Brain-Based Learning & Classroom Management

8/6/2019 Brain-Based Learning & Classroom Management

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BrainBrain--Based LearningBased Learning &&

Classroom ManagementClassroom Management

Prepared & Presented By:

Bahaeddin I. Alafghani


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The TrainerThe Trainer

Name:Name: Bahaeddin I. AlafghaniBahaeddin I. Alafghani

Qualifications:Qualifications: M.A. English Language and Literature.M.A. English Language and Literature.

B.A. English Language and Literature.B.A. English Language and Literature.

B.A. Business Management and Accounting.B.A. Business Management and Accounting.

Training Experience:Training Experience: overover 1212 years in several fields.years in several fields.

Other Training Qualifications:Other Training Qualifications: Master Trainer by Cambridge UniversityMaster Trainer by Cambridge University UK.UK.

Recognized Trainer by CoRT International InstituteRecognized Trainer by CoRT International Institute -- International.International. Supervisor/Trainer by the British CouncilSupervisor/Trainer by the British Council -- Jordan.Jordan.

Recognized Trainer by InterTESOLRecognized Trainer by InterTESOL -- USA.USA.

Trainer for Mind MappingTrainer for Mind Mapping Illumine Training InstituteIllumine Training Institute -- UKUK

Master Trainer and Chief ExaminerMaster Trainer and Chief Examiner ACTACT USA.USA.

Certified Professional TrainerCertified Professional Trainer CGCCGC Canada.Canada.

As well as many other educational and training institutes in the US.As well as many other educational and training institutes in the US.


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The TeacherThe Teacher


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ContentContentThe Cognitive TheoryThe Cognitive Theory Assumptions of Cognitive TheoryAssumptions of Cognitive Theory

Implications of Cognitive TheoryImplications of Cognitive Theory

The Human BrainThe Human Brain

The Hebb RuleThe Hebb RulePrinciples of LearningPrinciples of Learning Applying Principles of Learning and RetentionApplying Principles of Learning and Retention

Learning StylesLearning Styles VAKD Learning StylesVAKD Learning Styles

Multiple IntelligencesMultiple Intelligences FelderFelder--Silverman Learning StylesSilverman Learning Styles

Classroom Management.Classroom Management.

Characteristics of SuperiorTeachers.Characteristics of SuperiorTeachers.


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ObjectivesObjectives

ByBy thethe endend ofof thisthis course,course, participantsparticipants shouldshould bebe

ableable toto::

RecognizeRecognize thethe assumptionsassumptions andand implicationsimplications ofof thethe

cognitivecognitive theorytheory.. UnderstandUnderstand thethe implicationsimplications ofof BrainBrain--BasedBased LearningLearning..

ApplyApply thethe principlesprinciples ofof learninglearning andand retentionretention..

RecognizeRecognize thethe variousvarious learninglearning stylesstyles andand theirtheir

implicationsimplications.. ApplyApply thethe ClassroomClassroom ManagementManagement TheoryTheory..

FocusFocus onon positivepositive teacherteacher characteristicscharacteristics..


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Objective EffectivenessObjective Effectiveness

AnyAny questionsquestions regardingregarding thethe objectives?objectives?

Any Any otherother objectivesobjectives youyou wouldwould likelike totoadd?add?

ThenThen ItsIts timetime toto startstart..


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But First . . .But First . . .

Lets make a deal!Lets make a deal!


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We the participants agree:We the participants agree:

To discuss freely and express ourselves.To discuss freely and express ourselves.

To respect other opinions.To respect other opinions.

To be always on time.To be always on time.To participate.To participate.

To keep our Mobiles on silent mood.To keep our Mobiles on silent mood.

To assess and evaluate as we go.To assess and evaluate as we go.To accept that we all commit mistakes.To accept that we all commit mistakes.


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The Cognitive TheoryThe Cognitive Theory


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HumansHumans areare aa uniqueunique creationcreation..EachEach studentstudent hashas aa mindmind thatthat cancanthink,think, learn,learn, reason,reason, andand solvesolve

problemsproblems..CognitiveCognitive theory,theory, currentlycurrently thetheprimary primary perspective perspective usedused totodescribedescribe andand explainexplain humanhuman

learning,learning, recognizesrecognizes thetheimportanceimportance ofof thethe processes processes usedusedbyby thethe brainbrain toto learnlearn..

The Cognitive TheoryThe Cognitive Theory


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Assumptions of Cognitive TheoryAssumptions of Cognitive Theory

SomeSome learninglearning processesprocesses areare uniqueunique

toto humanshumans..

IndividualsIndividuals areare activelyactively involvedinvolved inin thethelearninglearning processprocess byby controllingcontrolling theirtheir

learninglearning..

LearningLearning involvesinvolves anan internal,internal, mentalmentalchangechange..


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Assumptions of Cognitive TheoryAssumptions of Cognitive Theory

KnowledgeKnowledge isis organizedorganized byby associationassociation

andand interconnectednessinterconnectedness..

NewNew knowledgeknowledge isis relatedrelated toto previouslypreviouslylearnedlearned informationinformation..

