Model Schools Conference Brain Compatible Classrooms

1. Model Schools ConferenceBrain Compatible Classrooms Linda L. Jordan The Center for Effective Learning Susan Kovalik & Associates June 2008 ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

2. Agenda Welcome Brain Basics Brainy Tuesday The Brain Compatible Elements Closing Applications ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

3. My Credentials Highly Effective Teaching Master Associate for Susan Kovalik and Associates At the Center for Effective Learning Associate Professor Hope College Education Department ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

4. Sense of Belonging ActivityAll We Have In Common • With the people sitting near you form a group of 3-5 • Create a list of at least three things you have in common. • Be ready to share some items from you list with the group. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

5. “A journey of a thousand miles begins with a single step.” ~ Confucius ~ ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

6. Brain Biology ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

7. Learning is the brains primary function. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

8. Early Brain Studies.... Phrenology ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

9. Early studies…. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

10. Some Current Brain Studies…. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

11. Dendrite Growth in the Young…. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

12. Pruning the Connections…. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

13. Lobes of the Brain ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

14. Communication of Neurons ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

15. Photograph of Neurons ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

16. Rapidly changing input-MTV Emotion laden messages Variation in family pattern Greater stress, threat, and violence Diet, nutrition, and drugs Less physical activity, more TV Environmental Factors Affecting the Growing Brain —David Sousa, 1998 ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

17. Mirror Neurons in the Brain A new class of brain cells -- mirror neurons are active both when people perform an action and when they watch it being performed. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

18. BEING THERE (19) IMMERSION (13) HANDS ON the real thing (9) HANDS ON representational items (4) 2nd HAND (3) S Y M B O L I C (2) E = MC2 Adverbs SIX KINDS OF SENSORY INPUT ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

19. OUR “19” SENSES Sight Hearing Touch Taste Smell Balance-Movement Vestibular Temperature Pain Eidetic Imagery Magnetic Infrared Ultraviolet Ionic Vomeronasal Proximal Electrical Barometric Geogravimetric Visible Light Vibrations in Air Tactile Contact Chemical Molecular Olfactory Molecular Kinesthetic Geotropic Repetitious Movement Molecular Motion Nociception Neuroelectrical Image Retention Ferromagnetic Orientation Long Electromagnetic Waves Short Electromagnetic Waves Airborne Ionic Charge Pheromonic Sensing Physical Closeness Surface Charge Atmospheric Pressure Sensing Mass Differences ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

20. Brain Information • Neurons that fire together wire together. • The brain that does the work grows the dendrites! • No meaning, no memory. • Take your current lessons and frame them into the following: • Invite everyone to participate • Cause learners to think, process, work • Create multiple connections ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

21. So What????Brain Snack • Stand • With a partner share the following: • One ah-ha. • One thing that validates what you already know and do as a teacher. • What you still want to know. • Ask for feedback or have your partner restate something that you are unsure of. • Share something that you want to know more about. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

22. Absence of Threat/ Nurturing Reflecting Thinking Mastery/Application Enriched Environment Bodybrain Compatible Elements Adequate Time Movement Meaningful Content Immediate Feedback Collaboration Choices ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

23. Brain Compatible ElementEnriched Environment ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

24. We are the only species • that creates the • environment that • creates who we become! • Land of Childhood ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

25. EE p.7.16 ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

26. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

27. LIFELONG GUIDELINES/LIFESKILLS DIG A LITTLE DEEPER CONCEPT~ INTERDEPENDENCE GOING BUGGY! TOPIC: INSECT MONARCH BUTTERFLY HABITAT LIFESKILL of the WEEK CARING ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

28. Uncluttered… But Rich • Wall displays reflect the itinerary for the topic • Print and non-print materials support the content being learned • Real objects are available • Aesthetically pleasing • Seating is arranged in clusters with easy access to work tools ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

29. A Brain Compatible Classroom ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

30. Brain Compatible ElementAbsence of Threat ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

31. Absence of Threat • Absence of threat does not mean • absence of challenge or lack of • consequences for misbehavior or • bad choices. • It doesmean lack of real and • perceived threat to physical and • emotional safety. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

32. Lifelong Guidelines Trustworthiness:To act in a manner that makes one worthy of confidence Truthfulness:To act with personal responsibility and mental accountability Active Listening:To listen with attention and intention No Put-Downs:To never use words, actions and/or body language that degrade, humiliate, or dishonor others Personal Best:To do one’s best given the circumstances and available resources ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

33. INTEGRITY: To act according to what’s right and wrong • INITIATIVE: To do something because it needs to be done • FLEXIBILITY: The ability to alter plans when necessary • PERSEVERANCE: To keep at it • ORGANIZATION: To work in an orderly way • SENSE OF HUMOR: To laugh and be playful without hurting others • EFFORT: To do your best • COMMON SENSE: To think it through • PROBLEM SOLVING: To seek solutions • RESPONSIBILITY: To do what’s right • PATIENCE: To wait calmly • FRIENDSHIP: To make and keep a friend through mutual trust and caring • CURIOSITY: To investigate and seek understanding • COOPERATION: To work together toward a common goal (purpose) • CARING: To show/feel concern • COURAGE: To act according to one’s beliefs • PRIDE: Satisfaction from doing your personal best • RESOURCEFULNESS: To respond to challenges in creative ways LIFESKILLS ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

34. Restroom Procedure BE QUICK BE QUIET BE CLEAN Procedures Written procedures list the agreed-upon behaviors related to a regular school or classroom routine. When developing procedures… • Use easily read letters • Support with an illustration • Use two colors for one chart • Have students help create ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

35. Mapping A Story Morning Business Munch a Snack Mental Notes About Today Mapping Our Neighborhood Moving to Specials Agendas Agendas give students the security of knowing what is coming for the day and a tool for planning and organizing their time to meet the day’s objectives. Marvelous Monday ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

36. Brain Compatible ElementMeaningful Content ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

37. Meaningful Content Is from real life. Depends heavily upon prior experience. Is age-appropriate. Is rich enough to allow for pattern-seeking asa means of identifying/creating meaning. Can be used within the life of the learner. Does not involve an external rewards system. The brain is a self-congratulator. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

38. Brain Compatible Classroom Progression of Instruction Sensory Input from Being There Experiences • concept • language • application to the real world GROWTH Traditional Classroom language • concept • application ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

39. When presenting a lesson remember… C.U.E. -Creative -Useful -Build an EmotionalBridge ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

40. Brain Snack Take 1-2 minutes to reflect (draw, write, think) about what you have heard so far today. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

41. Brain Compatible ElementImmediate Feedback ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

42. Immediate Feedback Direct Instruction~ 16 minutes/hour clear, concise, succinct, what’s most important to understand Circulate, re-teach, discuss, support Students give feedback to peers Immediately assess effectiveness of direct instruction and assignment ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

43. Brain Compatible ElementAdequate Time ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

44. Making meaning through • pattern seeking • Developing a mental program for using what we understand and wiring it into long-term memory Learning is a two-step process: ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

45. Brain Compatible ElementMastery/Application ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

46. We must teach as though teaching for genuine expertise. • Caine/Caine, Making Connections: Teaching and The Human Brain, pg. 110 ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

47. So What? What are you currently doing as a: teacher or school to implement these brain compatible elements? ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

48. If we understand… we are responsible. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

49. For More Information Contact Debora Schweikl at The Center for Effective Learning 253-815-8800 ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.