Using Brain Compatible Learning in the Classroom July 21, 2011

1. Using Brain Compatible Learning in the ClassroomJuly 21, 2011 Dawn Brown, Kelly Guentert Danette O’Brien, Fran Pollock

2. Diet and the Brain • Studies show the brain foods help support brain health, memory and attention. (Health and Wellness magazine, 2011) • Did you know that bananas have potassium, which can reduce anxiety, and B vitamins, which have a calming effect on the nervous system? • Studies have suggested that children whose diet is high in essential fatty acids, like tuna, do better on reading and spelling tests.

3. Brain Foods • Boost Memory: • Broccoli, watermelon, nuts, fish and blueberries • Boost Focus • Chocolate, tomatoes, yogurt and fish • Natural Antidepressants that aid in reducing anxiety • Brown rice, whole wheat pasta and oats • Boost Overall Brain Health • Bananas, raisins, poultry and fish

4. Exercise and the Brain • Exercise appears to improve brain function • Physical activity is beneficial and protects against the loss of cognitive function during aging (Science Daily, 2006). • Your brain is a thinking organ that learns and grows by interacting with the world through action. • Use exercise as brain breaks (stretching) in your classroom to support circulation to the brain for alertness and attention.

5. Emotions and Learning • The Limbic System is the system responsible for our emotions • In a study by Kuhlmann, Kirschbaum & Wolf, 2005, positive feelings lead to endorphins in the blood giving feelings of euphoria and negative feelings lead to cortisol in the blood which leads to anxiety. • When students feel happy or make positive associations with learning, information is able to process and travel to a higher level of thinking to the Frontal Cortex and the Hippocampus where information can be stored in Long Term Memory. • On the flip side, if students are upset and worried about a conflict that has happened in the past, they are not able to attend and focus in class and therefore will not be able to transfer information to Long Term Memory. “Down Shifting” • When a student is in a state of distress, it may be helpful to manage these negative feelings and allow the student to verbalize their concerns so that they can move on and be ready to learn.

6. Students are more likely to recall information when there is an emotional tie. • Some ways to get students to connect with the material may include: journal writing, role playing and sharing real world experiences. • If presenting a lesson on Vietnam, students could write letters to family members who may be leaving for the war.

7. LearningStyles • Traditionally, our education model has had a tremendous focus on delivering information from only 1 means: verbally. The teacher stands at the front of the room and lectures throughout the lesson. Audience Activity • According to The National Training Laboratories of Bethel, 1960, we know that when the information is presented verbally, only 5% of the information is retained by students, whereas when students are allowed to complete hands-on tasks, they retain up to 75% of the material. • Students are unique in the way in which they learn. • Students learn best when the whole brain is engaged. • The model of Multiple Intelligences explains8 different ways or avenues to enhance a child’s learning: Kinesthetic/Movement, Musical etc. • Caine’s Model of instruction focuses on 3 methods of learning: Orchestrated Immersion, Relaxed Alertness, and Active Processing.

8. Memory and Learning • Did you know successful teachers use a variety of methods to help students acquire and retain knowledge? • Memory Strategies to enhance learning • The anticipatory set -“the hook” • Use of mnemonic devices • Chunking • Shorten lessons • Rehearsal • Wait time • Rhyme, rhythm and song • Graphic organizers

9. Classroom Environment • Provide a positive learning environment • Fun, fair and firm • Safe and non-threatening so students have free expression of ideas • Teacher is trusted • Overall, an atmosphere of “relaxed alertness” (Caine’s Model) • Impact on Brain • Release of endorphins • Euphoria which stimulates ‘feel good emotions’ and triggers attention and focus • Frontal lobe stimulation which allows for logical thinking • Result • Thinking is encouraged and nurtured • in a positive environment, discipline issues are less likely to occur • Promotes cooperative learning of diverse student populations • A feeling of community which is conducive to learning

10. Classroom Organization • Students learn best when the teaching environment supports an organized layout that offers predictable patterns and order. (Supports Caine’s Principal #4) • Well-Organized Room • simple, content-relevant displays • use of consistent colors and patterns • clean work areas • adequate lighting • organized seating • Use of Multi-Media Aids to enhance learning • Use of overhead projector • Use of colors, charts and timelines • Taking pictures • Music and/or video to stimulate auditory

11. How to Have a Brain-Friendly Classroom • Encourage proper diet for student learning • Use exercise as brain breaks • Make lessons personal – emotional ties • Use a variety of memory strategies in lessons • Provide positive learning environment • Create a well-organized room

12. References Caine, R. N. & Caine, G., 1994. Making Connections: Teaching and the Human Brain. Reading, MA: Addison-Wesley. Exercise Appears To Improve Brain Function Among Younger People. (2006, December 20). Retrieved July 20, 2011, from Science Daily website: http://www.sciencedaily.com/releases/2006/12/061219122200.htm Gregory, G.H., & Parry, T., 2006. Designing Brain Compatible Learning. Thousand Oaks, CA: Corwin Press. Kuhlman, S., Kirschbau, C., and Wolff, O. T. (2005, March) Effects of oral cortisol treatment in healthy young women on memory retrieval of negative and neutral words. Neurobiology of Learning and Memory, 83, 158-162. Lober, J. Brain Foods. (2011, March). Retrieved July 20, 2011 from Health and Wellness Magazine website: http://www.healthandwellnessmagazine.net/features/brain-foods Participant Manual: The Power of Brain-Compatible Learning. (2009). [Participant Handouts]. Ventura, California: The Connecting Link, Inc. Sousa, D.A., 2006. How the Brain Learns. Thousand Oaks, CA: Corwin Press.