using the strategy ring
DESCRIPTION
Using the Strategy Ring. How the brain works and implications for education and learning. GAME Plan. Goal - Participants will learn about how the brain functions and how the Strategy Ring can help. Activities – Baggage Claim, 10+2, Response Cards, ABA, Numbered Heads Together - PowerPoint PPT PresentationTRANSCRIPT
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Using the Strategy Ring
How the brain works and implications for education and learning
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GAME Plan
Goal - Participants will learn about how the brain functions and how the Strategy Ring can help.
Activities – Baggage Claim, 10+2, Response Cards, ABA, Numbered Heads Together
Measure – Completed notes Evaluation – Plus/Delta
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•14 years sp ed resource room teacher•3 years intervention specialist, inclusion•12 years teacher trainer for co-teaching, inclusion strategies•21 years high school math teacher•23 years district administrator•2 years as educational consultant
Nearly 75 years!
Bonny Buffington
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Baggage Claim
On an index card, LEGIBLY write your response to these questions:
What do students need in order to learn? What can teachers do to facilitate student
learning?
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When I say “GO,” find a partner to share what you have written.
Explain your responses to your partner, and then give your index card to that person.
He/she will explain his/her responses to you and then give his/her index card to you.
Repeat after 60 seconds when I say “GO” again
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The Brain Stem
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The Brain Stem
Involuntary actions – blinking, breathing, heartbeat
Also called “reptilian brain” Collects and delivers
sensory information
to higher brain
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The Limbic System
Cerrebellum
Hippocampus
Amygdala
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Amygdala
Gatekeeper Three levels of attention The need to BELONG The need to be SAFE
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The Hippocampus
Transferring memories Making new memories Inhibition Smell Location
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The Cerebellum
Movement Balance
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“It's like a math co-processor. It's not essential for any activity ... but it makes any activity better. Anything we can think of as higher thought, mathematics, music, philosophy, decision-making, social skill, draws upon the cerebellum....” Dr. Jay Giedd, National Institute of Mental Health
The Cerebellum
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STOP! 10 + 2 Activity
On a piece of paper, write down as much as you remember about the 2 parts of the brain that we have discussed. Try not to peek!
Share what you remembered with a partner
Look at your notes and add whatever you forgot to include
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Frontallobe
Temporallobe
Parietal lobe
Occipitallobe
Cerebellum
The Cerebrum
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The Frontal Lobe
• How we interact with our surroundings. • Our judgments on daily routines. • Our expressive language. • Assigns meaning to words we choose. • Involves word association. • Memory for habits and motor activities
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The Parietal Lobe
• Location for visual attention. • Location for touch perception. • Goal directed voluntary movements. • Manipulation of objects. • Integration of different senses that allows for
understanding a single concept.
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The Occipital Lobe
Vision
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The Temporal Lobe
• Hearing • Memory • Visual perceptions. • Categorizing of objects. T
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Memory SongSung to the tune of “10 Little Indians”
Touch the appropriate area of your brain as you sing:
Temporal, Occipital, ParietalTemporal, Occipital, ParietalTemporal, Occipital, ParietalFrontal, Cerebellum
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Stop! Response CardsWhich lobe(s) would students mainly use when: Sorting colors into primary, secondary, tertiary Playing spelling Twister Typing vocabulary words Copying notes from the board Listening to teacher lecture Role playing an event from history Completing a word find Discussing the pros and cons of a proposal
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Higher Level Thinking
Can actually generate NEW neurons (neurogenesis)
Adds dendrites Increases the thickness of the myelin
sheath
Using the Gray Matter!
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Stimulating Environment Affects Learning
A child's ability to learn can increase or decrease by 25 percent or more, depending on whether he or she grows up in a stimulating environment.
www.brainconnection.com
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Two times of ENORMOUS brain growth and pruning:
During the first month of life, the number of connections or synapses increases from 50 trillion to 1 quadrillion.
If an infant's body grew at a comparable rate, his weight would increase from 8.5 pounds at birth to 170 pounds at one month old.
Overproduction ends, pruning begins until about age 3
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Second cycle of growth and pruning Dendritic growth spurt at age 11 in girls,
12 in boys Pruning phase during adolescence Age 13 – 18 lose 1% of gray matter per
year If you don’t use it, you lose it!
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The Teacher Effect Quality of classroom instruction is most
significant factor in students’ brain development.
Didactic instruction – teacher directed Interactive instruction – student actively
engaged
Which type do you think grows dendrites?
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Sad Fact:
Failing to engage students actively can actually make students dumber.
Use it or lose it: If dendrites are not being used, they will be pruned.
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Stop! ABA activity
Stand up for REVIEW! Grab a partner Decide who will be A and who will be B A speaks for 60 seconds, nonstop B speaks for 90 seconds, nonstop A speaks for 30 seconds, nonstop
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Implications for the classroom…
Students interacting to increase emotional level Students talking, explaining to increase meaning Students using various modalities
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Stop! Numbered Heads Together
In groups of 4, number each person 1, 2, 3, and 4
Come to consensus on a response for the question. I will draw a number and call on the person with that number to give the group’s response.
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Match the following items to the correct percentage.
What we hear 95%
What we see 80%
What we see and hear 70%
What we read 50%
What we discuss 30%
What we teach others 20%
What we personally experience 10%
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10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we discuss with others 80% of what we personally experience 95% or what we teach others
- Edgar Dale
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Using the Strategy Ring: