BrainBrain-Based Learning & Classroom Management

Prepared & Presented By: Bahaeddin I. Alafghani

The Trainer
Name: Qualifications: Bahaeddin I. Alafghani

M.A. English Language and Literature. B.A. English Language and Literature. B.A. Business Management and Accounting.

Training Experience: over 12 years in several fields.

Other Training Qualifications:

Master Trainer by Cambridge University UK. Recognized Trainer by CoRT International Institute - International. Supervisor/Trainer by the British Council - Jordan. Recognized Trainer by InterTESOL - USA. Trainer for Mind Mapping Illumine Training Institute - UK Master Trainer and Chief Examiner ACT USA. Certified Professional Trainer CGC Canada. As well as many other educational and training institutes in the US.
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The Teacher

Content
The Cognitive Theory
Assumptions of Cognitive Theory Implications of Cognitive Theory

The Human Brain

The Hebb Rule

Principles of Learning
Applying Principles of Learning and Retention

Learning Styles
VAKD Learning Styles Multiple Intelligences Felder-Silverman Learning Styles Felder-

Classroom Management. Characteristics of Superior Teachers.

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Objectives
By the end of this course, participants should be able to: to:
Recognize the assumptions and implications of the cognitive theory. theory. Understand the implications of Brain-Based Learning. BrainLearning. Apply the principles of learning and retention. retention. Recognize the various learning styles and their implications. implications. Apply the Classroom Management Theory. Theory. Focus on positive teacher characteristics. characteristics.
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Objective Effectiveness
Any questions regarding the objectives? Any other objectives you would like to add?
Then Its time to start. start.

But First . . .
Lets make a deal!

We the participants agree:

To discuss freely and express ourselves. To respect other opinions. To be always on time. To participate. To keep our Mobiles on silent mood. To assess and evaluate as we go. To accept that we all commit mistakes.
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The Cognitive Theory

The Cognitive Theory

Humans are a unique creation. creation. Each student has a mind that can think, learn, reason, and solve problems. problems. Cognitive theory, currently the primary perspective used to describe and explain human learning, recognizes the importance of the processes used by the brain to learn. learn.

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Assumptions of Cognitive Theory

Some learning processes are unique to humans. humans. Individuals are actively involved in the learning process by controlling their learning. learning. Learning involves an internal, mental change. change.
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Assumptions of Cognitive Theory

Knowledge is organized by association and interconnectedness. interconnectedness. New knowledge is related to previously learned information. information. Inferences about mental processes can be drawn by observing student behavior. behavior.
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Implications of Cognitive Theory

Learning is a function of how information is processed. processed.
Therefore, we as educators should be concerned with students cognitive processes. processes. We need to be aware not only of what students are learning, but how students are learning. learning.
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Implications of Cognitive Theory

Piaget and Vygotsky determined that kids develop more complex reasoning processes over time. time.
Therefore, when planning units of study and methods of instruction, we must consider the students current cognitive level of functioning. functioning.

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Implications of Cognitive Theory,

continued

As people learn, they mentally organize new information. information.

Therefore, it is important to material in an organized fashion. fashion. present

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Implications of Cognitive Theory,

continued

Learning is more likely to occur when people associate new material with previously learned material. material.
Therefore, we must help students relate new information to old information. information.

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Implications of Cognitive Theory,

continued

Students control their own learning by being mentally involved in the classroom. classroom.
Therefore, we need to monitor students to ensure they are paying attention, thinking, and processing. processing.

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Bob Talbert
Good teachers are costly, but bad teachers cost more. more.

Sportswriter, editor and columnist at The State newspaper in Columbia.

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The Human Brain

The brain is the only organ in the body that sculpts itself from outside experience. experience.

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The Hebb Rule

Donald Hebb, Canadian neuroscientist. neuroscientist.
Neurons that fire together wire together. together. Those that fire together - at the same time are mutually strengthened. strengthened. Co-occurring vs. repeated exposure. Covs. exposure.

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Positive Transfer
When we encounter new information, the brain looks for existing network to fit new information. If what we have previously learned gives meaning to new information we have positive transfer.

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Order of Instructions
We increase the likelihood of new information finding established networks when we tap into these ahead of time.

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So what?
We need to build the learning brain through purposeful and informed instruction. instruction.

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Principles of Learning

Principles of Learning
What are the factors affecting learners and the learning process?

