Transcript whole brain teaching
WHOLE BRAIN TEACHING Engaging All Students: An Introduction to WHOLE BRAIN TEACHING Workshop Facilitated by Maurice Azzano MA, BA, B.Ed.
P LEASE INTRODUCE YOURSELF TO YOUR NEIGHBOUR .
T ELL YOUR NEIGHBOUR WHAT DIRECTION THE BALLERINA IS DANCING .
C LOCKWISE ?
C OUNTERCLOCKWISE ?
B OTH DIRECTIONS ?
C AN YOU CHANGE THE DIRECTION ?
KEY QUESTIONS: Do my students believe they have the ABILITY to learn in my class?
KEY QUESTIONS:
How do I know this to be true?
Do we perceive our students as they really are?
Perception: What You See Is What You Get
THIS HAS BEEN MY EXPERIENCE IN TEACHING.
THE LONGER I TALK … THE MORE STUDENTS I LOSE!
I’VE GOT AN ENTIRE CLASS OF
CHALLENGING STUDENTS!
THEY WON’T TAKE PART IN DISCUSSIONS!
THEY CAN’T THINK CRITICALLY!
THEY’RE NOT VERY GOOD AT
PROBLEM SOLVING!
ISN’T THERE ANYONE WHO CAN HELP
ME??!!
THERE MUST BE SOMETHING THAT I CAN DO TO ENGAGE MY STUDENTS …
… AND
ENHANCE
THEIR LEARNING.
DO YOU WANT TO TRY SOMETHING
REALLY
DRASTIC?
TELL ME WHAT YOU NEED …
WHAT I NEED IS SOME MASSIVE DOSES OF
WHOLE BRAIN TEACHING!
HELP ME!
OMG! I DON’T EVEN KNOW WHAT
WHOLE BRAIN
TEACHING IS!
HELP!
HELP!
DON’T WORRY.
WE’RE HERE TO HELP...
BUILD RELATIONSHIPS BASED ON TRUST AND RESPECT.
THE FIVE FINGER CONTRACT
RESPECT RESPONSIBILITY COMMITMENT SAFETY ENCOURAGEMENT CHALLENGE BY CHOICE
DOUBLE THIS THAT A HELPING GAME DOUBLE, DOUBLE, THIS, THIS.
DOUBLE, DOUBLE, THAT, THAT.
DOUBLE THIS.
DOUBLE THAT.
DOUBLE, DOUBLE, THIS, THAT!
Now pick up some speed!
“I F A STUDENT ’ S WHOLE BRAIN IS INVOLVED IN LEARNING ...
... THERE ISN ’ T ANY MENTAL AREA LEFT FOR ANYTHING ELSE .” C HRIS B IFFLE
THE DIVIDED BRAIN
I AIN M C G ILCHRIST RIGHT HEMISPHERE FOR IMAGINATION YOU NEED BOTH HEMISPHERES LEFT HEMISPHERE FOR REASON YOU NEED BOTH HEMISPHERES
Point to your thumb.
Switch.
Rotate your right leg clockwise.
Draw a #6 in the air.
Let’s test the strength of our divided brain.
T
HE
T
RIUNE P AUL M CLEAN
B
RAIN
T HE E MOTIONAL B RAIN
: We are emotional creatures. This is the Limbic System: it fosters attachment, empathy, and mediating emotions.
T HE T HINKING B RAIN
: The Neo-Cortex creates and interprets meaning out of our life experiences, and is the center of our cognitive functions, such as thought.
T HE S URVIVAL B RAIN
: The brain stem and spinal cord are responsible for our most basic survival mechanisms, such as sensory perception, safety and the "Fight or Flight" response to perceived danger.
L
EARNING AND THE
T
RIUNE
B
RAIN B RAIN S TEM Hold your fist in the air Touch your wrist Say: “BRAIN STEM”
L
EARNING AND THE
T
RIUNE
B
RAIN L IMBIC S YSTEM Touch your fist Say: “LIMBIC SYSTEM”
L
EARNING AND THE
T
RIUNE
B
RAIN N EO C ORTEX Lay your hand over your fist Say: “NEO CORTEX”
WHOLE BRAIN
Harry Berger: Constructivism
1000 40 1000 30 1000 20 1000 + 10 4100
4100
Social Contagion
Collaboration IS COLLABORATION REALLY THAT IMPORTANT?
The Scannell-Newman Personality Indicator Select the geometric shape that best represents your personality.
• • • • You are: Intellectual Objective Rational A good decision maker • • • • You are: Steady Dependable Conservative Able to Persevere • • • You are: Dissatisfied with the status quo A believer in no nonsense behaviour A risk taker • You are: Strongly preoccupied with sex
Is it possible to characterize people with such a “test”?