InferencesInferences aboutabout mentalmental processesprocesses

cancan bebe drawndrawn byby observingobserving studentstudentbehaviorbehavior..


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LearningLearning isis aa functionfunction ofof howhow

informationinformation isis processedprocessed..

Therefore,Therefore, wewe asas educatorseducators shouldshould bebe

concernedconcerned withwith studentsstudents cognitivecognitive

processesprocesses..

WeWe needneed toto bebe awareaware notnot onlyonly ofof whatwhatstudentsstudents areare learning,learning, butbut howhow studentsstudents areare

learninglearning..


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PiagetPiaget andand VygotskyVygotsky determineddetermined

thatthat kidskids developdevelop moremore complexcomplex

reasoningreasoning processesprocesses overover timetime..

Therefore,Therefore, whenwhen planningplanning unitsunits ofof studystudy

andand methodsmethods ofof instruction,instruction, wewe mustmust

considerconsider thethe studentsstudents currentcurrent cognitivecognitivelevellevel ofof functioningfunctioning..


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Implications of Cognitive Theory,Implications of Cognitive Theory,continuedcontinued

AsAs peoplepeople learn,learn, theythey mentallymentally

organizeorganize newnew informationinformation..

Therefore,Therefore, itit isis importantimportant toto presentpresent

materialmaterial inin anan organizedorganized fashionfashion..


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LearningLearning isis moremore likelylikely toto occuroccur

whenwhen peoplepeople associateassociate newnew

materialmaterial withwith previouslypreviously learnedlearned

materialmaterial..

Therefore,Therefore, wewe mustmust helphelp studentsstudents relaterelate

newnew informationinformation toto oldold informationinformation..


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StudentsStudents controlcontrol theirtheir ownown

learninglearning byby beingbeing mentallymentally

involvedinvolved inin thethe classroomclassroom..

Therefore,Therefore, wewe needneed toto monitormonitor studentsstudents toto

ensureensure theythey areare payingpaying attention,attention, thinking,thinking,

andand processingprocessing..


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Bob TalbertBob Talbert

GoodGood teachersteachers areare costly,costly,

butbut badbad teachersteachers costcost

moremore..

Sportswriter, editor andcolumnist at The State

newspaper in Columbia.


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The Human BrainThe Human Brain

TheThe brainbrain isis thethe onlyonly organorgan inin thethe

bodybody thatthat sculptssculpts itselfitself fromfrom outsideoutside

experienceexperience..


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The Hebb RuleThe Hebb Rule

DonaldDonald Hebb,Hebb, CanadianCanadian neuroscientistneuroscientist..

NeuronsNeurons thatthat firefire togethertogether wirewire togethertogether..

ThoseThose thatthat firefire togethertogether -- atat thethe samesame timetime --areare mutuallymutually strengthenedstrengthened..

CoCo--occurringoccurring vsvs.. repeatedrepeated exposureexposure..


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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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Orderof 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?So what?

WeWe needneed toto buildbuild thethe learninglearning brainbrain

throughthrough purposefulpurposeful andand informedinformed

instructioninstruction..


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Principles of LearningPrinciples of Learning


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PrinciplesPrinciples of Learningof Learning

WhatWhat areare thethe factorsfactors affectingaffecting learnerslearners andand

thethe learninglearning process?process?


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Methods of LearningMethods of Learning

We LearnWe Learn

1% through taste1% through taste

1.5% through touch1.5% through touch

3.5% through smell3.5% through smell

11% throughhearing11% throughhearing

83% through sight83% through sight


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We RememberWe Remember

Verbal

Processing

Verbal and

Visual

Processing

Doing

Lecture

Reading

Audiovisual

Demonstration

Discussion Group

Practice by Doing

Teach Others/Immediate Use ofLearning

5%

10%

20%

30%

75%

90%

50%


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TeachingTeaching

ToTo getget thethe bestbest results,results, teachersteachers shouldshould::

UtilizeUtilize andand stimulatestimulate thethe sensessenses..

RecognizeRecognize thethe learninglearning curvecurve..

DontDont abuseabuse thethe attentionattention spanspan..

EncourageEncourage thethe effectiveeffective useuse ofof memorymemory..

TryTry toto motivatemotivate traineestrainees inin theirtheir learninglearning..

AccommodateAccommodate differentdifferent learninglearning stylesstyles.. EnsureEnsure effectiveeffective feedbackfeedback inin thethe learninglearning

processprocess..


