1 / 23

Accelerated ( Brain-Based ) Learning

Accelerated ( Brain-Based ) Learning. What is Accelerated (Brain–based) Learning?.

xenia
Télécharger la présentation

Accelerated ( Brain-Based ) Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Accelerated (Brain-Based) Learning

  2. What is Accelerated (Brain–based) Learning? Brain-based learning is a comprehensive approach to instruction based on how current research in neuroscience suggests the brain learns naturally. The theory is based on what we currently know about the actual structure and function of the human brain at varying developmental stages. (Wilson & Spears, TeachandLearn.net)

  3. What have you heard of / used? • Learning styles • Multiple intelligences • Emotional Intelligence • Water in the classroom • Left brain / right brain • Brain gym • Mind mapping

  4. Facts about your brain: • A human brain is about the size of a grapefruit and weighs about 3 lbs. • It is 78% water, 10% fat and 8% protein. • It weighs about 2% of your body weight but uses about 20% of your energy and your oxygen.

  5. Brain Theory: the 3-part brain Research in the 1970s proposed we had three brains, not one. • The first and smallest is the reptilian or primitive brain (brain-stem). • The mammalian brain (limbic system): fits around reptilian brain, is shared with all mammals. • The learning brain or neo-cortex.

  6. The reptilian brain (brain stem) • Oldest part of our brain. • Shared with birds and reptiles.  • Controls the basics: hunger, temperature control, fight-or-flight fear responses, defending territory, keeping safe. • Always on the alert for life-threatening events • We "downshift" when responding to life-threatening conditions • "Flight or Fight" action takes place without thinking • Anything that is a threat - real or perceived - causes our brain to "downshift" • When "downshifting" occurs, learning cannot take place

  7. The Limbic System • Home of the emotions • Has visual memory, but language is limited to yells, screams, expletives • If we are not in an emotionally stable state we will not be able to learn efficiently as our brain "downshifts" from higher level activities. • Any threat to our wellbeing can cause downshifting, but not to the "blanking out" stage of the brain stem (reptilian brain) • A part of the limbic system, the hippocampus, is associated with long-term memory.

  8. The Cerebral Cortex • Used for higher level thinking. • Processes thousands of bits of information per minute • Slowest of the three levels of the brain • Students must be operating in this level if learning is to take place • Therefore the learning environment must be absent of threats, so that the brain doesn't "downshift" into its more primitive parts. • This is the home of academic learning. (from Evans, 2003)

  9. Neo-cortex Mammalian brain Reptilian brain

  10. Left & Right Brain; • The brain has 2 halves or hemispheres. • The left brain is more concerned with logic. • The right brain is more concerned with creativity. • But it’s far more complex than that. The two halves work together, balancing the abstract, holistic picture with the concrete, logical messages.

  11. Left Brain Dominance“LOGICAL” • Prefers things in sequence • Starts from the parts first • Phonetic reading system • Likes words, symbols, letter • Rather read about it first • Unrelated factual information • Detailed orderly instructions • Prefers internal focus • Wants structure, predictability • Controls feelings

  12. Right Brain Dominance“CREATIVE” • Comfortable with randomness • Sees whole picture first • Language comprehension • Wants pictures, graphs, charts • Rather see it or experience it • Sees relationships in learning • Spontaneous, intuitive, flow • Likely to prefer external focus • Likes open-endedness, surprises • Free with feelings (Cheshire County Council, 2006)

  13. The principles of brain-based learning are: • Create the right environment for learning • Address children's physiological needs • Build self-esteem in the child so that he or she wants to learn • Work to help children develop what Daniel Goleman calls 'Emotional Intelligence' • Add movement to learning and plan for regular brain breaks and Brain Gym®

  14. Use and teach mapping techniques. • Use VAK to present learning in visual, auditory and kinaesthetic form • Be aware of the different forms of intelligence as you plan for children's learning • Use rhythm,  rhyme and music to enrich learning • Use motivation systems such as RAP (Recognition, Affirmation and Praise) or The Three A's (Acknowledgement, Approval andAffirmation)

  15. Minimise stress and teach relaxation techniques • Teach children to be metacognitive – to understand how they learn • Develop the New 3Rs -  Resourcefulness, Resilience and Responsibility • Set clear and ambitious targets for groups and individuals

  16. Brain Breaks • Regular brain breaks are a major feature of accelerated  learning. • As a crude rule, add one minute to  the average age of the children in your class. This is about the length of time that those children can maintain sustained concentration on a task. • So if you teach five-year-olds, expect about six minutes  before sustained concentration starts to decline. That is not to say that you need to take a break every six minutes, but it does mean that you need to make frequent opportunities for movement and refocusing activities.

  17. What is a brain break? • BRAIN GYM: these cross-lateral movements can improve motor control, hand-eye co-ordination and excite the neural pathways that connect the left and right hemispheres of the brain. If you sometimes also combine these movements with academic content, for example drawing letters or numbers in the air, you are giving maximum input at all levels.

  18. Pole-bridging, saying what you are doing as you do it, can make your brain breaks even more productive. • Physical movement also increases oxygen supply to the brain. • Regular brain breaks give a moment for diffusion before returning to focus on the original task.

  19. Brain Gym • See: Smith, A., Call, N. (2001)The ALPS Approach Resource Book: Stafford, MPG books, for lots of ideas, or look online. Examples: • Lazy 8s • Cross-crawl • Writing key words in the air etc.

  20. Bibliography / Essential Reading: For a clear, user-friendly introduction, read: • Smith, A., Call, N. (2003)The ALPS* Approach: Stafford, MPG books • Smith, A., Call, N. (2001)The ALPS Approach Resource Book: Stafford, MPG books • Smith, A., (1999) Accelerated Learning in the Classroom: Stafford, MPG books * Accelerated Learning in Primary Schools • http://website.lineone.net/~bryn_evans /index.htm • www.acceleratedlearning.co.uk • www.salt.cheshire.gov.uk • www.teachandlearn.net • HIAS INSET materials – thanks to Diane Lawry.

  21. For a critique of brain-based learning: • Guardian newspaper • www.guardian.co.uk/life/badscience • National Educational Research Forum • www.nerf-uk.org/bulletin/current • Teacher Training Resource Bank, www.ttrb.ac.uk

More Related