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TRANSCRIPT
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Now we would like you to leave the room for a couple of minutes and
we will begin.
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“The New Science ofTeaching and Training”
Eric Jensen
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Eric Jensen
Eric Jensen has been a leading authority on the applications of brain research in education for more than 15 years. He ís a former teacher who has spoken at national and international conferences and taught as adjunct faculty at three universities. Jensen authored Teaching with the Brain in Mind, Enriching the Brain, and 23 other books on learning, the brain, and teaching.
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Learning in accordance to what comes natural to the brain and how the brain is
impacted by circumstances and experiences.
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Seventy-five percent of teachers have Seventy-five percent of teachers have learned to be sequential, analytic learned to be sequential, analytic presenters, and that’s how their lessons presenters, and that’s how their lessons are organized; are organized; yetyet 100 percent of their 100 percent of their students are multi-processors.students are multi-processors.
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When we think of how our memory works, it is important to think process, rather than location when discussing our memory system. Neuroscientist Daniel Schacter, PhD suggests that multiple memory locations and systems are responsible for our learning and recall. His research suggests that different learning tasks may require different ways to store and recall information.
Researchers emphasize that it’s the retrieval process which activates dormant neurons to trigger our memories.
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Many learners may actually know the material they are being tested on, but don’t demonstrate it well during exam time. Ex: if they study under low stress, but take the exam under high stress they may recall less if the physiological states were matched. Students who might be thought of as “lazy learners” may, in fact, be simply recalling only what they can. Another example: a particular student may be good at recalling names and dates, this doesn’t necessarily mean they’ll be good at recalling a poem. Learning is stored in distinctive pathways. If you can’t retrieve it through one pathway, it may be accessible via another.
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Evidence suggest memories may be stored in peptide molecules which circulate throughout the entire body via the bloodstream.
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“Now You See It, Now You Don't”
Let's test short term memory.
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Pencil Label marker
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Good nutrition promotes healthy functions of neurons—the essential building blocks of mental performance.
Most important is oxygen and glucoseSecond is water—pure water—every day for optimal learning.
The brain is composed of 80 % water
How much we eat or don’t eat affects our brain and thinking. Glucose, a blood sugar, is the sole source of fuel for our brain cells. (ex: fresh fruits, fresh vegetables, proteins and some carbohydrates.
(Unfortunately, many low-income learners typically have carbs for breakfast like toast, breads, cereals and this doesn’t provide the boost to thinking as in eggs, bacon and cottage cheese would.
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Research suggests that students have access to water
during class time. Allow them to bring water bottles into
the classroom. Explain to your students the importance of
water versus other beverages, such as soda, juice, coffee,
etc. Discuss the relationship between good nutrition and
good brain power. Encourage learners to eat “close to
earth” –fresh fruits and vegetables and to include good
protein and fiber with frequent meals and to Re-Hydrate
often!
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Music facts:Increases muscular energy
Increases molecular energy
Influences heartbeat
Altars metabolism
Reduces pain and stress
Speeds healing and recovery in surgery
patients
Relieves fatigue
Aids in the release of emotions
Stimulates creativity, sensitivity, and thinking
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The stimulation of imagination and thinking The stimulation of motor skills, speaking and vocabulary A reduction in discipline problems
“Significant positive effect of music during learning have been reported, especially with music from the baroque and classical periods: however, positive effect of music played
during testing are not consistently supported.”
__Uschi Felix
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Music is an effective instrument to set the emotional state of mind
you as a teacher would like to evoke. Different types of music
elicit different psycho-physiological states…..so incorporate a
variety of music types. Ex: when students arrive play music that
creates a state of anticipation or excitement (epic movie themes)
…..during storytelling, use music that has built in peaks and
valleys and that engages fantasy and emotion (classical or
romantic). When teaching content use classical or romantic
music. Have learners rewrite well-known songs with words that
reflect with what they are currently learning. Give students the
opportunity to experiment (in a structured way) with music in the
classroom.
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Sing "My Bonnie Lies Over the Ocean" with the class. Every time they hear a “B" they change position: if they are sitting, they stand, and vice versa. It's fun when you get to the "bring back, bring back, oh bring back my Bonnie to me" part and their heads are bobbing like buoys in the ocean! We then try to do it faster and faster.
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Draw a line down the middle of your body. That's called the midline. Every time you cross over that line, you are helping connect the hemispheres in your brain.
Put on some music and have children follow along as you
cross left hand to the right side of your body, right hand to the left side of your body, cross over with your feet, etc.
*Give children a piece of toilet paper for a streamer and have them follow along as you make figure eights in the air, circle the streamer around your body, wave it high, swing it low, and so forth.
*Staple tissue paper streamers to a straw and have children follow along as you make cross lateral movements to music..
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Children can improve eye-hand coordination and cross the midline by juggling scarves, paper towels, or wadded up paper balls.