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Applying Principles ofApplying Principles of

Learning and RetentionLearning and Retention


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RAMPRAMP 22 FAMEFAME

RR RRecencyecency

AA AAppropriatenessppropriateness

MM MMotivationotivation

PP PPrimacyrimacy

22 22--wayway communicationcommunication

FF FFeedbackeedback

AA AActivective LearningLearning

MM MMultiulti--sensesense learninglearning

EE EExercisexercise


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RRecencyecency

Things that are learned lastThings that are learned last

are best rememberedare best remembered

Summarize frequentlySummarize frequently

Plan review sectionsPlan review sections

Divide subject into miniDivide subject into mini--

topics of abouttopics of about 2020

minutes in lengthminutes in length


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AAppropriatenessppropriateness

AllAll information,information, teachingteaching aids,aids, casecase studies,studies,

etcetc mustmust bebe appropriateappropriate toto studentsstudents needsneeds

Clearly identify a needClearly identify a need

Use descriptions, examples or illustrationsUse descriptions, examples or illustrations

that the students are familiar withthat the students are familiar with


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MMotivationotivation

Students must want to learn, must be readyStudents must want to learn, must be ready

to learn, must have some reason to learnto learn, must have some reason to learn

Teacher must also be motivatedTeacher must also be motivated

Identify a need for the studentsIdentify a need for the students

Move from the known to the unknownMove from the known to the unknown


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PPrimacyrimacy

Things learned first are learntThings learned first are learnt

bestbest

Short presentationsShort presentations

Interesting beginningInteresting beginning

Updates on direction andUpdates on direction and

progress of learningprogress of learning

Get things right the first timeGet things right the first time


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22--way communicationway communication

CommunicateCommunicate withwith studentsstudents

Include interactive activities in lesson planInclude interactive activities in lesson plan

Match body language with verbal messageMatch body language with verbal message


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FFeedbackeedback

Teacher and Students needTeacher and Students needinformation from each otherinformation from each other

Include feedback activities (e.g.,Include feedback activities (e.g.,

questions; tests) in sessionsquestions; tests) in sessionsplanplan

Give feedback on performanceGive feedback on performanceimmediatelyimmediately

PositivePositive andandnegative feedbacknegative feedback Acknowledge good workAcknowledge good work

(positive reinforcement)(positive reinforcement)


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AActive learningctive learning

Students learn more when they are activelyStudents learn more when they are actively

involved in the learning processinvolved in the learning process

Use practical exercisesUse practical exercises

Use questionsUse questions

Get the Students to DO itGet the Students to DO it


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MMultipleultiple--sense learningsense learning

Information enters the brain three main ways:Information enters the brain three main ways:

sight, hearing and touch, the one a student uses thesight, hearing and touch, the one a student uses the

most is called hismost is called his\\herher Learning Style.Learning Style.

Auditory, Visual, Kinesthetic,Auditory, Visual, Kinesthetic, DigitalDigital..

IhearandI forgetIhearandI forget

I seeandIrememberI seeandIremember

Ido andI understand.Ido andI understand.

Confucius a.Confucius a. 450450 BCBC


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EExercisexercise

Things that are repeated are bestThings that are repeated are best

rememberedremembered

Hear, see, practice, practiceHear, see, practice, practice

Frequent questionsFrequent questions

Frequent recallFrequent recall

Give exercisesGive exercises


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Learning StylesLearning Styles

IfIf ChildrenChildren AreAre NotNot LearningLearning

The

The WayWay WeWe

Teac

h,

Teac

h, WeWe NeedNeed

ToTo TeachTeach TheThe WayWay TheyThey LearnLearn


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Implications ofImplications of Learning StylesLearning Styles

Students process information differently.

Ifeducators teach exclusively to one style,

students comfort lev

el may be dim

inished.

If only taught in one style students may

lose mental dexterity to think in different

ways.

We should address the learning needs of

allstudents.


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Teaching Styles Vs. LearningTeaching Styles Vs. Learning

StylesStylesTeachers should have a variety of

teaching styles.

If a child does not master a skill the firsttime, try again, but not necessarily the

same way you taught it the first time.


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Teachers should:Teachers should:

IdentifyIdentify theirtheir studentsstudents learninglearning stylesstyles..

ProvideProvide spacespace andand anan activityactivity forfor eacheach

individualindividual learninglearning stylestyle inin their theirclassroomsclassrooms..

EncourageEncourage studentsstudents toto developdevelop otherother

learninglearning stylesstyles whilewhile concentratingconcentrating onon thethe

primaryprimary oneone..


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ProvideProvide helphelp toto thosethose whowho needneed itit whenwhen

thethe situationsituation doesntdoesnt allowallow forfor thethe presencepresence

ofof theirtheir ownown learninglearning stylestyle..

TalkTalk toto studentsstudents andand makemake themthem awareaware ofof

theirtheir learninglearning stylesstyles toto gaingain theirtheir trusttrust..

ShowShow studentsstudents thethe reasonreason theythey areare usingusing aa

specificspecific tooltool oror activityactivity..


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RememberRemember

"The"The mediocremediocre teacherteacher tellstells.. TheThe goodgood

teacherteacher explainsexplains.. TheThe superiorsuperior teacherteacher

demonstratesdemonstrates.. TheThe greatgreat teacherteacher inspiresinspires..""

WilliamWilliam ArthurArthurWardWard

Is one of America's

most quoted writers of

inspirational maxims .


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VAKDVAKDLearningLearning

StylesStyles


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What areWhat are learning styleslearning styles??

