Debra Kimmel EDU 417 Cognitive Studies Capstone Joanna

Debra Kimmel EDU 417: Cognitive Studies Capstone Joanna Savarese-Levine February 24, 2014

Purpose of this presentation…. � To inform one of the benefits of brain compatible learning. � Teaching strategies to build lesson plans based on targeting the brain. � Describe brain compatible learning. � Compare and contrast regular learning and brain compatible learning.

A little bit about me…. . �I have my Associates Degree in Early Childhood Education. � Taught pre-k for 8 years. � Live in Texas. � Have one step son. � Working on my Bachelors Degree in Cognitive studies.

Brain compatible learning…. . � Fairly a new concept in the teaching world. � “Brain-based education is the ‘engagement of strategies based on principles derived from an understanding of the brain. ’“ (Jensen. 2008) � Building lesson plans so the brain will build new neurons. � Any traditional lesson plan can be turned into a lesson plan focused on teaching to the brain.

Traditional Teaching vs. Brain Based Teaching. Traditional Teaching Brain Based Teaching Lectures – “Lectures fail to provide instructors with feedback about student learning and rest on the presumption that all students learn at the same pace. ” (Schwerdt & Wuppermann. 2010) Work in groups using hands on problem solving techniques. Teaches out of a book. Gives children chance to explore their own world. Teaches to a single learning style. Adheres to many different learning styles. Eplores one topic at a time. Gives the children the ability to explore different topics at the same time.

Factors that affect learning…. � Stress- This can be from several different factors in and out of the classroom. � Social Factors – “School behaviors are highly social experiences, which become encoded through our sense of reward, acceptance, pain, pleasure, coherence, affinity, and stress. ” (Jensen. 2008) � Nutrition- Healthy eating habits help the brain grow strong neurons, and promote a healthy body.

Factors cont…. � Learning Environment- It is important that the student feels safe in his/her learning environment and will not be criticized for any mistakes that might be made. � Physical exercise- Getting up and moving around gives the students a chance to take a short break, it also helps produce more oxygen in the brain.

Genetic impact on learning…. . � There is a big debate on whether genetics or environment have more of a role in learning than the other. � Nature vs. Nurture states the struggle between genetics and environment in our development. � Genotype and Phenotype are different categories in which ones genes are categorized in. � Genotype is the genes that are passed down from the mother and father. � Phenotype is the genes that are actually expressed whether it is physically, mentally, or emotionally.

Genetics cont…. � Some times a deformation of the genes can cause a learning disability. � Down Syndrome is one of these genetic disorders. � There also other genetic disorders where the chromosomes are either connected or there is an extra one. � Brain compatible learning is important for these students to help build the strong neurological connections.

Information Processing Model… “Yet despite the remarkable capabilities of the human mind, it was not until the 20 th century that researchers developed systematic models of memory, cognition, and thinking. The best articulated and most heavily researched model is the information processing model (IPM), developed in the early 1950 s. ” (Schraw & Mc. Crudden. 2013)

Sensory Memory…. � For small amounts of time processes short bits of information. � Acts as a screening system for important information that is relevant to that point and time. � Happens at a speed that people cannot consciously control. � Information that is immediately relevant to the situation at hand will be processed further for more understanding.

Working Memory…. � Information is transferred here after going through the sensory memory. � Three terms to describe the different parts of working memory. � Limited Attentional resource is one of the terms, means there is a limited � Automaticity is another term that is actions that happen automatically with out one having to put much thought into it. � Selective processing refers to the intentional focus to perform the activity at hand.

Long Term Memory…. � “The role of long-term memory is to provide a seemingly unlimited repository for all the facts and knowledge in memory. ” (Schraw & Mc. Crudden. 2013) � Can hold millions of pieces of information. � Here is where information is organized and stored to use when it is relative to the situation at hand.

My Lesson plan… � Modifications made to my lesson plan. ◦ Have the different foods already cut out for the students who might not be able to use scissors. ◦ Have an example pyramid available so students can see which food goes in what category. ◦ Color coding to make it easier for the students to remember the different categories. Lesson plan is in the notes.

Conclusion…. � Teaching to the brain will help students understand information better because it focuses on the strengths of the student. � Neurons are always growing and building new connections when faced with new information. � Teachers must understand how the brain works in order to understand how to teach to it.

References Fischer , K. W. , Immordino-Yang, M. H. , & , (2008). The jossey-bass reader on the brain and learning. (1 st ed. ). San Francisco, CA: Jossey-Bass. Jensen, E. P. (2008, October 1). A fresh look at brain-based education. Florida Association of School Administrators. Retrieved from http: //www. fasa. net/upload_documents/neuroplasticity 10. 29. pdf Shwerdt, G. , & Wuppermann, A. (2010). Is traditional teaching really all that bad? A withinstudent between-subject approach. Program on Education Policy and Governance Harvard Kennedy School. Retrieved from http: //www. hks. harvard. edu/pepg/PDF/Papers/PEPG 1015_Schwerdt_Wuppermann. pdf Schraw, G. , & Mc. Crudden, M. (2013, July 12). Information processing theory. Education. com. Retrieved from http: //www. education. com/reference/article/information-processing-theory Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2 nd ed. ). Alexandria, VA: Association for Supervision & Curriculum Development.