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Methods of Learning
We Learn 1% through taste 1.5% through touch 3.5% through smell 11% through hearing 83% through sight
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We Remember
Lecture

5% 10% 20% 30% 50% 75% 90%

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Verbal Processing Verbal and Visual Processing

Reading
Audiovisual

Demonstration Discussion Group

Doing

Practice by Doing Teach Others/Immediate Use of Learning

Teaching
To get the best results, teachers should: should:
Utilize and stimulate the senses. senses. Recognize the learning curve. curve. Dont abuse the attention span. span. Encourage the effective use of memory. memory. Try to motivate trainees in their learning. learning. Accommodate different learning styles. styles. Ensure effective feedback in the learning process. process.
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Applying Principles of Learning and Retention

RAMP 2 FAME
R A M P 2 F A M E Recency Appropriateness Motivation Primacy 2-way communication Feedback Active Learning Multi-sense learning ultiExercise
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Recency
Things that are learned last are best remembered
Summarize frequently Plan review sections Divide subject into miniminitopics of about 20 minutes in length

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Appropriateness
All information, teaching aids, case studies, etc must be appropriate to students needs
Clearly identify a need Use descriptions, examples or illustrations that the students are familiar with

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Motivation
Students must want to learn, must be ready to learn, must have some reason to learn
Teacher must also be motivated Identify a need for the students Move from the known to the unknown

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Primacy
Things learned first are learnt best
Short presentations Interesting beginning Updates on direction and progress of learning Get things right the first time

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2-way communication
Communicate with students
Include interactive activities in lesson plan Match body language with verbal message

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Feedback
Teacher and Students need information from each other
Include feedback activities (e.g., questions; tests) in sessions plan Give feedback on performance immediately Positive and negative feedback Acknowledge good work (positive reinforcement)
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Active learning
Students learn more when they are actively involved in the learning process
Use practical exercises Use questions Get the Students to DO it

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Multiple-sense learning ultipleInformation enters the brain three main ways: sight, hearing and touch, the one a student uses the most is called his\her Learning Style. his\
Auditory, Visual, Kinesthetic, Digital. Digital.

I hear and I forget I see and I remember I do and I understand.

Confucius a. 450 BC

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Multiple-sense learning ultiple-

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Exercise
Things that are repeated are best remembered
Hear, see, practice, practice Frequent questions Frequent recall Give exercises

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Learning Styles
If Children Are Not Learning The Way We Teach, We Need To Teach The Way They Learn

Implications of Learning Styles

Students process information differently. If educators teach exclusively to one style, students comfort level may be diminished. If only taught in one style students may lose mental dexterity to think in different ways. We should address the learning needs of all students.
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Teaching Styles Vs. Learning Styles

Teachers should have a variety of teaching styles. If a child does not master a skill the first time, try again, but not necessarily the same way you taught it the first time.

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Teachers should:
Identify their students learning styles. styles. Provide space and an activity for each individual learning style in their classrooms. classrooms. Encourage students to develop other learning styles while concentrating on the primary one. one.

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Teachers should:
Provide help to those who need it when the situation doesnt allow for the presence of their own learning style. style. Talk to students and make them aware of their learning styles to gain their trust. trust. Show students the reason they are using a specific tool or activity. activity.

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Remember
"The mediocre teacher tells. The good tells. teacher explains. The superior teacher explains. demonstrates. demonstrates. The great teacher inspires." inspires.
William Arthur Ward

Is one of America's most quoted writers of inspirational maxims . 46

VAKD Learning Styles

What are learning styles? styles?

Learning styles are simply approaches or ways of learning. learning. different

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Visual Learners
Prefer to see information such as pictures, diagrams, cartoons, and demonstrations. demonstrations. Picture words and concepts they hear as images. images. Are easily distracted in lectures with no visual aids. aids. Overwhelmed with intense visuals accompanied by lectures. lectures. Benefit from using charts, maps, notes, and flash cards when studying. studying.
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Visual Learners:
Teachers Should:
Use as many visual aids as possible. possible. Plan a visual activity for each hard to grasp concepts. concepts. (Use of colored chalk is a good idea). idea). Use of descriptive language when possible. (It possible. helps the students to visualize). visualize). Divide the lesson into a series of smaller projects with a visual aid covering each objective to be achieved. achieved. Help form the habit of note-taking. note-taking. Slow down to encourage note-taking process, or notewrite notes on the board. board.
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Auditory

