Saturday, May 6, 2017

Brain Rules for Learning and Memory

Top Ten BRAIN BASED LEARNING RULES! Sean Taylor The Reading Sage 

When your students are two or three years behind, using brain-based instructional practices that maximizing memory, learning, and retention, will help accelerate learning. Brain Based Learning helps them catch up and thrive academically! 

1. Keep lectures and talks short: 1 minute for each grade level is the max for teacher talk! i.e. 4th-grade kids, 4-minute micro-lectures. Waning interest on a single topic is reached quickly, releasing students to re-teach, reflect, discuss, and practice a skill is magic for learning, engagement, and memory. Keep lessons fresh by breaking up ideas into 15 minute chunks.
   2. Students repeat and re-teach all directions, declarative concepts, procedures, instructional tasks, learning goals objectives, verbal instructions, direct instruction lectures or demonstrations, etc.  immediately following every micro-lecture with their peers. Catch and release, using micro lectures. think pair share, and buddy buzzing! I use Whole Brain Teaching and Kagan Cooperative Learning Structures and Strategies for maximum students engagement.  3. All new information that is critical for deep conceptual understanding, e.g. tier 2 and 3 academic vocabulary, connected academic concepts, mew information vs background information, is reviewed, re-taught, reflected on and then discussed in cooperative groups every 60-90 minutes. Every 45 minutes students are given a brain break to maximized fun, enjoyment and retention of new information. Mindful meditation(deep breathing and mind focusing exercises), dancing, singing recess, etc.   4. All directions and critical direct instruction are done with everyone standing, each student is expected to work in partnership with their shoulder partners to reinforce learning and understanding. Thinking on your feet, and no flat but learning.  5. Use Total Physical Response (TPR) whenever possible, muti-modal, and multisensory learning techniques to teach all language and vocabulary concepts. The eyes and hands make up most of the brains processing power, using sight and taction along with auditory learning can increase learning by eight times.
 6. Use cooperative learning structure and strategies, Socratic inquiry, and hands-on authentic learning as much as possible. Oracy and language, share your ideas, listen to new ideas, question new ideas,  think about new ideas, and revise your knowledge about ideas. Student have two giant gaps to success, that are directly correlated, they are poor academic achievement and low language skills (oracy).
 7. Keep learning fast, fun, relevant, worksheet free, strange, challenging, competitive, flexible, silly, authentic, and diverse. I make hundreds of mistakes every week in my class, and I am very happy. Because if I am not making mistakes, I am not innovating, experimenting, being fresh, learning new instructional methods, or trying to improve. If we want our students to make explosive growth academically we must push ourselves to grow. 8. Get up and move, sing, exercise, play music, take recess, and or "meditate" every 30-45 minutes. I never learned to read fluently in school due to my dyslexia, “I LEARNED TO READ” playing the part of  Kurt from The Sound of Music, in a YMCA summer camp program.   9. Teach and connect with the whole child; the mind, heart, soul, and dreams.  10. Stay fresh and read up on the latest cognitive neuroscience of motivation, memory, and learning!!!! Remember! PLAY GAMES, find novelty and diversion, change things up, always and forever keep reading and learning, get out of your comfort zone and plan on making huge mistakes. The bigger the mistakes, the harder you and your students are trying new things. 

JOHN MEDINA'S 12 BRAIN RULES SUMMARIES

[PDF]THE COGNITIVE NEUROSCIENCE OF MOTIVATION AND LEARNING
Columbia University. Recent advances in the cognitive neuroscience of motivation and learning have demonstrated a critical role for midbrain dopamine and its ...

The Cognitive Neuroscience of Motivation and Learning | Social ...
The Cognitive Neuroscience of Motivation and Learning. Social Cognition: Vol. 26, Special ...

[PDF]COGNITIVE NEUROSCIENCE OF HUMAN MEMORY
Natural, and cognitive skill learning; perceptual and conceptual repetition prim- ... The cognitive neuroscience of human memory aims to understand how we rec- ..... Neuroimaging studies motivated by these surprising patient findings have.

[PDF]Cognitive Psychology and Cognitive Neuroscience/Motivation and ...
Cognitive Psychology and Cognitive Neuroscience/Motivation and Emotion. 1 ... Indicators of behavior (dependent variables[2] ) e.g.: rate of learning, level of activity, . ..... Brain Facts: PDF(http://www.sfn.org/index.cfm?pagename=brainfacts) ...

[PDF]How cognitive theory guides neuroscience - Michael J. Frank
Similarly, cognitive neuroscience attempts to link latent cognitive processes with ... skilllearning by H.M., Corkin (1968) motivated the investi-.

[PDF]The Neuroscience of Joyful Education - Psychology Today
Brain research tells us that when the fun stops, learning often stops too. ... When students are engaged and motivated and feel minimal stress, ... retain what they learn when the learning is associated with strong positive emotion. Cognitive.

[PDF]Intuition: A Social Cognitive Neuroscience Approach
This review proposes that implicit learning processes are the cognitive substrate of social intuition. This .... Without the motivation or cognitive resources to.

[PDF]Mechanisms of motivation–cognition interaction - Laboratory of ...
Center for Cognitive Neuroscience, Duke University, Durham, NC,. USA. W. Kool . .... neuroscience. Historically, studies of motivation in the animal-learning tra-.

[PDF]Toward a Science of Learning Games - University of Bristol
Reinforcement learning involves a tight coupling of reward-associated behavior and a type of learning that is very different from ... THE COGNITIVE NEUROSCIENCE OF MOTIVATION. When reviewing the ...

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