Exploring
Brain-Based Learning
A MiddleWeb Listserv conversation
Back in May, a group of List members lobbied for a summer discussion
about brain-based learning. The chat began in late July and continued for
a week. Before it was over, we'd not only heard ideas about the brain, the
ear, the eye, and the nose, but about the hands -- lots of "hands-on
learning" strategies changed....well, changed hands!
John began:
We've been talking about this one all summer, and summer is flying by. So
let's get started!
The Brains Behind the Brain (article)
I'll follow this message with another one posing a 'starter question' or
two.
-John
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John had some questions to start the ball rolling.
This article from the June
2001 issue of Education Update (ASCD) says:
"...(B)rain research has yet to yield much knowledge that
teachers can use to help students learn better."
However, in this same article, consultant Pat Wolfe of Mind Matters Inc.
offers some general findings from her review of research, including this:
"Experience sculpts the brain. You learn much better by
doing something than by reading about it. Reading about something doesn't
change the brain a lot; doing it changes the brain a great deal."
Are some of you already using this idea in your teaching? And if so, how?
-John
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Mavis advocated the use of hands-on project work when learning mathematical
concepts.
In mathematics, that's easy. We "do" math, instead of them watching
me do it and then spitting it back out on paper. I try to do projects, hands-on
lessons, lots of cooperative group work, etc. Do you want more specific
examples?
-Mavis
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Deb asked Mavis to provide additional details concerning some of her
math projects and then shared how she started her year in science with hands-on,
minds-on activities.
I think it might help if we were a bit more specific. Maybe you could describe
one project a little more.
As a science teacher, I used to start my year with a lab about "Oobleck,"
a mystery substance that my kids were challenged to manipulate and then
describe in complete sentences. They were also asked to try and duplicate
the substance. By "doing" this lab students learned observation
skills, the scientific method of inquiry etc. If I had just showed it to
them and lectured about it, I doubt they would have enjoyed it or remembered
the lessons imbedded in the activity. Hopefully, the hands-on, minds-on
approach creates the context for the transfer of knowledge that facilitates
the making of meaning.
-Deb
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Mary Anne added to Deb's "Ooblek" activity.
"Ooblek" is one of my favorite activities with kids. I use it
with the standard on states of matter.
First we read "Bartholomew and the Ooblek" by Dr. Seuss.
We make a list of all the things that the magicians put into the mix and
the properties of "Ooblek", as described by Seuss. . Then, I tell
them that not all of the Ooblek disappeared! (They know I'm a little strange!)
But, before I actually give them the Ooblek we talk about the three (four)
states of matter and their properties.
Then, kids are given Ooblek and in groups they have to determine its properties.
I supply them with straws, newspapers, aluminum foil, slant boards, thermometers--anything
I can think of. Finally, using the properties they determine that Ooblek
has properties of three of the four states of matter and is probably a colloid.
They are then given a problem to solve--we have to get rid of this stuff!
They have to design a way to keep Ooblek in its liquid state so it can be
disposed of properly and not endanger the habitat--after all look at what
happened to the people of Didd!
The final stage is to create a scientific paper on the properties, uses
and proper disposal of Ooblek. We stage an actual scientific conference
with experts stating their opinions. We use an entire day--suspend periods
and work as an interdisciplinary team to accomplish all of the activities.
I'll tell, none of our kids have ever forgotten what a scientific property
is and every one of them can describe the states of matter.
-Mary Anne
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Linda suggested that the hands-on approach benefits students during the
writing process as well.
The same may be said for writing. That's why having models or samples on
an overhead/copies to revise helps kids learn more before they do their
own revision. The writing process is a big "hand-on" activity.
However, reading is harder. They have to read and often they can "fake"
read as mentioned earlier this year in some threads. By having students
complete projects or power points and literature circles I can have a better
sense of who is reading and comprehending.
-Linda
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Sarah elaborated on ways to make grammar come alive for students.
I teach 8th grade English. At the beginning of the year, I review parts
of speech and have students write down a noun, an action verb, an adverb,
an adjective, and a prepositional phrase on separate slips of paper. I put
these slips in different boxes labeled "noun" "verb"
etc. Then, I have the students draw one slip from each box. Finally, they
are to arrange themselves in a sentence.