LearningLearning stylesstyles areare simplysimply differentdifferent

approachesapproaches oror waysways ofof learninglearning..


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Visual LearnersVisual Learners

PreferPrefer toto seesee informationinformation suchsuch asas pictures,pictures,diagrams,diagrams, cartoons,cartoons, andand demonstrationsdemonstrations..

PicturePicture wordswords andand conceptsconcepts theythey hearhear asasimagesimages..

AreAre easilyeasily distracteddistracted inin lectureslectures withwith nonovisualvisual aidsaids..

OverwhelmedOverwhelmed withwith intenseintense visualsvisualsaccompaniedaccompanied byby lectureslectures..

BenefitBenefit fromfrom usingusing charts,charts, maps,maps, notes,notes, andandflashflash cardscards whenwhen studyingstudying..


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Visual Learners:Visual Learners:

Teachers Should:Teachers Should:UseUse asas manymany visualvisual aidsaids asas possiblepossible..

PlanPlan aa visualvisual activityactivity forfor eacheach hardhard toto graspgrasp

conceptsconcepts.. (Use(Use ofof coloredcolored chalkchalk isis aa goodgood idea)idea)..UseUse ofof descriptivedescriptive languagelanguage whenwhen possiblepossible.. (It(Ithelpshelps thethe studentsstudents toto visualize)visualize)..

DivideDivide thethe lessonlesson intointo aa seriesseries ofof smallersmaller projectsprojectswithwith aa visualvisual aidaid coveringcovering eacheach objectiveobjective toto bebe

achievedachieved..HelpHelp formform thethe habithabit ofof notenote--takingtaking..

SlowSlow downdown toto encourageencourage notenote--takingtaking process,process, ororwritewrite notesnotes onon thethe boardboard..


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Auditory r rAuditory r r

PreferPrefer toto hearhear informationinformation spokenspoken..

CanCan absorbabsorb aa lecturelecture withwith littlelittle efforteffort..

MayMay notnot needneed carefulcareful notesnotes toto learnlearn..

OftenOften avoidavoid eyeeye contactcontact inin orderorder totoconcentrateconcentrate..

MayMay readread aloudaloud toto themselvesthemselves..

LikeLike backgroundbackground musicmusic whenwhen theytheystudystudy..


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Auditory Learners:Auditory Learners:

TeachersTeachers ShouldShould::SpeakSpeak inin aa loud,loud, clearclear voicevoice..

UseUse auditoryauditory effectseffects toto keepkeep thethe studentsstudentsinterestedinterested..

UseUse auditoryauditory aidsaids whenwhen possiblepossible..

EncourageEncourage groupgroup discussionsdiscussions..ChangeChange tonetone ofof voicevoice frequentlyfrequently..

UseUse soundsound--makingmaking toolstools whenwhen appropriateappropriate..


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Tactile r KinestheticTactile r Kinesthetic

LearnersLearners

PreferPrefer touchtouch asas theirtheir primaryprimary modemode forfor takingtaking inininformationinformation..

InIn traditionaltraditional lecturelecture situations,situations, theythey shouldshould writewriteoutout importantimportant factsfacts..

CreateCreate studystudy sheetssheets connectedconnected toto vividvividexamplesexamples..

RoleRole--playingplaying cancan helphelp themthem learnlearn andandrememberremember importantimportant ideasideas..

MayMay benefitbenefit byby usingusing manipulativesmanipulatives..


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Tactile r KinestheticTactile r KinestheticLearners:Learners:

TeachersTeachers ShouldShould::EncourageEncourage NoteNote--takingtaking asas itit isis aa crucialcrucial partpart ofoftheirtheir learninglearning processprocess..

ProvideProvide Models,Models, Sculptures,Sculptures, and/orand/or MaquettesMaquetteswhenwhen possiblepossible..

UseUse rolerole--playingplaying ActivitiesActivities..

UseUse GroupGroup activitiesactivities..

UseUse gamesgames thatthat encourageencourage movingmoving aboutabout inin thetheclassroomclassroom..

ProvideProvide frequentfrequent worksheetsworksheets..

ProvideProvide situationssituations wherewhere studentsstudents learnlearn byby doingdoing..


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IdentifyIdentify theirtheir studentsstudents learninglearning stylesstyles..

ProvideProvide spacespace andand anan activityactivity forfor eacheach

individualindividual learninglearning stylestyle inin their their

classroomsclassrooms..

EncourageEncourage studentsstudents toto developdevelop otherother

learninglearning stylesstyles whilewhile concentratingconcentrating onon thethe

primaryprimary oneone..


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ProvideProvide helphelp toto thosethose whowho needneed itit whenwhen

thethe situationsituation doesntdoesnt allowallow forfor thethe presencepresence

ofof theirtheir ownown learninglearning stylestyle..

TalkTalk toto studentsstudents andand makemake themthem awareaware ofof

theirtheir learninglearning stylesstyles toto gaingain theirtheir trusttrust..

ShowShow studentsstudents thethe reasonreason youyou areare usingusing aa

specificspecific tooltool oror activityactivity..