Prefer to hear information spoken. spoken. Can absorb a lecture with little effort. effort. May not need careful notes to learn. learn. Often avoid eye contact in order to concentrate. concentrate. May read aloud to themselves. themselves. Like background music when they study. study.
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Auditory Learners:
Teachers Should: Should:
Speak in a loud, clear voice. voice. Use auditory effects to keep the students interested. interested. Use auditory aids when possible. possible. Encourage group discussions. discussions. Change tone of voice frequently. frequently. Use sound-making tools when appropriate. soundappropriate.
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Tactile r Kinesthetic Learners

Prefer touch as their primary mode for taking in information. information. In traditional lecture situations, they should write out important facts. facts. Create study sheets connected to vivid examples. examples. RoleRole-playing can help them learn and remember important ideas. ideas. May benefit by using manipulatives. manipulatives.
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Tactile r Kinesthetic Learners:

Teachers Should: Should:
Encourage Note-taking as it is a crucial part of Notetheir learning process. process. Provide Models, Sculptures, and/or Maquettes when possible. possible. Use role-playing Activities. roleActivities. Use Group activities. activities. Use games that encourage moving about in the classroom. classroom. Provide frequent worksheets. worksheets. Provide situations where students learn by doing. doing.
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Teachers should:
Identify their students learning styles. styles. Provide space and an activity for each individual learning style in their classrooms. classrooms. Encourage students to develop other learning styles while concentrating on the primary one. one.

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Teachers should:
Provide help to those who need it when the situation doesnt allow for the presence of their own learning style. style. Talk to students and make them aware of their learning styles to gain their trust. trust. Show students the reason you are using a specific tool or activity. activity.

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Digital Learners
Have a need to make sense of the world, to figure things out, to understand. understand. Talk to themselves and carry on conversations with you in their mind. mind. Learn by working things out in their mind. mind. Not to be spontaneous, as they like to think things through. through. Have logic play a key role in the decision process as do facts and figures. figures. Memorize by steps, procedures, sequences." sequences.
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Teachers should:
Provide apt explanations to help them understand. understand. Provide clues to help them work things out. out. Provide enough time for them to think things through. through. Provide logical explanations to new knowledge and information. information. Provide systematic and sequenced lessons. lessons.
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Multiple Intelligences

Your Intelligence Profile

Howard Gardner formulated a theory of multiple intelligences, intelligences, suggesting abilities seem to cluster in eight different areas: areas:
VerbalVerbal-Linguistic Skills LogicalLogical-Mathematical Skills BodilyBodily-Kinesthetic Skills VisualVisual-Spatial Skills Interpersonal Abilities Intrapersonal Abilities Musical Abilities Naturalistic Abilities
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Eight Ways of Teaching

Intelligence Teaching Activities Teaching Materials Instructional Strategies Sample Teacher Presentation Skill Teaching through story telling Linguistic Lectures, discussions, word games, storytelling, journal writing Brain teasers, problem solving, science experiments, mental calculations, number games, critical thinking Books, tape recorders, stamps sets, books on tape Calculators, math manipulatives, science equipment, math games Read about it, write about it, listen to it

LogicalMathematical

Quantify it, think Socratic critically about questioning it, put it in a logical framework, experiment with it

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Eight Ways of Teaching

Intelligence Teaching Activities Teaching Materials Instructional Strategies Sample Teacher Presentation Skill
Drawing, Mindmapping concepts Spatial Visual presentations, art activities, Imagination games, visualization, metaphor Hands on learning, drama, dance, sports that teach, tactile activities, relaxation exercises Graphs, maps, videos, art materials, cameras, pictures, library See it, draw it, visualize it, color it, mindmap it

Bodilykinesthetic

Building tools, clay , sports equipment, manipulatives, tactile learning resources

Build it, act it Using gestures, out, touch it, get dramatic a gut feeling expressions of it, dance it

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Eight Ways of Teaching

Intelligence Teaching Activities Teaching Materials Instructional Strategies Sample Teacher Presentation Skill Using voice rhythmically Musical Rhythmic learning, rapping, using songs that teach Cooperative learning, peer tutoring, community involvement, social gatherings, simulation Tape recorder, Sing it, rap it, tape listen to it collection, musical instruments Board games, party supplies, props for role plays

Interpersonal

Teach it, Dynamically collaborate on interacting it, interact with students with respect to it

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Eight Ways of Teaching

Intelligence Intrapersonal Teaching Activities Individualized instruction, independent study, options in course of study, self esteem building Nature study, ecological awareness, care of animals Teaching Materials Self checking materials, journals, materials for projects Instructional Strategies Connect it to your personal life, make choices with regard to it, reflect on it Sample Teacher Pres Bringing feeling into presentation

Naturalist

Plant, animals, naturalists tools, gardening tools

Connect to living things and natural phenomena

Linking subject matter to natural phenomena

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FelderFelder-Silverman Learning Styles

Think about it!

