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    40 Engaging Brain-Based Tools for the Classroom
    40 Engaging Brain-Based Tools for the Classroom
    40 Engaging Brain-Based Tools for the Classroom
    Ebook222 pages2 hours

    40 Engaging Brain-Based Tools for the Classroom

    By Michael A. Scaddan

    3.5/5

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    About this ebook

    Educators looking for proven methods to introduce brain-compatible instruction into K12 classrooms will find invaluable assistance in this easy-to-read, engaging resource. The author helps teachers understand how the brain, mind, and body function in the learning process, demonstrates methods to reinforce students' memory and concentration, and illustrates ways to enhance learners' outcomes across a broad range of skills.
    This flexible guide converts the latest findings on brain research into fun and effective techniques for reducing behavioral distractions in class, improving academic performance, and strengthening teachers' instructional skills. Within a holistic brain-based teaching model, this practical book offers:
    40 brain-friendly tools for improving learning and test results
    A brain-based review feature that helps readers evaluate and modify the tools to meet students' needs
    Stimulating quotes and motivational proverbs for inspiration
    Stories, songs, poems, and anecdotes woven throughout the text
    This guide is ideal for empowering students and helping them take ownership of their learning.
    LanguageEnglish
    PublisherSkyhorse
    Release dateMar 15, 2016
    ISBN9781634507837
    40 Engaging Brain-Based Tools for the Classroom

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      Book preview

      40 Engaging Brain-Based Tools for the Classroom - Michael A. Scaddan

      Copyright © 2009 by Corwin Press.

      First Skyhorse Publishing edition 2016.

      All rights reserved. No part of this book may be reproduced in any manner without the express written consent of the publisher, except in the case of brief excerpts in critical reviews or articles. All inquiries should be addressed to Skyhorse Publishing, 307 West 36th Street, 11th Floor, New York, NY 10018.

      Skyhorse Publishing books may be purchased in bulk at special discounts for sales promotion, corporate gifts, fund-raising, or educational purposes. Special editions can also be created to specifications. For details, contact the Special Sales Department, Skyhorse Publishing, 307 West 36th Street, 11th Floor, New York, NY 10018 or info@skyhorsepublishing.com.

      Skyhorse® and Skyhorse Publishing® are registered trademarks of Skyhorse Publishing, Inc.®, a Delaware corporation.

      Visit our website at www.skyhorsepublishing.com.

      10 9 8 7 6 5 4 3 2 1

      Library of Congress Cataloging-in-Publication Data is available on file.

      Cover design by Lisa Riley

      Print ISBN: 978-1-63450-772-1

      Ebook ISBN: 978-1-63450-783-7

      Printed in the United States of America

      Contents

      Acknowledgments

      About the Author

      Introduction

      Suggestions for Using This Book

      Model

      PART I. ENHANCING RELATIONSHIPS

      1. Emotional Links

      What I’ll Do for You and What I’ll Never Do for You

      You Don’t Know This About Me But . . .

      VIP Center

      2. Metaphors

      Guidelines for Storytelling

      Stories Have a Variety of Uses

      3. Rules, Guidelines, and Agreements

      Rules

      Guidelines

      Agreements

      4. Choice

      5. Stress Reduction

      Brain-Based Review

      6. Put-Ups

      7. Breathing Techniques

      Breathing to Promote a State of Calm

      Breathing to Promote Anger Management

      Breathing to Enhance Energy

      8. Relaxation

      9. Eliminating Extrinsic Rewards

      10. Punishment and Consequences

      Punishing Statements: How to Avoid Them

      Behavioral Changes

      Brain-Based Review

      PART II. DEVELOPING PATTERNS AND COHERENCE

      11. Contamination

      What to Do

      12. Cycles of Concentration

      Energy Cycles

      Memory Cycles

      13. State-Changes

      14. Crossovers

      How and Why Does This Happen?

