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Connecting Brain Research with Effective Teaching: The Brain-Targeted Teaching Model Dr. Mariale Hardiman Johns Hopkins University Roland Park Elementary/Middle School – PowerPoint PPT presentation

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Title: Connecting Brain Research with Effective Teaching:


1
Connecting Brain Research with Effective
Teaching
The Brain-Targeted Teaching Model
Dr. Mariale Hardiman Johns Hopkins
University Roland Park Elementary/Middle
School Mmhardiman_at_jhu.edu 410-516-6550
2
Brain Target 1 The Emotional Climate
  • While stress impedes learning, positive emotions
    contribute to long-term memory. The more intense
    the arousal of our amygdala, the stronger the
    informational imprint, which, in turn, enhances
    recall and learning.

3
Brain Target 1 Best Practices
  • Predictability Routines, rituals, consistency
  • Personal Connection between teacher and student
  • Trust and Acceptance
  • Safe Classroom Environment
  • Positive Language Encouragement
  • to Shape Behaviors
  • Supportive Corrective Language
  • Peer Mediation/ Sharing Circles
  • Class Meetings Control and Choice
  • Humor
  • Arts Integration
  • Celebration
  • Student self-evaluation checklist

4
Brain-Target 1  
Write how you feel right now. ___________________
_______________________ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ ___________________________
___________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _____________________________________
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
______________________________________ _________
_________________________________ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
______________________________________ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
______________________________________ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
______________________________________  
   
Draw how you feel right now.
5
  Brain-Target 1  
    Why are you feeling this way?
  _______________________________________________
_______________________________   ________________
__________________________________________________
____________   ___________________________________
___________________________________________   ____
__________________________________________________
________________________   _______________________
__________________________________________________
_____   __________________________________________
____________________________________  
6
BT-2 Enriched Environments
  • The context communicates (Caine Caine, 2001).
    From corporate offices to media events, physical
    surroundings are an essential part of the
    messages that are communicated in society.

7
Brain-Target 2 Best Practices
  • Use horizontal and vertical spaces to add color
    and beauty while reflecting the current learning
    unit and student work.
  • Change classroom displays frequently.
  • Establish order and engage students in routine
    care of the classroom.
  • Use soft background music when student are
    performing routine tasks.

8
Brain-Target 2 Best Practices
  • Soften harsh lights with lamps use natural
    light.
  • Create flexible seating arrangements and design
    space to facilitate movement.
  • Allow for water breaks.
  • Decorate the room with plants, terrariums, or
    other common household items.

9
Check your senses to see if you are ready to
learn!
Brain-Target 2
10
BT-3Big Picture Concepts/ Concept Mapping
  • How do we lead students to understanding global
    concepts of content goals?
  • Use of nonlinguistic representation such as
    concept maps is one of most effective strategies
    (Marzano, Pinkering, Pollock, 2001).

11
Brain Target 3 Best Practices
  • Use content standards to design unit scope and
    sequences.
  • Use scope and sequences to design learning units.
  • Begin learning units by allowing students to see
    big-picture concepts.
  • Use concept maps to allow students to understand
    concepts through nonlinguistic representation.
  • Design broad learning goals allow students to
    design a personalized learning goal.
  • Design specific objectives that state what
    students will know and be able to do as a result
    of instruction.

12
BT-4Repeated Rehearsal
  • The most important factor determining how well we
    remember information is the degree to which we
    rehearse and repeat that information (Squire,
    2002).

13
Brain-Target 4 Best Practices
  • Vary learning tasks that provide novelty to
    sustain attention and differentiate for the needs
    of the learners.
  • Use multiple modalities and technology.
  • Integrate arts into instructional activities to
    help sustain memory The arts integrate thought,
    feeling, and action Visual Arts seeing and
    doing Dance movement Drama acting out Music
    listening playing
  • The arts help to make a memory imprint of concept
    and skills.

14
BT-5Modular Brain Systems
  • When we extend knowledge by examining it in a
    deeper, more analytical way, the brain uses
    multiple and complex systems of retrieval and
    integration.
  • Brain scans demonstrate that different parts of
    the brain become engaged when we use complex
    thinking and problem-solving (Sousa, 2001).

15
Brain Target 5 Best Practices
  • Compare and contrast elements
  • Classify information
  • Inductive thinking drawing generalities from
    specific parts
  • Deductive thinking making predictions based on
    generalizations
  • Analyze error patterns
  • Analyze perspective
  • Create metaphors and analogies
  • Conduct investigations design experiments
  • Solve problems using real-world contexts
  • Integrate visual and performing arts into
    curriculum

16
BT-6 Evaluation Techniques Supported by Brain
Research
Provide students with immediate, frequent and
relevant feedback about their performance
(Marzano, Pinkering, and Pollock, 2001).
17
Brain Target 6 Best Practices
  • Use of a checklist
  • Scoring tools such as rubrics
  • Asking learners to self-assess using a scoring
    tool and then providing feedback
  • Collective feedback time where you discuss
    feedback as a group
  • Portfolio assessment
  • Written comments on documents
  • Conferences with guiding questions
  • Post examples of varying proficiency levels and
    have students evaluate best responses
  • Create a visual such as an illustration or graph
    to exemplify a point
  • Peer review

18
Research on Brain-Targeted Teaching
For a doctoral research study conducted at
Johnson Wales University, Dr. Peter Bertucci
(2006) conducted a mixed-method qualitative case
study as well as a quantitative ex post facto
study of the Brain-Targeted Teaching model.
19
Findings From Research on Brain-Targeted Teaching
  • Data suggest student outcomes include deeper
    conceptual understanding and better extension of
    knowledge, more engaged and happy students and
    strong state test performance.
  • The program evaluation findings validate the
    utilization of the Brain-Targeted Teaching
    Model.Dr. Peter Berticci, 2006

20
Findings from Research on Brain-Targeted Teaching
  • In particular, striking differences were found in
    the percentage of students of poverty who
    performed at the advanced levels of reading
    achievement on the MSA. The study site clearly
    demonstrated significant gains in achievement
    compared to the control site.

21
www.braintargetedteaching.org
Dr. Mariale Hardiman Johns Hopkins
University 410-516-6550 mmhardiman_at_jhu.edu
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