I went to an excellent in-service last night on brain research and its implications on the classroom. Here are some of my nuggets and their ramifications for learning.
Nugget: Attention produces retention; therefore, more engagement leads to improved achievement.
Classroom implications: We need to improve student engagement not only in every lesson, but also throughout each lesson. I often use a sports analogy when talking to my teachers about this. Think of the basketball coach that selects the best player to come up to the front and demonstrate game skills for the class, and then has the rest of the class line up and attempt the drill one at a time. While he might be modeling exactly what they are trying to achieve and giving them one-on-one attention, only one person is engaged in practicing the activity at one time and the rest are watching (and disengaged). Now, think of the coach that demonstrates the skill, and then pairs the players up to practice at all of the secondary hoops around the gym. Now, everyone is involved and engaged. Everyone is practicing, and the partner off the ball can be the one trying to help “coach” the skill. In a classroom, teachers often rely too heavily on the high achievers for answers, ideas and input into class discussions. This leaves everyone else to sit and listen and try to figure out what is going on. How about pairing the kids up, modeling them some rules for pair sharing, and having them do the talking back and forth? Instead of a few students having one very deep discussion, you will have all of the students having many smaller discussions—but all of the students will be engaged.
Nugget: Episodic memory is the most brain-friendly memory.
Classroom implications: Episodic memories have a clear beginning and end, and include a location. These were the types of memories that early humans needed for survival (ex. Where does the predator hide? Where did we find the food?). A good modern-day example is our memories of 911. Most of us remember exactly where we were when we heard the breaking news of 911; however, how many of us remember the details of the day before or of the day after? If we can create episodes in our classrooms that include surprises or unexpected events, emotion, unique arrangements and decorations, or even having the teacher teach the lesson from the back of the room, we can create episodes that will help cement that learning into a our students’ memories. We want to create emotions to tag content for memory; as emotions stimulate the hippocampus, anything followed by emotion will be remembered.
Nugget: The brain remembers novel stimuli better than routine stimuli.
Classroom implications: Try something new. We are not talking about being a constant entertainer to the class, rather, trying to use a different approach to teach the same thing. Project-based learning gives everyone the same blueprint, and then allows the flexibility for each student or student group to put their energy into something unique to them. Instead of watching the Hollywood movie at the end of a novel study, have the students write a movie script for the book. What key parts would they make sure to keep in their movie? What parts would they drop out? What parts would be the hardest to translate to the silver screen?
Nugget: The brain remembers pictures more naturally than it does words.
Classroom implications: Make the students add pictures to their notes. Even if they are doodles in the margin, the students will have a visual image to connect to the content when they are reviewing their notes for your test.
Nugget: Mnemonic devices help learners attach new content to previously memorized content.
Classroom implications: Let’s refer back to number 4. If we attach mnemonic devices to clear images, and then tag those images to new content, we can cement that content into our memory.
Nugget: Your classroom is filled with very different kinds of learners.
Classroom implications: You better have instructions and activities that appeal to a variety of learners. For example, if you only focus on the fine details, those that more naturally see the big picture will be frustrated because they do not “know where this is going”. They will be completing disconnected tasks instead of building the components that are leading to something bigger. What about your visual learners? Your interpersonal learners? Your bodily kinesthetic learners?
Nugget: Time pressures stress the brain and engage the amygdala. This happens more in boys.
Classroom implications: The amygdala release stress hormones that fire our most primitive part of the brain (our reptilian brain). This is the part of the brain that controls our fight or flight impulses, and once engaged, the reptilian brain will downshift the rest of the brain. That means that once the reptilian brain is engaged, the rest of our brain functions are pushed to the side until our reptilian brain feels that the “danger” is gone and can calm down. If we are stressed about how much time is left on a test, we certainly will not have the higher functioning parts of our brain working towards the ‘A’ that our parents/coaches/university entrance requirements are looking for (geez, more stress…).
Nugget: The average teacher takes 1 minute to refocus a class following an activity, and does this 15 times a day.
Classroom implications: 15 minutes a day times 5 days equals 75 minutes a week. Times that by 4 weeks a month and 10 months a year, and, well you get the picture. It looks like some of these strategies to engage the brain—and keep the students engaged with you and your lesson--might actually save instructional time after all. So...keep those brains active and engaged!
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