It's a variation on "madlibs," I guess, except they are the parts
of speech. I get crazy sentences but usually grammatically correct ones
as the students themselves correct each other. As they read their sentences,
they tell what part of speech they are and how they fit where they fit.
We get into discussions about transitive and intransitive verbs and adjective
and adverb phrases too.
We develop some "anchor sentences" from this activity so students
can use them to test new words to discover what part of speech they are
according to how they are used. As we get further into the year and into
types of sentences and clauses, I modify this activity and we play again.
The understanding of what part of speech a word is being used as is especially
useful when analyzing and writing poetry.
-Sarah
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Carolyn directed readers to an online activity her students have enjoyed.
We have been using the Wacky Web Tales site in our school for the past year.
The students love the site.
http://www.eduplace.com/tales/index.html
-Carolyn
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Avis thanked Carolyn for her suggested web site.
Carolyn: Thanks for the Wacky Web site... I think they would be great for
review, and will work well with Project Success how we use our "Caught
Ya's" and "Got Cha's." I think that anything that is fun
like this will help to pull them in whether they will like it or not! Forwarded
it to my team!
-Avis
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Bill continued to make the connection between brain-based learning and
"hands-on" learning by explaining how he makes use of hands-on
activities in teaching French.
Well, I'm always on the lookout for ways to make French work as hands-on,
multi-modal as possible. I find myself caught far too often between the
desire to find fun and engaging ways to simulate real life use and the realization
that, at some point in time, saying "Sorry, my subconscious just hasn't
acquired the correct forms of that verb yet" isn't going to get these
kids where they need to be even though it may be true and even legitimate.
Anyway, my favorite multi-modal grammar lesson last year involved a scavenger
hunt. Kids in my French 3 class had to progress through a series of stations
and do a variety of activities, one at each station, solving clues in the
process about where the next station was supposed to be. Once we were back
in the classroom, we reconstructed the trip in the past tense.
It was easy for them to see that the purposeful verbs which moved them from
place to place were all conjugated with "EAtre" as a helping verb,
while the activities at each place were all conjugated with "avoir"
as a helping verb. The majority of them never forgot the guiding principle
(how many of them had the rote learning background to get the specific forms
right was another thing altogether), though to be honest some of them are
still vague on the idea that you even have to think about choosing "avoir"
vs. "EAtre" in the first place.
Music teaching is a whole other world. If you want a group of musicians
to play well together, you've got to have them play until their little fingers
fall off (or vocal chords or whatever...). You work on respect, you keep
reminding them that their first goal is to develop a group feel and to really
listen to each other, and you do it as quickly as possible in between takes
so they can get back to playing again.
Music and sports actually have an awful lot in common, when you think about
it.
-Bill
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Holly demonstrated how fun activities go a long way in grabbing the attention
of middle school learners.
I have my 8th graders do a Bubble-ology lab to determine which type of dish
soap makes the biggest bubbles. This gets them using the science methodology
-- measuring, averaging, graphing, working together, following procedures,
and it is FUN! I tell them that this helps me determine what labs they will
get to do the rest of the year and if they can choose their own groups or
if I have to make adjustments. They really liked it. I even used this when
I taught 12th anatomy as a fun intro.
Another thing I got in college was a set of checks that the kids have to
examine and piece together into a story. More for a little older kids. Helped
them see how important little details and inferring can be in science.
-Holly
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Joanne expressed her thanks for Sarah and Carolyn's postings.
Whohoooooooooo Sarah. Thank you, thank you! I will be a new 8th grade LA
teacher starting August 28 and this is exactly the kind of activity I was
looking for. As much as it pains me to admit, I do know that somehow, someway,
many kids (mine included) still can't name five prepositions, and they are
equally murky about adjectives and adverbs. This will be a terrific grammar
starter without it being as dismally boring as I was afraid it would be.
(Yes, I admit it, I can be dismally boring. Just ask my 11 yr old and my
18 yr old.)
Now, may I admit ignorance on top of boring and ask you to explain your
"anchor sentences" and how that works. Are they simple sentences
that the students can substitute their own word choices for to see if it
makes sense?
Any more help you can offer is humbly and greatly appreciated. I do love
this listserv.
-Joanne
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Sarah provided more details for Joanne and shared some new ideas about "summarizing."
