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Today’s Goal:

Today’s Goal:. Deepen our understanding of the effects of ENGAGEMENT on the brain and student achievement. Brain-Based Teaching?. It’s E-S-P ! t he purposeful E NGAGEMENT of effective S TRATEGIES derived from P RINCIPLES of cognitive neuroscience.

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Today’s Goal:

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  1. Today’s Goal: Deepen our understanding of the effects of ENGAGEMENT on the brain and student achievement.

  2. Brain-Based Teaching? It’s E-S-P ! the purposeful ENGAGEMENT of effective STRATEGIES derived from PRINCIPLES of cognitive neuroscience.

  3. Will I get something practical…today? • What is the link between Brain-based learning theory and ENGAGEMENT? • What’s the science behind the theory? • How do I get the students to buy-in? • What tools will help me better engage students?

  4. The Secret to ENGAGEMENT is • 1 Big Idea with many facets: • Start noticing what works in your classroom like timing, word choice, what was done before and after the activity,… • Most of what works is often invisible. • Take some time to notice the little things, like the human head in the next slide!

  5. Why? • Why do some students participate in classrooms while others do not? • What responsibility do you have in the process?

  6. 3 reasons kids do not participate in class 3 examples of teacher’s responsibility in the process of ENGAGEMENT. 3 reasons kids participate in class

  7. Good News! You have muchmore capacity to influence your students than youmay have previously thought.

  8. More Good News… • Having an engaging classroom DOES NOT mean you must entertain. • You’ll become more efficient at engagement if you work smarter, not harder. • Your students will enjoy learning more, you’ll reduce burnout (for you and them). • Everything that we offer you today can be used with just a little practice.

  9. Defining “ENGAGEMENT”… • It is active participation, by choice, in a cognitive, physical, and emotional way. • It requires the ABCDE’s! • Att__________ (look & listen) • Bu___________ (emotionally sold) • Cho__________ (willingness to do) • Decis_________ made (mind activated) • Empowered actions (equals a b________ in motion)

  10. The Foundation of Engagement is RelationshipAll Successful Engagement is Based on These 3 Rules • RespectYou show respect _____ ____ they give it to you; You cannot ______ respect, only earn it. • RelationshipShow _______ ______ about them, first, before they’ll _______about you. • HopeYou must never, ever, give up on them; they’ll sense it and ____ _____ on you, too.

  11. Purposes of ENGAGEMENT… • Promote student learning • Increase understanding • Boost motivation • Reduce boredom • Strengthen memory • Enhance self-concept • Make school fun • Increase self-control

  12. Possibilities for ENGAGEMENT:

  13. Moving On!

  14. MYTH:Learning about the brain is for science geeks.TRUTH:We are all in the learning and brain profession.

  15. What do we know about the brain? • Talk to your table group about… • Size, shape • Made of… • Types of cells… • How does learning work?

  16. How many neurons do you think humans have?

  17. This is a visual representation. Can you represent this kinesthetically?

  18. Which lobe of the brain is responsible for vision? A. Parietal C. Occipital B. Frontal D. Temporal

  19. Mid-brain Structures Which structure organizes explicit learning and causes it to be stored in the cortex? How sure are you?

  20. How do we learn? • Input from senses, imagination, reflection • “Sorting out” – needs immediate attention, further processing, ignoring • Important things to ________________, later stored in appropriate lobe • Time frame ________________________!

  21. Once the brain is overloaded… • It doesn’t have the working memory to store new thoughts It doesn’t have the physical resources to make new memories (glucose, acetylcholine, etc.) • It doesn’t have the space in the hippocampus to even a temporary memory.

  22. 3 Important Ideas Adaptability Integration Sophistication

  23. A New View of the Human Brain The human brain is dynamic, not fixed.The brain (depending on your age) is:• making connections • adding new neurons • pruning excess neurons • changing its chemistry • re-organizing itself every single day!

  24. How Much Capacity for Change is Built into Student’s Brains? Can Brains Change? If so…

  25. Greater Time in School Environment Means Longer Dendrites

  26. Integration • Left brain/right brain? • Corpus callosum • Cross control • Trained musicians vs. novice • Left-handers use right for language

  27. Sophistication • Electrical-chemical-electrical signal • Synapses formed and “pruned” • Protein fibers hold neurons together • Neurons learn!!

  28. Break! Be back in 10 minutes

  29. It’s time for a little dissection…

  30. …of your book!

  31. Jigsaw Activity – Chapter 2 Preparing the brain for school Brain development Count off into 3 groups… Conception to age 2 Ages 2 to 5 Age 5 through teen years

  32. Tell your tablemates… Read, discuss with age group buddies, then share with table 3 to 5 most important things about your age group

  33. Moving On!

  34. States

  35. Whatare “States”? They are bodily responses created by a 1) momentary aggregate of signals from emotional, cognitive and sensory neurons AND2) a corresponding chemical signature.

  36. How the brain’s response systems work All behaviors are dependent onthe state that one is in. The path to engagement isthrough reading and managing states The longer anyone is is any state, the more stable it becomes.

  37. Our “hardwired” built-in states, that are global and universalare anger, sadness, fear, surprise, joy, and disgust. All other states are learned from the culture you’re raised in.

  38. There’s aWide Rangeof PotentialStates

  39. Can You Identify These CommonSix States in Your Class? •Confusion • Fear/Distress • Anticipation/Curiosity • Frustration • Apathy/Boredom • Self-Convincer/Pride Which states are positive for learning? Which are a high concern?

  40. Can You Identify These CommonSix States in Your Class? • Confusion• Fear/Distress• Anticipation/Curiosity• Frustration• Apathy/Boredom • Self-Convincer/Pride Red = states of high concernGreen = positive states

  41. States States usually last for seconds or minutes, moods last for hours or days. States are self-reinforcing; the longer you’re in a state, the more comfortable it becomes. We experience 100’s of states every day. More states impair learning than help it.

  42. There’s No Such Thing as an Unmotivated Student… Only Students in Unmotivated States!

  43. Engage with Open States In closed states, behavior is predictable; it’s usually “No way” or “Whatever.” To get a more positive response, shift the state first.Always think...“Better states get better results!” Open or Closed State?

  44. How the brain’s response systems work All behaviors are dependent onthe state that one is in. The path to engagement isthrough reading and managing states The longer anyone is is any state, the more stable it becomes.

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