditory preferences. There are other individual differences that also need to be taken into consideration. Choices should also be variable enough to attract individual interests."
ReplyDeleteI took a honors integrated science class at TTU- this class was great. We had multiple professors with classroom, lab and field trip experiences. One experience that stands out to me is that we got to pick a project to complete. We wrote a research paper based on our topic, and present our research to our classmates. We completed this project in a group. Our project was on the human footprints with the dinosaur footprints at the Paluxy River in Glen Rose, Texas. As a group we went to Crosbyton to view reproductions of the fossils at the Mt. Blanco Museum. This was a visual project, emotional one due to it's relation to creation vs evolution and it was tactile due to our field trip to go and view the fossils. We had other experiences in this class that also used all of these strategies. It was a fun class, we laughed - we went and stood in elevators backwards and recorded our observations and we placed money on the ground to see who would pick it up, I think we even glued some of the money down --its been over ten years so my memory is fading.
I think an example of brain-based learning was in my high school english classes, when we would slog through a book (some students responded really well to the ideas and information presented) and then immediately after watch the movie (where it creatively re-inforced the learning that took place previously). I think that even though some people really don't agree with watching movies based on books, if you use them together to engage both left-brain and right-brain students, more will understand and retain the information.
ReplyDeleteI love that-- reading a story then seeing the movie was always my favorite thing to do-- we even did it at Tech a few classes.
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