Yes, Joanne, that is exactly what I mean. They aren't foolproof, but with
a little experience, you can help them develop good anchor sentences.
Another idea I haven't tried yet, but learned about in a workshop this summer,
has to do with helping students learn to summarize. This exercise comes
after you have already discussed what a summary is and what it is not. We
think they know how to summarize, but often they don't. This lesson also
emphasizes how important it is to know why you are reading so you know what
to summarize and what to leave out.
Give the students an article from a magazine. Have each student write one
sentence from the article on a piece of paper, making sure that all the
sentences are copied. Tell them to write in large letters because you are
going to put them on the wall as a display. (You may want to split your
class into two groups if you have more than 10 students at a time. If you
do that, each group has to have all the sentences on pieces of paper.)
For each group, on the wall, put up two headings: "Essential"
and "Non-essential." Tell the students to place their sentences
on the wall under one of the two headings. Remind them that, as a group,
they have to come to a consensus about where the sentences go. After that
is done, talk about how they decided where the sentences go. You will notice
that they had to decide on a purpose for the arrangement.
Next step, give one group one purpose and the other group another purpose
and have them rearrange the sentences into essential and non-essential sets.
Finally, discuss how each group decided what sentences went where. If you
want to you can set another purpose and have them rearrange the sentences,
depending of course on your article. Last step, have them write a summary
based on the sentences they decided were essential. They should share their
summaries with their group and talk about which ones are good summaries
and which ones need work.
For example: Let's say you have an article on a plan to reintroduce an endangered
species - like the grizzly bear - into a wilderness area. In the article,
the grizzly is described along with the pros and cons of the plan to reintroduce
it to the area. After the initial sorting, you could give one group to find
those things supporting the reintroduction and the other group could find
those things against the reintroduction. As you can see, your two summaries
will be very different.
Personally, this activity was one of those "Well, duh, why didn't I
think of that?" sorts of things! :)
Sarah Schutte
Little Rock, AR
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Susie brought the discussion back to brain research -- commenting on
the importance of implementing a time for students to reflect on and discuss
what they have learned.
Applying brain research to the classroom doesn't require you to do big fancy
assignments (although this could be what students remember most) -- you
can simply modify the way you currently teach.
I am a huge fan of Pat Wolfe (she has a contractual agreement with our regional
service center). There is probably not a class period that goes by that
I don't think of something I learned from her.
Some simple places to start:
* allow time for student discussion, have something, however small, for
students to handle.
It is no surprise to me that the things in I Read It, but I Don't Get
It relate very closely to much of the brain research. Pat models this
in her workshops.
* It is very important for students to put things in their own words and
make connections.
In Pat's workshops, there would always be time for us to stop, reflect,
and discuss what we had learned.
* In my science classes, I tried to have something out on the lab desks
for students to handle, especially if it was not a lab day, whether it was
a piece of a natural sponge, a rock, some kind of puzzle.
I realize that science class lends itself more readily to this, but other
subjects can adapt some easy things.
For example, in math, maybe the teacher makes sure that at least once in
a class period, two students pair up and discuss how they did the most difficult
problem on last night's homework. This alone gets kids thinking "I
wonder which problem the teacher will say was the hardest," and they
start analyzing what makes some problems more difficult than others.
I realize that many of you are more hands-on and thematic in math, but I
know many math teachers who still routinely go over homework, teach a new
thing, assign homework, etc. day after day after day.
Another dividend of providing time for student interaction -- if they know
they will have time to talk, sometimes they are less apt to chat when it's
not appropriate.
Just my first $.02
-Susie
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Michelle commented on the challenges that accompany teachers trying to
make provision for the many different styles of learning in their classrooms.
Well, folks, I'm back after moving into a new house, an old-fashioned Southern
Baptist revival, hearing Sec. Page speak, speaking to the CSRD Researchers,
and facilitating the NMSA Middle Level Principal's Institute (where I got
to see Susan Fedor--another list server) again! It's good to see the messages
rolling again.
Just wanted to comment on the starter question. In our school, we want kids
doing, going, and doing and going some more, all around the multiple intelligences
and their making meaning for themselves. This is hard for teachers to do--to
allow students to learn in other intelligences--and it is at the heart of
reform for the technological age, I think.
-Michelle
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Mary Anne applied some brain-based learning techniques as she worked
with teachers at her in-service classes.
