1) In what ways might you translate the principles presented in the chapter into practical, everyday ideas you can use in your classes. I thought this chapter was a very practical chapter. One of the easiest things to change in your teaching is the room you teach in. I loved some of the ideas that the book gave. As I was reading I was thinking about how I have cut back in letting my kids decorate the room or bring things in. I like it when they do it and because makes the room feel like home to them. The room is not just the place where they learn but an extension of them. I also put up a lot of my own things that show my personality so they can see who I am as well. 2) Armed with the brain research found in the chapter, what should educators be doing differently? In what ways might you suggest we start doing this? Well, we have to give the students the feeling that the room is theirs, not ours as a teacher. We may make the rules for the room but it is not really ours. I think the activities listed make the kids feel ownership and I also think that they can help create more of a community in the classroom. As was said in the first chapter when the students feel they belong they can tackle greater challenges and do not feel stressed. Little things like making a room feel like home can lead to more success. 3) How will you incorprate this research into your curriculum to make it more brain based? I think I need to work most on having the students bring things in and do some of the decorating of the classroom. They loved it in the past and for whatever reason I have gotten away from it. Also, I need more stations where they can use their hands to make the room interesting. Right now I have a puzzle station and the kids fight to use it because they like to use their hands and there are no other places for that in the room. When I do put things out for them that go along with a unit they really enjoy it. Last of all, I think I need more places where kids can go and sit alone and concentrate. My room is not huge but if I made a schedule I think I could spare a little room for a few students.
1.I have used Spense Rodgers, motivation and learning techniques in my classes. It appears that the attention-getting devices and learning strategies he suggests relate to this chapter. I was interested in how movement is important for development of the cerebellum and this corresponds to making decisions. The brain stores information by identifing patterns in it. I've heard to repeat information at least twenty-eight times in order for the brain to remember. In the section, Organizations it is stated we need to emphasize and repeat, teach note taking, review notes within twenty-four hours to improve their retention and use lastly use more images for the brain remembers this more than words. I need to remember this as I am teaching. Pseudostupidity was another intererting terms. I like the ideas of using various perspectives. I want students to research and not just thinks one idea is the best but there are more. 2. At our school, we give out planners for the students to use. We should include study strategies in the planner. They section titled, "Every Good Boy Does Fine" could be listed in the planner. Mnemonics could be explained. Teachers need to reinforce how to study. We tell them to study buy they do not know how. Attention getting devices and creative learning strategies may not be used by many teachers. On the weekly bulletin a stategy of the week or attention getting teachniques could be given. 3. I am teaching a Housing and Interior Design class second semester. I have not taught this class for about 10 years. I have been pondering how I could make it more brain-based. I want them to analyze and use the practical reasoning approach to housing styles instead of just learning the names and design details. I want to challenge them with more higher level thinking skills such as problem-based learning when creating environments for various needs, life cycles and life styles. This could be very creative. I am planning to use more community resources which gives them a sense of belonging to the community, etc.
2 Comments:
1) In what ways might you translate the principles presented in the chapter into practical, everyday ideas you can use in your classes.
I thought this chapter was a very practical chapter. One of the easiest things to change in your teaching is the room you teach in. I loved some of the ideas that the book gave. As I was reading I was thinking about how I have cut back in letting my kids decorate the room or bring things in. I like it when they do it and because makes the room feel like home to them. The room is not just the place where they learn but an extension of them. I also put up a lot of my own things that show my personality so they can see who I am as well.
2) Armed with the brain research found in the chapter, what should educators be doing differently? In what ways might you suggest we start doing this?
Well, we have to give the students the feeling that the room is theirs, not ours as a teacher. We may make the rules for the room but it is not really ours. I think the activities listed make the kids feel ownership and I also think that they can help create more of a community in the classroom. As was said in the first chapter when the students feel they belong they can tackle greater challenges and do not feel stressed. Little things like making a room feel like home can lead to more success.
3) How will you incorprate this research into your curriculum to make it more brain based?
I think I need to work most on having the students bring things in and do some of the decorating of the classroom. They loved it in the past and for whatever reason I have gotten away from it. Also, I need more stations where they can use their hands to make the room interesting. Right now I have a puzzle station and the kids fight to use it because they like to use their hands and there are no other places for that in the room. When I do put things out for them that go along with a unit they really enjoy it. Last of all, I think I need more places where kids can go and sit alone and concentrate. My room is not huge but if I made a schedule I think I could spare a little room for a few students.
1.I have used Spense Rodgers, motivation and learning techniques in my classes. It appears that the attention-getting devices and learning strategies he suggests relate to this chapter. I was interested in how movement is important for development of the cerebellum and this corresponds to making decisions. The brain stores information by identifing patterns in it. I've heard to repeat information at least twenty-eight times in order for the brain to remember. In the section, Organizations it is stated we need to emphasize and repeat, teach note taking, review notes within twenty-four hours to improve their retention and use lastly use more images for the brain remembers this more than words. I need to remember this as I am teaching. Pseudostupidity was another intererting terms. I like the ideas of using various perspectives. I want students to research and not just thinks one idea is the best but there are more.
2. At our school, we give out planners for the students to use. We should include study strategies in the planner. They section titled, "Every Good Boy Does Fine" could be listed in the planner. Mnemonics could be explained. Teachers need to reinforce how to study. We tell them to study buy they do not know how. Attention getting devices and creative learning strategies may not be used by many teachers. On the weekly bulletin a stategy of the week or attention getting teachniques could be given.
3. I am teaching a Housing and Interior Design class second semester. I have not taught this class for about 10 years. I have been pondering how I could make it more brain-based. I want them to analyze and use the practical reasoning approach to housing styles instead of just learning the names and design details. I want to challenge them with more higher level thinking skills such as problem-based learning when creating environments for various needs, life cycles and life styles.
This could be very creative. I am planning to use more community resources which gives them a sense of belonging to the community, etc.
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