TODAY’S WARM-UP: A CALL-AND-RESPONSE GAME Possible Matches: SHOULDER TO SHOULDER HIP TO HIP BACK TO BACK WRIST TO WRIST CALL: The name of the game RESPONSE: The name of the game CALL: is always the same RESPONSE: is always the same CALL: “People to people” RESPONSE: “People to people”
Change partner when you hear “People to people”
KNEE TO ANKLE SHOULDER TO ELBOW KNEE TO THIGH ELBOW TO THUMB
P ASI S AHLBERG D IRECTOR OF EDUCATION -F INLAND
What are your long-term goals for your students?
What would you want them to be like after they’ve left you?
What words and phrases come to mind?
KALEIDOSCOPE BRAINSTORMING "...Romantic interplay between silence and interaction... A heavenly marriage of thesis and antithesis.."
D. Murthy
• • “Multiple Mind Conferencing” Silence and Communication are used as tools for generating possible strategies STEPS: 1. Initial brainstorming session 2. Silent brainstorming session 3. Presentation of ideas 4. “The Kaleidoscope Effect” PROBLEM
How could compatible people meet each other for romance?
WHAT WE WANT… HOW WE WOULD LIKE OUR STUDENTS TO TURN OUT…
WIDE CHASM
WHAT WE ARE DOING… WHAT OUR CLASSROOMS AND LESSONS LOOK LIKE…
The Monty Hall Problem
Play the game and maybe win BIG MONEY!
THREE DOORS
ONE DOOR = BIG MONEY TWO DOORS = ZONK (farm animal)
Monty Hall asks you to choose a door.
You choose a door.
Monty knows what’s behind each of the doors.
He reveals a ZONK behind one of the other doors.
He gives you the option of: 1. switching doors 2. sticking with your original choice.
The question is: should you switch?
If you want to switch doors Stand up.
If you want to stick with the original door, Stay seated.
OBJECTIVE: Convince the others that they`re wrong and they should join your group.
SWITCH or STICK!?
The correct answer is you should always switch!
Each door has a 1 in 3 chance of hiding the grand prize.
Suppose we begin by choosing door #1.
Each door has a 1 in 3 chance of hiding the grand prize.
Suppose we begin by choosing door #1.
In this case, Monty may open either door #2 or #3 In both of these cases, Monty is forced to reveal the only other zonk.
So what happens when you switch?
In this case you were right the first time.
You lose!
In both of these cases, you switch to the correct door.
You win!
Monty Hall Problem from Movie 21
YES!!!
CLASS!!!
Chris Biffle
OKAY!!!
TEACH!!!
Venus at a Mirror: Rubens c1615 MIRROR You say: “MIRROR” Students echo: “MIRROR” They hold their hands up and: MIMIC your GESTURES.
What concepts could be taught here?
Which square is darker, A or B?
Fill the jar with these stones.
Now fill the jar with these tiny pebbles.
Now add some sand to fill the jar.
THE PICKLE JAR Pour some water to fill the jar.
IS THE PICKLE JAR FULL?
So… What’s the point?
If you hadn’t put the big rocks in first, How many would fit in at the end?
What matters most, matters most.
What does this say?
IUMRING TQ GQNGIUSIQNS
HANDCUFFS AND SHACKLES
Eight Irresistible Principles of Fun Teamwork
THERE IS GREAT VALUE IN HAVING CONFLICT IN THE CLASSROOM…
COMMUNITY
MODEL SPECIFIC SETS OF SKILLS.
DIAGNOSE SITUATIONS AS THEY ARISE.
REWARDS AND PUNISHMENT ARE UNPRODUCTIVE.
QUESTION YOUR OWN PRACTICES REGULARLY.
GIVE STUDENTS OPPORTUNITIES TO CONSTRUCT THEIR OWN LEARNING.
THE FIVE FINGER CONCENSUS ONE FINGER Strongly Disagree and Cannot Support
THE FIVE FINGER CONCENSUS TWO FINGERS Disagree
THE FIVE FINGER CONCENSUS THREE FINGERS Can See Pluses/Minuses but Willing to Accept
THE FIVE FINGER CONCENSUS FOUR FINGERS Agree
THE FIVE FINGER CONCENSUS FIVE FINGERS Strongly Agree
THE CONSTRUCTIVIST CLASSROOM
• • Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
Facets of the process: • Selection and transformation of information • Decision making • Generating hypotheses • Making meaning from information and experiences.
Jerome Bruner
Example
mirror
THIS IS POWERFUL STUFF!