I am teaching our staff in-service this week and I am trying to use some
of the brain research I have learned about with our teachers.
I bought several cases of water, and they are drinking them! I have included
five minutes at the end of each activity and made reflection journals for
them to take time and write about what they are thinking. It has been interesting
to watch the reaction. Many feel a little out of place. They kind of look
around to see who is writing, and who isn't. Just like the kids! As people
get settled in the morning, I have been playing some of Kenny G's music
softly in the background. I have built in a lot of discussion. It has been
interesting to watch.
Some of the comments I have been getting are great. Several talked about
using music with kids. Many more talked about the fact that our 45-minute
periods are not compatible with what we know about how kids learn.
It has been interesting!
-Mary Anne
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Myrna agreed with Susie's suggestion regarding the need to provide "review,
revise and talk" time in class.
I agree with you Susie and by the way, the UBD
design also stresses the importance of performance tasks that relate
(and to use their term p; are 'aligned') with the learning that is to
take place. Next comes the chance for students to review, revise and talk
about their work. Getting to the big (enduring) picture or understandings
is a process that needs careful tending by the teacher.
I know that I, as an adult, I benefit from this process as well p; the
review process helps deal with misunderstandings and opens new avenues for
the learning that took place. Reading the article The
Brain Behind the Brains, I now am interested in the idea that the brain
creates patterns and learns from creating and relating to patterns. What
does this mean for teachers?
I am also cautious not to jump on the quick fix strategies that are being
suggested. We need to pause and think about the value of doing action research
in our own schools.
-Myrna
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Kathy pointed out the importance of physical activity time during the
school day.
In addition to water, are you allowing them to graze? I will be implementing
this in the fall. Up until I had a pre-set snack time. We will have a discussion
early in the year about healthy snacks and I will ell them that they are
allowed to eat anytime as long as they do not disrupt theirs learning or
someone else's learning.
My snack time will become a physical activity time...cooperative games,
etc.
I might also ask for all my specials to be in the early AM...as I am self
contained and thinking about adolescents body clocks
-Kathy
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Charles offered additional insights into teaching foreign languages and
reading, based on Bill's post about teaching French.
This feels a lot like our EEEI (Essential Elements of Effective Instruction)
training that has become a real focus in Long Beach. Exploring Spanish lends
itself effortlessly to a kinesthetic approach through role-plays (Father
Serra is visiting today!) in conjunction to TPR as Bill has pointed out.
I didn't know you taught French, Bill. We've also sorted colored index cards
with subject pronouns in conjunction with verb stems and endings.
In reading, I've worked a little with word sorts and other Patricia Cunningham
kinds of things such as Making Big Words.
About the sorts: The kids end up working so hard that you can practically
see the crenellations forming but you have to be real careful to not overload
in the beginning. What I found was that we got better and better and faster
and faster with the activity but that I didn't know how to correlate the
data to measure growth over time in student work.
As of June 14, Dulce Jimenez still wasn't clear about the There, Their,
They're, To, Too, Two things.
-Charles.
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Brenda shared her belief that music and level of lights can enhance learning,
as well as provide non-verbal communication between teacher and student.
Over the past several years I have used a great deal of music in my classroom
learning environment. As my students enter the classroom I have music playing
(a variety of styles) and when I decrease the volume they know its time
for us to start. If they are working in groups and I want their attention,
I turn the music on and they know it time to "listen up." Much
nicer than hollering over the discussion hum!
When students are working I will play music quietly in the background. The
style varies with the type of activity. I play Vivaldi, Bach (or any baroque
music) or Mozart when they are working on math, Chopin (or any Romantic
music) when they are writing.
When they are reading I will often play some easy-listening music (like
Kenny G). I find "wordless" music works best. When they are working
in groups on hands-on project work (posters, art-related etc) I will play
upbeat music...Beach Boys, BackStreet Boys etc.
I am careful to survey the students about whether this helps them or hinders
their ability to work. There are students that find it distracting so I
don't have it too loud and sometimes don't use music at all. In general
I find that including music in the classroom enhances this generation's
learning.
The other thing I do is varying the brightness of the lights in the room.
Some students prefer having the lights down low (I know I do) so I ask my
students about their preferences in this area as well.