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FelderFelder-Silverman Learning Styles

This identifies what is easy for the student. student. Felder believes that students need to improve other styles of learning too you need to get better at all. all. Remember this is what you may find easiest it isnt actually a test with right and wrong answers. answers. It may not actually describe you. you.
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Active

Vs.

Reflective

Active: try things out, work with others. Reflective: think things through, work alone. When I am learning something new, it helps me to: (a) talk about it. (b) think about it.
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Sensing

Vs.

Intuitive

Sensing: Sensing: concrete, practical, facts, procedures. procedures. Intuitive: Intuitive: conceptual, innovative, theories and meanings. meanings. I find it easier: (a) to learn facts. (b) to learn concepts.
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Visual

Vs.

Verbal

Visual: Visual: pictures, diagrams, flow-charts. flow-charts. Verbal: Verbal: written or spoken explanations. explanations. In a book with lots of pictures and charts, I am likely to: to:
(a) look over the pictures and charts carefully. (b) focus on the written text.

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Global

Vs.

Sequential

Global: Global: holistic, learn in large leaps. leaps. Sequential: Sequential: incremental, orderly steps. steps. I learn:
A. at a fairly regular pace. If I study hard, I'll "get pace.

it. it. B. in fits and starts. I'll be totally confused and starts. then suddenly it all "clicks." "clicks.
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Inductive Vs.

Deductive

Inductive: the specific to the general. Deductive: general to specific. I learn best:
A. When examples are introduced then the rule. rule. B. When

the rule is introduced before the examples. examples.

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How to make learning better for your Students

If they are ... Encourage them to:
Active: try things out, work with others, write. Reflective: think things through, work alone. Sensing: concrete, practical, facts, procedures. Intuitive: conceptual, innovative, theories. Visual: pictures, diagrams, flow-charts. flowVerbal: written or spoken explanations. Global: holistic, learn in large leaps. Sequential: incremental, orderly steps. Inductive: the specific to the general. Deductive: general to specific.
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Classroom Management

Learner Factors
learners personalities, age, ability, motivation, learning styles, learner needs, discipline, class size. size.

Each group brainstorms ways (positive or negative) in which these factors might affect the classroom, e.g. in terms of activities, topics, interaction, class management etc. etc. 2. Imagine a problem arising from one of these factors, write it on a slip of paper. paper. 3. Discuss solutions to the problems. problems.
1.

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Classroom Management
Refers to the procedures a teacher follows in controlling the learning environment. environment. Focus of classroom management is on maximum use of learning time for students. students.
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Classroom Management Vs. Discipline

Classroom management is not the same as discipline. discipline. Discipline is a subset of classroom management. management. The terms are often misused to mean the same thing. thing.
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Some Terms
Instructional time:
amount of time assigned to work on instructional tasks (e.g. 35 minutes during a (e. class period). period).

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Some Terms
Time-onTime-on-task (also called engaged time): time):
amount of instructional time that the learner is doing what they are supposed to do. do.

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Some Terms
Academic learning time: time:
amount of time that a student is on-task in onlearning activities that are at the appropriate instructional level. level.

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Activity
In groups Define the following terms:
Instructional time. Time-on-task. Time-on Academic learning time.

Now, give examples for each in your classroom activities. activities.

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Classroom Management
Goal of Classroom Management is to maximize Academic Learning Time!
This is done by: by:
Well-prepared learning activities (good lesson plans) Well Established procedures for routine activities such as distributing and collecting materials from students. students. Minimal disruptions due to misbehavior. misbehavior. Close monitoring of student work with appropriate feedback. feedback.

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Ultimate Goal: Improve Student Achievement

Time Factors Achievement: Achievement: Related to Student

Research has shown the following factors to be positively related to increases in student achievement: achievement:
Well established classroom rules and procedures Teacher as a time-on-task model (teacher does not waste any time-ontime) Starting on time Close monitoring of behavior and performance Clear and concise directions Appropriate questioning techniques 83

Improving Student Achievement

Research has shown the following factors to be negatively related to increases in student achievement: achievement:
Unprepared students Delay of response due to disruptions Too much time spent on non-academic nonactivities Tardiness External distractions (noise in the hall, intercom, visitors at the classroom door, etc.) etc.
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Time is wasted when:

Teachers have no consistent plan for making assignments. assignments. Students do not understand the kind and quantity of work to be done during a period. period. Teachers have no uniform plan for distributing and collecting materials. materials.

