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6 Think-Pair-Share gives students time to think about their learning and compare their understanding with a partner. This reduces the stress students often feel when called upon for a quick answer in front of the class. When students are under stress the emotional area of the brain blocks further learning. Think-Pair-Share also helps students consolidate and rehearse their learning making it more likely to be stored in long term memory.
9 There’s no better way to wake up the brain than to engage students in high interest, hands-on, small group activities. Students are motivated by challenge and that motivation pushes the brain to search for connections needed to problem-solve. In the process of working with others to analyze, predict, and problem-solve, new connections are built. Learning makes sense, confidence grows, and students are more likely to be excited about learning.
http://www.braintargetedteaching.org/
http://www.mcli.dist.maricopa.edu/forum/fall03/brain.html
http://education.jhu.edu/newhorizons/Journals/spring2010/thebraintargetedteachingmodel/index.html
http://www.educationworld.com/a_curr/curr140.shtml
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/eric/eric-2.htm
28 The debate planning sheet helps students review debate roles and procedures and assists them in organizing their thinking before the actual debate. It also serves as an assessment tool for teachers to monitor understanding and progress and provide feedback. The ongoing feedback reduces the chance of failure and increases the likelihood of a successful learning experience.
25 The brain responds to novelty. In these lessons, graphic novels are used to motivate students to actively read I, Robot and then create a sequential art summary of one of the short stories in the collection. The high interest activity requires critical thinking skills and integrates ELA with technology and the arts.
15 The brain organizes information in categories. Data charts and other graphic organizers are visual representations of the way information can be categorized to make it easier to understand and remember.
http://www.readinga-z.com/more/graphic_org.html
http://www.citrus.k12.fl.us/staffdev/Graphic%20Organizers.htm
http://www.study-skills-for-all-ages.com/graphic-organizers.html
2 The brain is always attending to something but not necessarily to what we are teaching and, if students are not attending and are not engaged, learning will not occur. The brain attends to that which is new, unexpected, or emotional. The opening to this unit uses novelty to draw student attention to the objectives of the unit. The use of sound, visuals, and movement also encourage students to attend. See more information on the importance of novelty by going to the following links:
http://education.jhu.edu/newhorizons/Journals/spring2010/willis-2/index.html
http://www.sharpbrains.com/blog/2008/07/03/10-brain-training-tips-to-teach-and-learn/
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