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Why Your Secret Bias Matters in the Classroom

Teacher Tips Brain Based Learning

How to Have the Best Year of Your Professional Life

The word “explicit” means overt, obvious, known and spoken. Implicit means implied, insinuated, tacit and not said. Our biases have been known to show up in our classrooms in study after study. Surprisingly, most teachers claim they are NOT biased. This month, you’ll see how to recognize your biases and why you should alter them. You will get a critical insight and strategy for high-performance teaching. Stay a learner and you can turn this into the best year of your professional life. Let’s start with an awesome process for success. (more…)

Can You Raise Test Scores in 12 Minutes?

braintest

(Yes, if you know how)

In a recent study, the mean reading comprehension score of low-income adolescents who engaged in 12 minutes of (doing what?) was higher than the mean reading comprehension score of low-income adolescents in the control group. Not a little bit higher, but MUCH higher!

The most amazing part of this intervention was that it was easily replicated, verifiable and very low cost. What was it? (more…)

How to Hook in Little Kids and Adolescents with a Centuries-Old Strategy

kids

If you’re like me, you have memories of sharing content with your class of students, and many of them just looking at you and staring. Nothing’s happening.

You’re not sure if they even care what you are saying. OK, let’s say you did use “buy-in” strategies, so that area was addressed. Maybe you see that they just aren’t connecting to the content. Believe me, this has happened to the best of us.

There is a simple tool you can use to ensure this never, ever happens to you again. (more…)

How to Get Students to Buy-Into Your Content…

Brain based

I’d like to introduce a critical topic: how to get students to care about the content you have to offer.

Why should YOU care about this? I think I can save you a TON of time this year.

Here’s how: (more…)

6 Quick Brain-Based Teaching Strategies

So many teachers want the quick strategies they can use the very next day. Unfortunately, many of those are just more of the same. Sometimes what makes a strategy work (or not work) is HOW the teacher “sets up” the activity. Other times it works because of the timing or the environmental factors.

In short, it not about just the strategy. But for a moment, let’s say, you’ve already taken one of my amazing multi-day brain-based courses. The following might be good for a quick reminder:

1. The saying “too much, too fast,” means we won’t integrate and recall the information if you teach is quickly. Instead, chunk down the learning into small chunks; allow processing and settling time with partners or as reflective journal time.

2. Because every brain is different—genes + experience, plus the interplay between the two, recall the importance of honoring uniqueness, respecting differences. That means use huge variety to maximize learning. Use visual, with illustrations, and podcasts and DVDs. Then use movement with drama, hands on and energizers. Also use plenty of call-response with partner dialogs.

3. Most subjects can be learned under moderate stress; think of it as “healthy concern.” To ramp that up, use constant accountability. After every learning chunk, have kids create a quiz question, stand up, quiz their neighbor or create a short quiz of 10 questions. Use teams, peer pressure and deadlines to add concern. Remember the material better with an emotion embedded with it. After the quiz, celebrate the progress.

4. Thinking about thinking builds learning skills as active processing time. Add the process of journaling, discussion and learning logs valuable for better learning. Give students starter sentences such as “What I was curious (or stressed over) about today was”… Or, “What I learned today was… and, the way I learned it best was when I.” Until patterns emerge, learning is often random and messy, following no clear path over time, the patterns become more obvious. Pattern making is more complex in second languages like math and music.

5. Remember the value in non-learning or “settling” time, to consolidate the content. Take breaks, recess, lunch, relax time, walks, for passive processing. Even a quick energizer that’s fun and playful can be a good break.

6. Our brain can memorize, but our best learning is the trial & error learning; it’s a key to complex learning–there’s value in games done well, so use games, computers, competition, building, initiatives, etc. Games like hopscotch, relays, or just let kids quiz each other. Brains rarely get it right the first time—learning complexity is built over time Using checklists, peer teaching, computers, asking Qs, are all examples of using trial and error.

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Brain-Based Teaching Resources

Creative Commons License photo credit: :Bron:

Also read Working memory

Seven Changes You Can Make to Save Your Life and Possibly Beat Cancer

Life Strategies to beat cancer

Annual Updated Health Issue:

Below you’ll find seven changes you can make to save your life or extend it! You may be concerned about the “big two” killers of cancer and Alzheimer’s. We’ll focus on cancer and the our next post will be (again) on Alzheimer’s.

By the way, every year these suggestions get so many rave reviews that they are re-sent, forwarded and “re-gifted.” Feel free to do so this year, as well.

The first change will reduce your risk of cancer. A recent study shows that… (more…)