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Digital LearnersDigital Learners

HaveHave aa needneed toto makemake sensesense ofof thethe world,world, toto

figurefigure thingsthings out,out, toto understandunderstand..

TalkTalk toto themselvesthemselves andand carrycarry onon conversationsconversations

withwith youyou inin theirtheir mindmind..LearnLearn byby workingworking thingsthings outout inin theirtheir mindmind..

NotNot toto bebe spontaneous,spontaneous, asas theythey likelike toto thinkthink

thingsthings throughthrough..

HaveHave logiclogic playplay aa keykey rolerole inin thethe decisiondecision

processprocess asas dodo factsfacts andand figuresfigures..

MemorizeMemorize byby steps,steps, procedures,procedures, sequencessequences..""


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MultipleMultipleIntelligencesIntelligences


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Your Intelligence ProfileYour Intelligence Profile

HowardHoward GardnerGardner formulatedformulated aa theorytheory ofof multiplemultipleintelligences,intelligences, suggestingsuggesting abilitiesabilities seemseem totoclustercluster inin eighteight differentdifferent areasareas:: VerbalVerbal--Linguistic SkillsLinguistic Skills

LogicalLogical--Mathematical SkillsMathematical Skills

BodilyBodily--Kinesthetic SkillsKinesthetic Skills

VisualVisual--Spatial SkillsSpatial Skills

Interpersonal AbilitiesInterpersonal Abilities

Intrapersonal AbilitiesIntrapersonal Abilities

Musical AbilitiesMusical Abilities

Naturalistic AbilitiesNaturalistic Abilities


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Eight Ways ofTeachingEight Ways ofTeachingIntelligenceIntelligence TeachingTeaching

ActivitiesActivities

TeachingTeaching

MaterialsMaterials

InstructionalInstructional

StrategiesStrategies

SampleSample

TeacherTeacher

PresentationPresentation

SkillSkill

Linguistic Lectures,

discussions,

word games,

storytelling,

journal writing

Books, tape

recorders,

stamps sets,

books on tape

Read about it,

write about it,

listen to it

Teaching

through story

telling

Logical-

Mathematical

Brain teasers,

problem

solving, science

experiments,mental

calculations,

number games,

critical thinking

Calculators,

math

manipulatives,

scienceequipment,

math games

Quantify it, think

critically about

it, put it in a

logicalframework,

experiment with

it

Socratic

questioning


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Eight Ways ofTeachingEight Ways ofTeachingIntelligence Teaching

Activities

Teaching

Materials

Instructional

Strategies

Sample

Teacher

Presentation

Skill

Spatial Visual

presentations,art activities,

Imagination

games,

visualization,

metaphor

Graphs, maps,

videos, artmaterials,

cameras,

pictures, library

See it, draw it,

visualize it,color it, mind-

map it

Drawing, Mind-

mappingconcepts

Bodily-

kinesthetic

Hands on

learning,

drama, dance,

sports that

teach, tactile

activities,

relaxation

exercises

Building tools,

clay , sports

equipment,

manipulatives,

tactile learning

resources

Build it, act it

out, touch it, get

a gut feeling

of it, dance it

Using gestures,

dramatic

expressions


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TeachingTeaching

MaterialsMaterials



SampleSample

TeacherTeacher

PresentationPresentation

SkillSkill

Musical Rhythmic

learning,rapping, using

songs that

teach

Tape recorder,

tapecollection,

musical

instruments

Sing it, rap it,

listen to it

Using voice

rhythmically

Interpersonal Cooperative

learning, peer

tutoring,

community

involvement,

social

gatherings,

simulation

Board games,

party

supplies,

props for role

plays

Teach it,

collaborate on

it, interact

with respect

to it

Dynamically

interacting

with students


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TeachingTeaching

MaterialsMaterials



SampleSample

Teacher PresTeacher Pres

Intrapersonal Individualized

instruction,

independent

study, optionsin course of

study, self

esteem

building

Self checking

materials,

journals,

materials forprojects

Connect it to

your personal

life, make

choices withregard to it,

reflect on it

Bringing

feeling into

presentation

N

aturalistN

ature study,ecological

awareness,

care of

animals

Plant,animals,

naturalists

tools,

gardening

tools

Connect toliving things

and natural

phenomena

Linkingsubject matter

to natural

phenomena


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FelderFelder--Silverman LearningSilverman Learning

StylesStyles


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Think about it!Think about it!


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FelderFelder--Silverman Learning StylesSilverman Learning Styles

ThisThis identifiesidentifies whatwhat isis easyeasyforfor thethe studentstudent..

FelderFelder believesbelieves thatthat studentsstudents needneed toto

improveimprove otherother stylesstyles ofof learninglearning tootoo youyou

needneed toto getget betterbetter atat allall..

RememberRemember thisthis isis whatwhat youyou maymay findfind

easiesteasiest itit isntisnt actuallyactually aa testtest withwith rightright

andand wrongwrong answersanswers..

ItIt maymay notnot actuallyactually describedescribe youyou..