      Brain-Based Review

      15. Improving Memory Links

      16. Memory Techniques

      17. Rough Draft

      18. Elaboration

      19. Repetition

      20. Themes

      The Planning Process

      Brain-Based Review

      PART III. PROMOTING UNDERSTANDING

      A Model for a Learn to Learn Framework

      21. Input Through Learning Styles

      22. Learning Preferences

      23. Multiple Intelligences

      Brain-Based Review

      24. Motivators

      How to Teach Students About Motivators

      25. Four Great Questions

      How to Use These Questions With Students

      26. WIIFM

      27. Pulling Your Own Strings

      28. Goal Setting

      29. Myffirmations

      30. Overviews

      Overview Guidelines

      Brain-Based Review

      Achievement Data

      PART IV. PUTTING IT ALL TOGETHER

      31. Framing

      32. Prewiring

      33. Loops

      Using Loops in the Classroom

      34. Feedback

      35. Mind Maps and Mindscapes

      36. Reflection

      37. Lo, Mo, and Ho Questions

      38. Inclusive Responses

      39. Response Time

      To Encourage a Higher Degree of Learning

      40. Hands-Free: An Obligation to Answer

      Ways to Go Hands-Free

      Conclusion

      Brain-Based Review

      Suggested Reading

      References

      Acknowledgments

      Thanks to all the staff and students at Te Puna School who have helped to make this journey of brain-compatible learning so meaningful.

      The publisher thanks the following reviewers for their contributions to this work:

      Dr. Barrie Bennett

      Professor of Professional Learning & Development:

      Roles of Knowledge Creation

      The University of Toronto

      Ontario, Canada

      Joan Cundiff

      Gifted Education Coordinator

      Intermediate School District, #287

      Plymouth, MN

      Sheryl Feinstein, EdD

      Professor of Secondary Education

      Augustana College

      Sioux Falls, SD

      Tara McGuigan

      Science Teacher and GATE Resource Teacher

      Madison High School

      San Diego, CA

      Bob Nelson, EdD

      Instructor of Advanced Teacher Education

      University of Texas at Dallas

      Dallas, TX

      About the Author

      Michael A. Scaddan is not only a successful and innovative professional trainer, he has also led a highly successful school down the path of brain-compatible learning. As a principal, he continues to be a practical, hands-on educator, teaching all grade levels of students on a regular basis. This enables him to acquire and develop hundreds of useful and practical classroom tips as well as fine tune the successful schoolwide techniques that he passes on to fellow educators.

      Always looking for a better way, he has extensive training in brain-compatible learning. He completed a Masters of Education in accelerated learning and gained certification as a trainer with the Jensen Corporation.

      Currently Michael offers more than 20 one- to three-day workshops on a wide range of learning topics.

      He now works as a fulltime learning consultant in the USA, Sweden, Hungary, Singapore, Australia, and New Zealand, and has been an educational consultant to the government of Thailand.

      The author can be reached at scaddan.mike@gmail.com.

      Introduction

      So much of what we do as teachers is intuitive, based on our own unique communication style and a lifetime of experiences. Although our teaching may be successful, sharing and explaining why it works is often difficult. This is especially so with the subtle techniques that we use nonconsciously. I found this out early in my career—I knew what succeeded but didn’t really understand why.

      In 1995, I became principal of Te Puna School in New Zealand, and as a staff, we began the journey that I had personally committed to a few years before: a journey of brain-compatible learning. Put simply, this meant investigating the best learning research from behaviorists, neuroscientists, and cognitive (learning/thinking) researchers and then putting what worked best into a holistic school program. It not only provided a why for much of our current practice, it also extended our teaching, often in subtle yet powerful ways.

      Through this understanding, the staff was able to discuss what they did and why it worked with other educationalists, parents, and most important, with students. The approach saw substantial gains in achievement and a radical improvement in behavior.

      I believe that a brain-compatible approach is needed in our schools. We are all faced with continual rapid change. For a variety of reasons, the learners with whom we work today are different. They are encountering and working through many issues, including changes in the family and the influence of technology through all facets of life. The expectations for teachers and how they are viewed by society has also changed, whether we like them or not.

