Session III

Brain Based ClassroomPutting It All Together

The Connection Between Learning Styles and Multiple Intelligences

• Learning Styles• Focuses on

circumstances surrounding the learning– Refers to the preferences

that learners have for different kinds of input and learning experiences.

– Refers to activation of different parts of the brain

• Multiple Intelligences• Focuses on how one is

intelligent.– Refers to one’s abilities– Most people have a

combination of intelligences.

Multiple Intelligences

• Logical-Mathematical-Sort objects,word problems, discussion• Verbal-Linguistic- Loves to talk, stories, debates,reading• Spatial- Putting pieces together, mind maps• Interpersonal- Loves to talk, pair work, organizer• Body-Kinesthetic- Movement, arts• Intra personal - Thinking strategies, imagery, journal writing• Musical Rhythmic-Appreciation of sounds, rhythm

Using Senses to Store and Retrieve Information

• To facilitate the processing of data through the senses- offer a variety in instructional strategies so that learners are exposed to variety of styles.– Visual (46% of learners)– Kinesthetic (35% of learners)– Auditory (19% of learners)

Using the Full Range of Mental Skills

Utilizing Mind Maps

• Mind-Mapping is the process of “Note Making”• Assists students in assembling and refining

ideas• The process of creating and utilizing mind maps

uses the three dominant senses to store and retrieve information.

• Use of mind maps increases higher level thinking skills in students.

Thinking Skills and Learning

• What’s different here? Compare and contrast.• Model – The thought processes that you wish

students to utilize.• Model -The questions that you ask yourself.

Cognitive Activity and Eye Movement

Changes in Capacity of Working Memory With Age

Approximate Age Range in Years

Capacity of Working Memory With AgeMinimum Maximum Average

Younger than 5Between 5 and 1414 and Older

135

379

257

Developmentally Appropriate Practices

• Design lessons that utilize the capacity of working memory.

• Design lessons based upon students’ attention spans.

• Utilize the principle of Primacy-Recency in designing lessons.

Primacy-Recency- Using Our Time Wisely

– In a learning episode we tend to remember • That which comes first-fit into the working memory’s functional

capacity-retained in Semantic Memory– Prime Time -1

• That which comes last-– Prime Time –2

– Restructuring Class Time 20-10-20• Teacher reviews previous lesson-makes connections for students• Teach new material first• Review previous day’s homework

Differentiated Instruction

Teachers Can Differentiate

C o nte n t P ro ce ss P ro du ct

L e a rn e rs ' S tylesIn te re s ts

R e a d in e ss

Brain Based Classroom

• Teach in many different learning styles so that the potential of every learner is tapped. Design multi-path sensory experiences.

• Teach the thinking strategies.• Understand the relationship between eye movement

and attempts to process and recall.• At some point in most lessons students should be up

and moving around talking about the new learning.

Closure

1. Educators tend to teach the way that they learn.

2. When we implement instructional strategies that honor learning styles we increase student success.

3. Differentiated Instruction incorporates learning styles and cognitive research