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ActiveActive Vs.Vs. ReflectiveReflective

Active: try things out, work with others.Active: try things out, work with others.

Reflective: think things through, workReflective: think things through, work

alone.alone.

When I am learning something new, it helpsWhen I am learning something new, it helps

me to:me to:

(a)(a) talk about it.talk about it.

(b)(b) think about it.think about it.


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SensingSensing Vs.Vs. IntuitiveIntuitive

SensingSensing:: concrete,concrete, practical,practical, facts,facts,

proceduresprocedures..

IntuitiveIntuitive:: conceptual,conceptual, innovative,innovative, theoriestheories

andand meaningsmeanings..

I find it easier:I find it easier:

(a)(a) to learn facts.to learn facts.

(b)(b) to learn concepts.to learn concepts.


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VisualVisual Vs.Vs. VerbalVerbal

VisualVisual:: pictures,pictures, diagrams,diagrams, flowflow--chartscharts..

VerbalVerbal:: writtenwritten oror spokenspoken explanationsexplanations..

InIn aa bookbook withwith lotslots ofof picturespictures andand charts,charts, II

amam likelylikely toto::

(a)(a) look over the pictures and charts carefully.look over the pictures and charts carefully.(b)(b) focus on the written text.focus on the written text.


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GlobalGlobal Vs.Vs. SequentialSequential

GlobalGlobal:: holistic,holistic, learnlearn inin largelarge leapsleaps..

SequentialSequential:: incremental,incremental, orderlyorderly stepssteps..

I learn:I learn:

A.A. atat aa fairlyfairly regularregular pacepace.. IfIf II studystudy hard,hard, I'llI'll "get"get

itit..

B.B. inin fitsfits andand startsstarts.. I'llI'll bebe totallytotally confusedconfused andand

thenthen suddenlysuddenly itit allall "clicks"clicks..""


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InductiveInductive Vs.Vs. DeductiveDeductive

Inductive: the specific to the general.Inductive: the specific to the general.

Deductive: general to specific.Deductive: general to specific.

I learn best:I learn best:A.A. WhenWhen examplesexamples areare introducedintroduced thenthen thethe rulerule..

B.B. WhenWhen thethe rulerule isis introducedintroduced beforebefore thetheexamplesexamples..

H t k l i b tt fH t k l i b tt f


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How to make learning better forHow to make learning better for

your Studentsyour Students

If they are ... Encourage them to:If they are ... Encourage them to:

Active: try things out, work with others, write.Active: try things out, work with others, write.

Reflective: think things through, work alone.Reflective: think things through, work alone.Sensing: concrete, practical, facts, procedures.Sensing: concrete, practical, facts, procedures.

Intuitive: conceptual, innovative, theories.Intuitive: conceptual, innovative, theories.

Visual: pictures, diagrams, flowVisual: pictures, diagrams, flow--charts.charts.

Verbal: written or spoken explanations.Verbal: written or spoken explanations.

Global: holistic, learn in large leaps.Global: holistic, learn in large leaps.

Sequential: incremental, orderly steps.Sequential: incremental, orderly steps.

Inductive: the specific to the general.Inductive: the specific to the general.

Deductive: general to specific.Deductive: general to specific.


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ClassroomClassroom

ManagementManagement


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Learner FactorsLearner Factors

learnerslearners personalities,personalities, age,age, ability,ability, motivation,motivation, learninglearningstyles,styles, learnerlearner needs,needs, discipline,discipline, classclass sizesize..

1.1. EachEach groupgroup brainstormsbrainstorms waysways (positive(positive oror

negative)negative) inin whichwhich thesethese factorsfactors mightmight affectaffectthethe classroom,classroom, ee..gg.. inin termsterms ofof activities,activities,topics,topics, interaction,interaction, classclass managementmanagement etcetc..

2.2. ImagineImagine aa problemproblem arisingarising fromfrom oneone ofof thesethesefactors,factors, writewrite itit onon aa slipslip ofof paperpaper..

3.3. DiscussDiscuss solutionssolutions toto thethe problemsproblems..


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Classroom Management Vs.Classroom Management Vs.

DisciplineDiscipline

ClassroomClassroom managementmanagement isis

notnot thethe samesame asas disciplinediscipline..

DisciplineDiscipline isis aa subsetsubset ofof

classroomclassroom managementmanagement..

TheThe termsterms areare oftenoftenmisusedmisused toto meanmean thethe samesame

thingthing..


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Some TermsSome Terms

InstructionalInstructional timetime::

amountamount ofof timetime assignedassigned toto workwork ononinstructionalinstructional taskstasks (e(e..gg.. 3535 minutesminutes duringduring aa

classclass period)period)..


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TimeTime--onon--tasktask (also(also calledcalled engagedengaged

time)time)::

amountamount ofof instructionalinstructional timetime thatthat thethe learnerlearner isis

doingdoing whatwhat theythey areare supposedsupposed toto dodo..


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AcademicAcademic learninglearning timetime::

amountamount ofof timetime thatthat aa studentstudent isis onon--tasktask inin

learninglearning activitiesactivities thatthat areare atat thethe appropriateappropriate

instructionalinstructional levellevel..