-Brenda
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Mavis asked whether MiddleWeb readers could direct her to a website that
would provide more information about the role of music in classroom learning
as well as the connection between brain-based learning and math.
Brenda's comments about music caught my attention . . . something that
I have wanted to investigate but just haven't taken the time to this point.
I'm definitely going to use more music in my classroom next year. What I'm
wondering is this...Does anyone know of a website that provides a list of
specific types of music and the advantages of each. I teach mathematics
and do a lot of cooperative problem solving, so I'm interested in those
areas specifically, but others as well.
Thanks to all. This is so interesting and informative.
And yet another question . . . I'd like a definitive article to share with
teachers on brain-based learning and math. I'm doing a web search as I write
this, but it's coming up with so many options. If someone knows a site that
contains an article or information that you found particularly helpful,
I'd really appreciate the information. Thanks!
-Mavis
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Valerie expressed her thanks for ideas concerning the use of music in the
classroom.
Hi Brenda,
Thanks for the insight about using music in the classroom and the suggestions
are great! I am going to use some music this school year in my 7th grade
language arts and social studies classes.
-Valerie
------------------------------------------------------------------
Alayne discussed the role of food in student learning.
One of the pet peeves of the teachers at my school is the amount of junk
food the kids eat at nutrition break (definitely the wrong name for it!)
and lunch. Unfortunately, our school district controls what is sold in the
cafeteria and the vending machines, and they've found that selling French
fries, KFC, slushies, candy, etc. makes a profit.
Our cafeteria supervisor has been great and done her best to offer a few
healthy alternatives, but
give the average gr. 6 student a choice between spending $2 on a sandwich
or $2 on fries and gravy and a candy bar -- well, wise decisions aren't
always made.
In an effort to counter that, a committee was struck and we decided to set
up a breakfast program 3 times a week running out of our Home Ec. Foods
room. Although we are not an inner city school, our catchment's area does
contain pockets of low-income housing, and we have a number of very needy
students in our population who we know come to school hungry.
Despite all of our good intentions, the program had mixed success. We did
get the message out through the advisory program and through the school
and Parent Advisory Newsletter about the importance of breakfast. So that
was good. Some weeks we had quite a few kids out, but some week's attendance
was very low.
We surveyed a couple of classes about what the problem was and they suggested
it was that students don't like to come to school any earlier than they
have to, "why not just eat breakfast at home?" and "brown
bread is gross." Hmmm.
We've decided to try the program another year, make a few changes to try
to boost attendance. Any suggestions are welcome!
-Alayne
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Paulette questioned the role of "scent" in enhancing classroom
learning.
Isn't the sense of smell important in the classroom as well? Anyone use
any particular scent to create a certain atmosphere? In what form, candle
or spray?
-Paulette
-----------------------------------------------------------------------
Joanne voiced her concern about the use of "scents" in the
classroom.
Speaking from an allergy sufferer's point of view, many, many scents trigger
allergic reactions in me. Candles, perfumes and sprays are the worst culprits.
My suggestion is to be very careful with scents. What one person loves can
cause misery in another.
-Joanne
----------------------------------------------------------------------
Deb expressed concern regarding allergy suffers.
I do think the smell is important in a classroom in that it should be neutral
and smell clean. Using color, ambient lighting (lamps with colored bulbs),
rhythm, textures and images can help to create atmosphere and isn't as offensive
to allergy sufferers. Additionally, candles are prohibited typically in
schools because of the fire risk. Good luck.
-Deb
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Ellen asked a bold question.
Okay, I'm going to be brave and ask the question. We are working with adolescents,
and, um, how do I put this? A lot of the time my room smells like gym socks
or armpits. We do the "funk talk" with the kids, but we have a
real problem still. I teach in an urban area, and I know that sometimes
kids don't get their clothes laundered or in some rare cases they don't
even have hot water available, so that is a challenge.
In the past, we have laundered coats (do they ever come out of them???),
clothing, etc., and we have given students deodorant and let them "freshen
up" in the ladies room. Still...
I, too, am sensitive to some fragrances, and I don't want to annoy my students.
However, there are many comments about so and so being "funky"
or "musty" or even the room (not just mine) smelling like middle
schoolers.... What to do???
-Ellen
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Paulette pointed out that music could be a distraction for some learners.