Begin by having children toss up and catch one ball or
scarf. Can they toss it and catch it one time? Can they toss it, clap and catch it? Can they toss it, turn around, and catch it?
Add a second ball or scarf and see what they can do. Try juggling to music.
Hint! To make inexpensive juggling scarves, cut up netting fabric into 12" squares.
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Smells in our environment can influence our moods and levels of
anxiety, fear, hunger, depression and sexuality. Researchers
(Weiner and Brown 1993) reports certain aromas even inspire
individuals to set higher goals for themselves, take on greater
challenges, and get along better with others. (Lavabre 1990)
“The act of smelling something, anything, is remarkably like the
act of thinking: You can feel your mind going to work….Particular
scents may even be effective in re-triggering specific optimal
learning states.” (Grisante, PhD, suggests aromas may be potent
enough to boost learning, decrease food intake, increase
productivity , aid in relaxation, and calm the nerves.
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An awareness of aromas……aromatherapy, can give you as
a teacher a powerful edge in reaching learners and optimal
learning states. Start simple. Research suggests that
peppermint, basil, lemon, cinnamon, and rosemary
enhance mental alertness, while lavender, chamomile
orange, and rose calm nerves and encourage relaxation.
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Color choices are often underestimated.
According to the book, The Power of Color by
Robert Gerard, PhD how a color affects you
depends on your personality and state of
mind at the moment. If you are highly
anxious and stressed, for example “RED” can
trigger more aggressiveness. BUT if you’re
relaxed it can trigger engagement positive
emotions!
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Red is an engaging and emotive color. It is considered more disturbing by anxious subjects, and more exciting to calm subjects. May increase blood pressure and breathing, and stimulate appetite and sense of smell.
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Yellow is the first color a person distinguishes in the brain. Associated with stress, caution, and apprehension, yet it stimulates an overall sense of optimism, hope, and balance. Excellent for use in classrooms.
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Orange has the characteristics halfway between red and yellow. It is one of the best color for stimulating learning.
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Blue is the most tranquilizing color. It calms tense subjects and increases feeling of well-being. When you see blue, your brain releases 11 neurotransmitters that relax the body and may reduce temperatures, perspiration and appetite. Blue may be a bit to calming for most learning environments.
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Green is also a calming color. In response blood histamine levels may rise resulting in reduced sensitivity to food allergies. Antigens may be stimulated for overall better immune system healing.
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Dark Colors lower stress and increase feelings of peacefulness.
Dark Colors lower stress and increase feelings of peacefulness.
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Brown promotes a sense of security and relaxation, and reduces fatigue.
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Bright Colors such as red, orange, and yellow spark energy and creativity. They can also increase aggressive and nervous behavior.
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Gray is the most neutral color.
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For optimal learning, choose yellow, light orange, beige, or off-white. Those colors seem to stimulate positive
feelings.
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We may be underutilizing the potential of color in the learning environment. The more visuals you can incorporate, the better.
Make lectures or presentations more compelling to the brain with objects, photographs, graphics, charts graphs slides, bulletin board displays and COLOR!
Consciously choose the colors you use in the classroomHang colorful postersEncourage the use of color in mind-maps,
painting, projects and posters
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Keep It Up- Have the kids toss around a beach ball trying to not let it hit the ground.
Class Volleyball- Same type of game as above but have the kids pass the ball back and forth from one side of the room to another.
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•Plates- Have kids all put a paper plate on their head. Have them move about the room. If their plate falls, they are frozen and someone else has to bend down without having their plate fall off their head and put it on a classmates head. The object is to keep everyone in the game. •Heads Up & Up- 7 kids are up in front of the classroom and all others have their heads on their desks with their thumbs up. Each of the 7 tap one person and they put their thumb down. Once all students choose one person, you say "heads up- 7 up" Those 7 stand and try to figure out who picked them. •Telephone- All students sit in a circle and one person whispers a message in another's ear. It gets passed around until the last person hears it and shares out. •Relay Races- You could do all sorts of things with this. •Cross Lateral Moves- Have the kids move by doing cross lateral things such as touching the left shoulder or knee with the right hand, etc. •Dance- Play music and have the kids dance•Simon Says- I am sure you know how this one works.
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TrueTrue
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Jamais vuJamais vu
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A Metal RodA Metal Rod
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1 in 61 in 6
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FalseFalse
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AmusiaAmusia
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Sonic Hedgehog GeneSonic Hedgehog Gene
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Awake and RestingAwake and Resting
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Slightly Smaller Slightly Smaller Than…Than…
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FalseFalse
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How did you do?How did you do?
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Learners in positive, Learners in positive, joyful environments are joyful environments are likely to experience likely to experience enhanced learning, enhanced learning, memory and feelings of memory and feelings of self-esteem.self-esteem.
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Thank you and have a colorful rest of the week!