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The Brain
The Brain
Brain Components
Brain Components
"mission control" centre
drives the rest of the body
brain has specialized areas (cerebrum - thinking, sensory, cerebellum - motor coordination)
Cerebrum
back of the brain is sensory system
front of the brain is decision making and long term
Adult Brains vs Children's brains
Adult Brains vs Children's brains
children understand sensory information (develop early)
long term decision making, controlling impulses are still developing until the age of 21
Are Wrinkles bad?
Are Wrinkles bad?
cortex is wrinkled to hold more information in a smaller space
cortex helps us think through problem and develops our sensory system
our brain is multisensory
Understanding the brain is essential in understanding how children think, learn and process information. Children are sensory based and need to develop their critical thinking skills. Without taking in account how a brain develops and works, it is virtually impossible to create a whole brain approach to teaching, and adapt to create and inclusive classroom.
Neuroplasticity
Neuroplasticity
brains are constantly changing
change or learning creates new neuropathways
the more we practice, the stronger the pathways become
we all have the ability to learn and change
even at rest, the brain is highly active
Definitions:
Neuroplasticity: ability for the brain to change
Myelin: fat that sheaths the neurons to work more effectively
Brain Organization
Brain Organization
brain reorganization is always happening
can change in 3 ways to support learning
chemical - brain can change the chemical signals (short term memory)
altering structure - neurons change the physical structure of connections (long term memory)
altering the function - as the brain increases in activity the brain changes how it reacts
three areas together support learning
best way to change the brain is practice
neuroplasticity is variable between people
Children learn differently and their brains develop differently. Perhaps in the future, learners and teachers can be "matched" to benefit student learning, however until that time, we as teachers need to try and reach all brains in a variety of ways.
UDL and the Brain
UDL and the Brain
Recognition Networks
Recognition Networks
"What"
"What"
back of the brain
Responsible for:
sound
light
taste
smell
touch
gather facts
categorize
Essential to Learning
teachers tap into learning in different way
Recognition networks are specialized networks to sense and assign meaning to patterns we see. They enable learners to identify and understand information, ideas, and concepts.
Not all areas develop equally. Use strengths to support other learning.
Accessible content needs to meet the needs of all learners in the classroom.
reading
auditory
video
charts
Strategic Networks
Strategic Networks
"How"
"How"
front of the brain
Responsible for (actions and skills):
plan
monitor
execute
work in tandem with recognition networks to read, write, solve problems, completing problems
Marshmallow test
brain development can play a part in the strategic network of the brain
some students are motivated by the outcome and others are not
exceptional students often need to develop this area of the brain and therefore a reward system can be effective
Affective Networks
Affective Networks
"Why"
"Why"
core of the brain
Responsible for:
engage with tasks
influence motivation
preferences
establishing priorities and interests
desire to want to learn
If their attention and focus are fixed on one area, learning and observation of other information can be lost.
It is also important as a teacher to approach each idea with fresh eyes. Johnny may read fluently and well, but he may not have the comprehension skills. It is important not to assume competence.
Instructional Scaffolding
Instructional Scaffolding
Scaffolding is what you do first with students when teaching a lesson.
Scaffolding examples:
Show and Tell
Tap into Prior Knowledge
Give Time to Talk
Pre Teach Vocabulary
Use Visual Aids
Pause, Ask Questions, Review
Alber, R. (2014, January 24). 6 scaffolding strategies to use with your students. Retrieved May 07, 2021, from https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
How do the UDL guidelines develop student expertise and instructional methods?
How do the UDL guidelines develop student expertise and instructional methods?
UDL develop student expertise and instructional methods because it focuses on choice and autonomy, relevance and authenticity. Students are encouraged to be engaged in their learning by being part of the goal setting and evaluation process.
UDL allows individual students to learn in a variety of ways (auditory, visual, etc), build on their strengths in learning and provides opportunities for increased understanding. UDL also allows for students to express their learning in multiple formats to demonstrate and support their progress of learning.
The Three Principals
Affective
Affective
Recognition
Recognition
Strategic
Strategic
marshmallow
Selective Attention Test 1
Selective Attention Test 1
How many times do the people in white pass the ball?
Selective Attention Test 2
Selective Attention Test 2
How many times do the people in white pass the ball (2)?
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