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ActivityActivity

In groupsIn groups Define the following terms:Define the following terms:

Instructional time.Instructional time.

TimeTime--onon--task.task.

Academic learning time.Academic learning time.

Now,Now, givegive examplesexamples forfor eacheach inin youryour

classroomclassroom activitiesactivities..


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GoalGoal ofof ClassroomClassroom ManagementManagement isis toto maximizemaximize

AcademicAcademic LearningLearning Time!Time!

ThisThis isis donedone byby::

WellWell--preparedprepared learninglearning activitiesactivities (good(good lessonlesson plans)plans)

EstablishedEstablished proceduresprocedures forfor routineroutine activitiesactivities suchsuch asas distributingdistributing

andand collectingcollecting materialsmaterials fromfrom studentsstudents..

MinimalMinimal disruptionsdisruptions duedue toto misbehaviormisbehavior..

CloseClose monitoringmonitoring ofof studentstudent workwork withwith appropriateappropriate feedbackfeedback..

Ulti t G lUlti t G l


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Ultimate Goal:Ultimate Goal:

Improve Student AchievementImprove Student Achievement

TimeTime FactorsFactors RelatedRelated toto StudentStudent

AchievementAchievement::

ResearchResearch hashas shownshown thethe followingfollowing factorsfactors toto bebe

positivelypositively relatedrelated toto increasesincreases inin studentstudent

achievementachievement:: WellWell establishedestablished classroomclassroom rulesrules andand proceduresprocedures

TeacherTeacher asas aa timetime--onon--tasktask modelmodel (teacher(teacher doesdoes notnot wastewaste anyany

time)time) StartingStarting onon timetime

CloseClose monitoringmonitoring ofof behaviorbehavior andand performanceperformance

ClearClear andand conciseconcise directionsdirections

AppropriateAppropriate questioningquestioning techniquestechniques


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Improving Student AchievementImproving Student Achievement

ResearchResearch hashas shownshown thethe followingfollowing factorsfactors

toto bebe negativelynegatively relatedrelated toto increasesincreases inin

studentstudent achievementachievement::

UnpreparedUnprepared studentsstudents DelayDelay ofof responseresponse duedue toto disruptionsdisruptions

TooToo muchmuch timetime spentspent onon nonnon--academicacademic

activitiesactivities TardinessTardiness

ExternalExternal distractionsdistractions (noise(noise inin thethe hall,hall,

intercom,intercom, visitorsvisitors atat thethe classroomclassroom door,door, etcetc..))

Ti i t d hTi i t d h


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Time is wasted when:Time is wasted when:

TeachersTeachers havehave nono consistentconsistent planplan forformakingmaking assignmentsassignments..

StudentsStudents dodo notnot understandunderstand thethe kindkind andand

quantityquantity ofof workwork toto bebe donedone duringduring aa periodperiod..TeachersTeachers havehave nono uniformuniform planplan forfor

distributingdistributing andand collectingcollecting materialsmaterials..



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StudentsStudents dodo notnot understandunderstand whatwhat materialsmaterialsandand suppliessupplies theythey areare expectedexpected toto bringbring toto

classclass..

StudentsStudents dodo notnot understandunderstand proceduresprocedures forforreceivingreceiving individualindividual helphelp..



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StudentsStudents dodo notnot understandunderstand whenwhen itit isis OKOKtoto workwork withwith othersothers andand whenwhen theythey areare

expectedexpected toto workwork alonealone..

TeachersTeachers havehave notnot carefullycarefully plannedplanned howhow totomakemake thethe transitiontransition fromfrom oneone activityactivity toto

anotheranother oneone..


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Average Use ofTimeAverage Use ofTime

ResearchersResearchers havehave

observedobserved teachersteachers toto

determinedetermine howhow timetime isis

spentspent inin classroomsclassrooms..

TheThe resultsresults presentedpresented

areare forfor hundredshundreds ofof

observationsobservations atat allalllevelslevels ofof educationeducation..

50%

12%

26%

12%

Monitoring Off-task

Organizing Active Instruction


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Effective Use of TimeEffective Use of Time

ResearchersResearchers thenthen

chosechose thethe teachersteachers

whosewhose studentsstudents hadhad thethe

highesthighest achievementachievement

scoresscores andand determineddetermined

howhow theythey usedused timetime inin

theirtheir classroomsclassrooms..

TheThe resultsresults areare

presentedpresented inin thethe chartchart..

35%

3%

12%

50%

Monitoring Off Task

Organizing Active Instruction


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Use of TimeUse of Time

NoteNote::

TheThe averageaverage teacherteacher spendsspends farfar tootoo littlelittle timetime

actuallyactually teaching,teaching, comparedcompared toto thethe effectiveeffective

teachersteachers..EffectiveEffective teachersteachers areare rarelyrarely offoff--tasktask..

EffectiveEffective teachersteachers taketake carecare ofof organizingorganizing

activitiesactivities (checking(checking role,role, makingmaking assignments,assignments,

collectingcollecting papers,papers, etcetc..)) moremore quicklyquickly..