I can understand how perfumed sprays could cause allergic reactions and
I didn't even think of that aspect. I guess I had the same type of sentiments
as Ellen when she mentioned "middle schooler's" smell. Anyone
know if the dried herb types of potpourri that stores like Pier I sell,
have allergic reactions? Not having allergies, I am stumped.
On another note, speaking of the brain and stimuli, I for one am annoyed
when music is playing if I am trying to compose. I start humming or thinking
about the music instead of my task. I wonder if music is sometimes a deterrent
to kids too. Also, there are times when I turn off one set of lights in
my room (I have a front and back set) to cool off the room if it is a hot
day. Some kids love this and others complain. What to do?!?
-Paulette
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Eileen provided information concerning the use of potpourri in the classroom
of an allergy sufferer.
Potpourri definitely will cause problems with students with allergies. You
need to watch out for any perfumed scent. In our allergist's office there
is a sign requesting that you do not wear perfume or clothing that has been
exposed to mothballs. Even scented candles can cause a problem.
Other scents besides perfume can also cause an allergic reaction. Some students
with peanut allergies can't even have peanut butter in the room. I had one
student who was so allergic to peanut butter that I made sure I didn't use
the peanut M&M's that year with my students. This may be further than
I need to go, but his mother had called me and told me he had had a severe
reaction to peanut butter in a bowl at a party. I was not taking any chances
that he might have another reaction.
I teach science and do have food labs at times. On the first day of school
I have the kids write down if they have any allergies.
-Eileen
-----------------------------------------------------------------------------
Paulette thanked Eileen for her suggestion to survey her students regarding
health issues.
That's an excellent suggestion. I will add that to my informal survey I
ask kids to share about themselves. In it I usually include the basics like
how many in the family, pets, do parents both work... etc. Our nurse in
the health room usually hands out a list of students who have any type of
health problems and in it she includes allergies. The only thing is that
bee allergies are usually the only ones specified.
Last year I had one student who had such bad allergies to outside plants
(never really find out what though) that his eyes were red and bloodshot
for three weeks. He was on medication and was seeing his allergist at the
time too.
-Paulette
----------------------------------------------------------------------
Janice offered a suggestion regarding how teachers could deal with odors
associated with middle schooler's.
Maybe a small air filter would be good (the kind that has replaceable filters
and is plugged in all the time)? They sell them at Wal Mart and stores like
that.
-Janice
------------------------------------ ----------------------------------------
An enthusiastic Avis shared how she was putting Carolyn's "Wacky
Web Tales" website to good use.
Since I received the "Mad Libs" from MW, I will share how I decided
to use these little gems!
Carolyn said:
We have been using the Wacky
Web Tales site in our school for the past year. The students love the
site.
What I did is to print nine of the W Libs out for a start, and then enlarged
each to 121% on our copier. By trimming off the sides a bit I could then
arrange them so they would fit on a 9 X 12 sized sheet. Then I sent them
to our printers and requested 15 copies of each.
When they returned, I cut them down the middle, cut 9 X 12 construction
paper into 9 X 6... and the cut Mad Libs fit just right. I glued a different
one on each side of the construction paper, and left them for our helper
to laminate.
Now they become a center for English. They will go in a plastic container
someplace in my room.
;-).
The directions will be that they will be working on one Mad Lib a week.
They will take the ML to their desk/table, copy their *trial* words on their
paper, go to the computer and type it in.. print it off, make adjustments
and reprint it off for credit.
Any thoughts?
-Avis
---------------------------------------------------------------------------------
Paulette wondered if there may be a glitch in Avis' use of the "Wacky
Web Tales" website.
I like your center idea a lot, but I was just wondering. Since you put a
lot of effort into making the Wacky Web tales on cards, would there be a
chance that if a student tried one and then went to put it on the computer,
it might have been taken off? Since students write them, whoever maintains
that site might replace tales from time to time. Do you know what I mean?
I sometimes get frustrated if I want to go back to a site and it is no longer
there. Just a thought as I ponder making these myself . . .
-Paulette
----------------------------------------------------------------------
Avis responded to Paulette's question.
Never thought of that Paulette... the ones I ran off didn't say student
made "Mad Libs".... they were in a different part of the page.
Shoot! I hope that doesn't happen- now that mine are all made!
-Avis
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