      In many cases, traditional methods—referred to by some educators as the factory model—are no longer working as effectively as they used to. If we want success for learners, we need to understand people rather than content, emotions rather than test results, learning rather than teaching. In short, we need a broader range of skills and an understanding of how our brain, mind, and body function in the learning situation.

      That’s why I wrote this book. It is a compilation of many of the brain-compatible techniques that we read about at our school and found so successful. Whether you are new to this style of learning or an old hand, I’m sure that you will find these tools useful. Remember to modify them as necessary for your own unique environment.

      SUGGESTIONS FOR USING THIS BOOK

      The ideas in this book are based upon practical classroom ideas. Although I have included research or theoretical references for most ideas, space dictated that elaboration of this research was not possible. There are many other books that are excellent sources in this regard. I have included an extensive bibliography for those who wish to read further.

      The book is designed so that the classroom teacher can practice a series of practical tips every week of the year. The book is set out in four parts, each divided into ten chapters presenting ten tools. They are all practical tips and have been tried and tested in classrooms spanning a variety of ages and cultural groups.

      I have begun with an emphasis on that all-important issue: relationships. These are followed by issues of memory and concentration, because these are so important to help us achieve understanding. The third part helps students find out how they learn so that they can begin to take ownership of their own life and learning. I have left it until this time so that the teacher will feel more confident in their ability to let go and also because by this stage of the year, the students should feel more secure in their ability to take learning risks. The final part deals with specific teaching techniques. More experienced teachers may want to read Part IV earlier.

      Once introduced, the tools are designed to be used continually and in a variety of ways according to your needs and experience. For the beginner, I recommend that you introduce them sequentially, one tool per week; with experience, they may be selected as needed. As you progress, you may want to introduce more than one tool at a time in a parallel process.

      The overview on the following pages shows how the brain-compatible philosophy developed at Te Puna School. The I care philosophy is the umbrella under which we operate. The factors included under the I care umbrella make up our own unique model. For your school community to succeed, you will need to develop your own philosophy that is unique to your own needs. If you have not already done this, it is an important place to begin. It may develop as you read this book, but it must work for you.

      I believe that any philosophy must be based around people. The idea that technology will save the world and education is, in my view, false. It is people using technology and moving through the issues that it creates that will make the difference. Understanding people is where education is. Understanding yourself is where it all begins.

      MODEL

      I hope that reading this book will be part of your personal journey and will inspire you to explore what you think about and stand for as an educator. It is only through the process of constant questioning and reflection that we move forward. Finally, think about your school—what is your philosophy? What is your school’s philosophy? Our school’s philosophy for brain-compatible learning represents the big picture of how brain-compatible learning developed at Te Puna School.

      One School’s Model of Brain-Compatible Learning

      I CARE PHILOSOPHY

      Based on understanding of uniqueness and need for security

      Interwoven through

      THEMES

      Incorporating

      SHARED VALUES   HIGH LEVEL THINKING   EQ   PROBLEM SOLVING

      Developing dependence to independence to interdependence

      Units of work become the vehicle to teach and learn in

      a brain-compatible manner

      Learning demonstrated and assessed via

      MULTIPLE INTELLIGENCES

      The I care philosophy is the umbrella for the culture of the school. It has four statements. I care for myself, I care for others, I care for property, and I care for the environment. These statements became the core guide when dealing with students over any issue.

      Themes are the abstract ideas that bind the teaching program together. They are big-picture issues on which to base units of work.

      Higher-level thinking skills, emotional intelligence (EQ) factors, and issues relating to moral intelligence—empathy, conscience, self-control, respect, kindness, tolerance, and fairness—are woven into the themes as life skills.

      Teaching units are then delivered, taking into account learning styles. Here, choice and variety are paramount.

      The processing occurs through the five memory pathways: semantic, episodic, procedural, conditioned response,

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