Connecting Brain Research with Dimensions of learning

1. Connecting Brain Research with Dimensions of learning

2. Objective Students will learn about Brain Based Learning and the Five Dimensions of Learning model. To prove you learned something I would like students to give their reactions, through an AH HA, Oh No, or HMMM moment.

3. Brain Based Learning? What is Brain Based learning Learning about the brain to better design effective classroom environments Scientists and researchers are making exciting new discoveries related to how the brain processes and stores information. (Sousa, 1998) This research has potential to unlock the mystery of learning itself. Our brain functions best under certain conditions...and when we factor these conditions into the design and learning process, we increase the success of the learning experience.

4. Humans have aproxiamatley 100 billion brain cells : it is not the number of these neurons but the connections between them that is important for learning because learning occurs when neurons connect, or in other words, when we form neural networks in our brain. The more connected these neurons are, the better we learn. If we don�t have a neural network for a certain thing, it simply doesn�t exist for us. That�s why it�s difficult to grasp new concepts at first -- our brain lacks the neural network. This describes the brain as an �equal opportunity� organ

5. So, What I�m saying is? Learning is best achieved when linked with the learners previous knowledge, experience, or understanding of a given subject or concept. Our brain is like a computer, it must be formatted Knowing this can help you realize why it might take a student a longer time to grasp a new concept.

6. Learning involves our brain, emotions, and heart Brain researchers agree that all learning involves our brain, our emotions, and health. In other words, we learn with our mind, heart, and body. How does this relate to teaching? We need to make sure that each student has the optimal requirements for learning: attentive brains, positive feelings and healthy bodies.

7. Dimensions of Learning Its premise is that five types of thinking -- what we call the five dimensions of learning -- are essential to successful learning. Dimensions of Learning is a comprehensive model that uses what researchers and theorists know about learning to define the learning process.

8. Dimension OnePositive attitudes Students attitudes and perceptions serve as filters that enhance or inhibit natural learning. When a person feels threatened, chemicals are released that can impair memory and learning

9. Dimension TwoAcquiring and Integrating knowledge Learning new information must occur within the context of what the learner already knows and must be adequately assimiliated so that the information can be used easily in new situations Like a computer saving files, The Word Doc�s with the Word Doc�s, the pictures in the picture folder. Learning occurs through the growth of nueral connections. The More you repeat the better you learn.

10. Dimension ThreeExtending and refining knowledge This requires examining things in a deeper more analytical way. Comparing, classifying, inducing, deducing, analyzing errors, constructing support, abstracting, and analyzing perspective. (Marzano, 1992) Brain is now using multiple and complex systems of retrieval and integration (Lowery, 1998)

11. Dimension FourUsing Knowledge Meaningfully We learn best when we need information to accomplish a goal. In this dimension students apply information in activities that require them to make decisions, investigate, conduct experiments, and solve real world problems. This is said to activate the area in the brain that is responsible for higher order thinking

12. Dimension Four (continued) Teachers must pair physical activities with problem solving tasks to connect the �acting modules� of the brain with the �thinking modules�. This increases memory and learning, thereby modifying brain structures.

13. Dimension FiveHabits of mind The most effective learners have developed powerful habits of mind that enable them to think critically, think creatively, and regulate their behavior

14. Critical thinking Be accurate and seek accuracy Be clear and seek clarity Maintain an open mind Restrain impulsivity Take a position when the situation warrants it Respond appropriately to others' feelings and level of knowledge

15. Creative thinking Persevere Push the limits of your knowledge and abilities Generate, trust, and maintain your own standards of evaluation Generate new ways of viewing a situation that are outside the boundaries of standard conventions

16. Self regulated thinking Monitor your own thinking Plan appropriately Identify and use necessary resources Respond appropriately to feedback Evaluate the effectiveness of your actions