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Time is wasted when:

Students do not understand what materials and supplies they are expected to bring to class. class. Students do not understand procedures for receiving individual help. help.

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Time is wasted when:

Students do not understand when it is OK to work with others and when they are expected to work alone. alone. Teachers have not carefully planned how to make the transition from one activity to another one. one.

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Average Use of Time

Researchers have observed teachers to determine how time is spent in classrooms. classrooms. The results presented are for hundreds of observations at all levels of education. education.
12%

26%

50%

12%
Monitoring Organizing Off-task Active Instruction
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Effective Use of Time

Researchers then chose the teachers whose students had the highest achievement scores and determined how they used time in their classrooms. classrooms. The results are presented in the chart. chart.
35% 50%

3% 12%
Monitoring Organizing Off Task Active Instruction
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Use of Time
Note: Note:
The average teacher spends far too little time actually teaching, compared to the effective teachers. teachers. Effective teachers are rarely off-task. off-task. Effective teachers take care of organizing activities (checking role, making assignments, collecting papers, etc.) more quickly. etc. quickly.

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Activity
In groups Discuss ways in which you can increase on-task time and decrease onoffoff-task time. time.
Think procedure!

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Characteristics of Teachers

Classroom Management
Kounin has described characteristics of teachers that are effective classroom managers. managers. They are: are: Withitness Overlapping Signal Continuity
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Withitness
The ability of a teacher to be aware of activities taking place in the classroom. classroom.
Some teachers are seemingly unaware of what is going on in the classroom. classroom. They are not ignoring inappropriate behavior-behavior-they simply do not know it is occurring. occurring.
This seems unbelievable, but it occurs every day. day.

Good classroom managers classroom awareness. awareness.

have

good
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Overlapping
The ability of a teacher to be able to do more than one thing at a time. Multitasking (Mothers time. often seem to have this trait.) trait.
Monitor the entire class while giving assistance to an individual student. student. Especially important in laboratory situations. situations. Students describe teachers with this characteristic as having eyes in the back of their head. head. Teachers have to see the big picture while focusing on the specific task at hand. hand.
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Signal Continuity
Maintaining a continuous signal to the student that there is no time to waste. waste.
Businesslike behavior. behavior. Makes students aware of time constraints. constraints. Holds students accountable for completing a specific amount of work each day. day. Makes quick transitions from one learning activity to another. another.

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Classroom Management Routines Should Be Taught

Dont assume that students will automatically follow the procedures you establish. establish.

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Classroom Management Routines Should Be Taught

At the beginning of the year spend time teaching (and reinforcing) the behaviors you wish students to exhibit. exhibit.
For example, if you expect students to be in their seats when the bell rings, you will have to be consistently firm with them at the beginning of the year. year. This is true for any expectation you set. set.
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Classroom Management Routines Should Be Taught

Time spent in teaching and reinforcing your rules at the beginning of the year will save time all year long. long.

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Is it hard for students to adapt?

Of course not! They adapt every time they change classes during the day. day. It is doubtful that any two teachers they might have during the day have exactly the same classroom management rules. rules. They are used to adapting with every class change. change.
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Other Aspects of Classroom Management

Physical: Physical: Arrangement of seats in the classroom that allows the teacher to move easily about the classroom Storage of supplies and materials so they are easily accessible to the teacher and student. student. Posting classroom rules and routines around the room. room.
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What does great classroom management look like?

A.Productive environment B. Positive classroom atmosphere C. Cooperative, respectful, and on task students

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A.Productive environment


Seating Students are placed in seats where they can best learn. (Easily distracted students and needy students sit near the teacher.) Organization A system of procedures is in place and executed by students knowing what to do and when. Planning Teacher operates with a sense of purpose in the classroom. Engaging Students are engaged in the learning activity.
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B.Positive classroom atmosphere



Attribution A Student can recognize his/her strengths and operate with a can do attitude. Encouragement Teacher encourages students to meet challenges and exceed expectations. Collaboration Students help each other to learn while participating in constructivist learning activities.

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C.Cooperative, respectful, and on task students



Cooperation Students are following the class guidelines. Respect Student discourse is positive. On Task Students are interested and focused on the assignment.

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