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ActivityActivity

InIn groupsgroups DiscussDiscuss waysways inin whichwhich youyou

cancan increaseincrease onon--tasktask timetime andand decreasedecrease

offoff--tasktask timetime..

ThinkThink procedure!procedure!


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Characteristics ofCharacteristics of

Teac

hers

Teac

hers


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WithitnessWithitness

TheThe abilityability ofof aa teacherteacher toto bebe awareaware ofof

activitiesactivities takingtaking placeplace inin thethe classroomclassroom..

SomeSome teachersteachers areare seeminglyseemingly unawareunaware ofof whatwhatisis goinggoing onon inin thethe classroomclassroom..

TheyThey areare notnot ignoringignoring inappropriateinappropriate behaviorbehavior----

theythey simplysimply dodo notnot knowknow itit isis occurringoccurring..

ThisThis seemsseems unbelievable,unbelievable, butbut itit occursoccurs everyevery dayday..

GoodGood classroomclassroom managersmanagers havehave goodgood

classroomclassroom awarenessawareness..


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OverlappingOverlapping

TheThe abilityability ofof aa teacherteacher toto bebe ableable toto dodo moremore

thanthan oneone thingthing atat aa timetime.. MultitaskingMultitasking (Mothers(Mothers

oftenoften seemseem toto havehave thisthis traittrait..))

MonitorMonitor thethe entireentire classclass whilewhile givinggiving assistanceassistance toto anan

individualindividual studentstudent..

EspeciallyEspecially importantimportant inin laboratorylaboratory situationssituations..

StudentsStudents describedescribe teachersteachers withwith thisthis characteristiccharacteristic asas

havinghaving eyeseyes inin thethe backback ofof theirtheir headhead..

TeachersTeachers havehave toto seesee thethe bigbig picturepicture whilewhile focusingfocusing

onon thethe specificspecific tasktask atat handhand..


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Signal ContinuitySignal Continuity

MaintainingMaintaining aa continuouscontinuous signalsignal toto thethe

studentstudent thatthat therethere isis nono timetime toto wastewaste..

BusinesslikeBusinesslike behaviorbehavior..

MakesMakes studentsstudents awareaware ofof timetime constraintsconstraints..

HoldsHolds studentsstudents accountableaccountable forfor completingcompleting aa

specificspecific amountamount ofof workwork eacheach dayday..

MakesMakes quickquick transitionstransitions fromfrom oneone learninglearningactivityactivity toto anotheranother..



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Routines Should Be TaughtRoutines Should Be Taught

DontDont assumeassume thatthat studentsstudents willwill

automaticallyautomatically followfollow thethe proceduresprocedures

youyou establishestablish..



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AtAt thethe beginningbeginning ofof thethe yearyear spendspend timetime

teachingteaching (and(and reinforcing)reinforcing) thethe behaviorsbehaviors

youyou wishwish studentsstudents toto exhibitexhibit..

ForFor example,example, ifif youyou expectexpect studentsstudents toto bebe inin

theirtheir seatsseats whenwhen thethe bellbell rings,rings, youyou willwill havehave

toto bebe consistentlyconsistently firmfirm withwith themthem atat thethebeginningbeginning ofof thethe yearyear..

ThisThis isis truetrue forfor anyany expectationexpectation youyou setset..



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TimeTime spentspent inin teachingteaching andand reinforcingreinforcing

youryour rulesrules atat thethe beginningbeginning ofof thethe yearyear

willwill savesave timetime allall yearyear longlong..

Is it hard for students toIs it hard for students to


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Is it hard for students toIs it hard for students to

adapt?adapt?

OfOf coursecourse not!not!

TheyThey adaptadapt everyevery timetime theythey changechange

classesclasses duringduring thethe dayday..ItIt isis doubtfuldoubtful thatthat anyany twotwo teachersteachers theythey

mightmight havehave duringduring thethe dayday havehave exactlyexactly

thethe samesame classroomclassroom managementmanagement rulesrules..TheyThey areare usedused toto adaptingadapting withwith everyevery

classclass changechange..


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A Productive environment


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A.Productive environment

SeatingStudents are placed in seats where they can bestlearn. (Easily distracted students and needystudents sit near the teacher.)

OrganizationA system of procedures is in place and executed bystudents knowing what to do and when.

Planning

Teacher operates with a sense of purpose in theclassroom.

EngagingStudents are engaged in the learning activity.

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B Positive classroom atmosphere


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B.Positive classroom atmosphere

AttributionAStudent can recognize his/her strengths andoperate with a can do attitude.

EncouragementTeacher encourages students to meet challengesand exceed expectations.

Collaboration

Students help each other to learn whileparticipating in constructivist learning activities.

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C Cooperative respectful


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C.Cooperative, respectful,and on task students

CooperationStudents are following the class guidelines.

RespectStudent discourse is positive.

On TaskStudents are interested and focused on theassignment.

Brain-Based Learning & Classroom Management

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