How does the brain learn naturally ? What is the role of
emotions in the learning process? Why do students learn
differently? How does attention impact learning? How does brain
chemicals and neurotransmitters impact learning? How can we create
an environment condusive to optimal learning? What fosters
cognitive skills? So on and so forth
Slide 5
Recent brain research now gives you powerful and practical
success strategies to boost motivation, attention, understanding,
meaning, and recall. Eric Jensen
Slide 6
Educators who become aware of recent research on how the brain
learns will gain exciting ideas about conditions and environments
that can optimize learning. Renate & Geoffrey Caine Reference:
Renate Caine& Geoffrey Caine, Understanding a Brain-Based
Approach to Learning and Teaching, Educational Leadership, October
1990, p.66
Slide 7
Reference: Its Mindboggling, The Dana Alliance for the Brain
Initiaitives, New York, 2003, p.1 Visualize a place youd like to
be. Maybe its lounging on a sunny summer day at the beach. Maybe
its in your living room, watching a favorite movie. Create the
image of that place in your mind, and hold it for a minute.
Slide 8
Listen to the sounds in the room around you. Really listen.
What do you hear? Reference: Its Mindboggling, The Dana Alliance
for the Brain Initiaitives, New York, 2003, p.1
Slide 9
Tap your fingers on the board, one tap, one finger at a time,in
succession. Then reverse the order of tapping. Then tap each finger
twice, in succession; then in reverse. Then three Reference: Its
Mindboggling, The Dana Alliance for the Brain Initiaitives, New
York, 2003, p.1
Slide 10
Starting at 100, count backward by 7s.
Slide 11
Remember some event from your past. The first time you were
teaching in class. Put yourself back in that place, and recall
everything you can about it. Who was there with you? What were you
wearing? What emotions were you feeling? Reference: Its
Mindboggling, The Dana Alliance for the Brain Initiaitives, New
York, 2003, p.1
Slide 12
OCCIPITAL LOBE FRONTAL LOBE TEMPORAL LOBE PARIETAL LOBE 1 2 3 4
In performing these tasks, youve just activated a good portion of
your brain.
Slide 13
When you look at a color, or hear a sound, or remember
something from the past, counting backwards, doing something
complicated with the language which parts of your brain come alive
with electrical impulses?
Slide 14
Non-invasive technologies such as the PET/CT Scan and the MRI
has enabled researchers to look inside the head and see what the
brain is doing.
Slide 15
How to Integrate Brain Research into Teaching As more and more
about the brain is discovered, these findings have been translated
into educational programs, practices, and policies.
Slide 16
Slide 17
Art and Music is Timeless
Slide 18
Reference: David A. Sousa, Mind, Brain, and Education: The
Impact of Educational Neuroscience on the Science of Teaching,
LEARNing Landscapes, Vol.5,N0:1, 2011, p.41 Brain research added to
our knowledge of how the arts develop the brain. Research studies
are revealing how exposure to the arts can increase ones attention,
spatial skills, and creativity. Brain research is showing that they
are important contributors to the development of cognitive
processing. David Sousa
Slide 19
Learning, Arts and The Brain Summit 2009 H ow might studying
and practising the arts enhance creativity, cognition and
learning?
Slide 20
Art integration improves learning maintains deeper engagement
in subject matter better retention of content greater emotional
involvement in the learning process deeper social awareness the
ability to apply principles across disciplines Reference:
Neuroeducation: Learning, Arts, and the Brain, Dana Press, New
York, 2009, p.4 Learning, Arts and The Brain Summit 2009 The
Premise
Slide 21
Whats happening? What makes you say so?
Slide 22
Pablo Picasso
Slide 23
What do you see? What do you think about it? What does it make
you wonder? Reference: Harvard Project Zero, Artful Thinking,
Thinking Routines Karel Appel I see, I think, I wonder
Slide 24
Create Evaluate Analyze Apply Understand Remember
Slide 25
If this artwork is the beginning of a story, what might happen
next? If this artwork is the middle of a story, what might have
happened before? What might be about to happen? If this artwork is
the end of a story, what might the story be? -- Use your
imagination - Reference: Harvard Project Zero, Artful Thinking,
Thinking Routines Fabbio Fabbi
Slide 26
Create Evaluate Analyze Apply Understand Remember
Slide 27
Musical Creativity and the Brain; Monica Gonzales,Ph.D Charles
J. Limb, M.D.Musical Creativity and The Brain Cerebrum,
(https://www.dana.org/news/cerebrum)https://www.dana.org/news/cerebrum
Musical Skill and Cognition; John Jonides, Ph.D, University of
Michigan (Ref: Learning, Arts, and the Brain,The Dana Consortium
Report on Arts and Cognition, Dana Press, New York, 2008, pp.11-17
)
Slide 28
1. Listen to a piece of music quietly. Let your ears take in as
much as possible. 2. List minimum 5 words or phrases about the
music you hear. ( genre, voice, sounds, tempo/beat, feelings etc.)
3. Listen again and try to add more words or phrases to your list.
Reference : Project Zero. Artful Thinking, Thinking Routines
Slide 29
Brain research helps teachers to better understand how the
brain learns best and how they can use this knowledge to help
second language students learn English quickly and efficiently.
Teachers should remember that we don't have a "coherent model of
how the brain works, but we do know enough to make significant
changes in how we teach. Eric Jensen