Welcome to Brain Compatible Strategies Day 3

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Welcome to Brain Compatible Strategies Day 3

• Facilitated by Stacy Brady and Judy Cichoracki

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New table assignments

• Pink Guidance
• Yellow Science
• Green Math
• Blue English
• White Special Education, CTE
• Salmon Social Studies, library, reading

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Whats in it for me?

• As teachers we know our students are under a
  great deal of stress. How do we help them deal
  with it? How does it effect their learning?
• Learn strategies to help students engage their
  brain and remember more of your content.
• Provide a biological reason teenagers should not
  drink

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Objectives

• 1) Explain how stress and alcohol effect the
  teenage brain
• 2) Create metaphors and analogies that describe
  the teenage brain
• 2) Collaborate with other teachers regarding
  brain compatible strategies
• 3) Modify or create lessons using brain
  compatible strategies

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EXAM!!!!
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Jigsaw!
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• 1 pink
• 2 blue
• 3 salmon
• 4 white
• 5 green

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Personal Reflection

• Take some time to reflect on what you have
  learned about teenagers, stress and the brain.
  Please write about the implication of this on
  your teaching practices.

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Content Analysis

• Within your content, discuss at your table 3
  places you could incorporate the jigsaw method.
• Incorporate one of these ideas in a lesson plan
  and e-mail it to sbrady_at_cguhs

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Analogy Break

• During the next 15 minutes
• Fill in the following analogy I think teaching
  teenagers is like
• Take a 10 minute break

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Metaphors/Analogy

• Fill in the following statement
• I think teaching teenagers is like

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Brain analogy

• At your table look over the list of structures
  found in your brain and what each is responsible
  for. With a group, come up with an analogy that
  might fit these structures, such as a factory, a
  town, a computer, etc Be as creative as you can
  be.

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Content Analysis

• Within your content, discuss at your table 3
  places you could incorporate the
  analogy/metaphor strategy
• Incorporate one of these ideas in a written
  lesson plan and e-mail it to sbrady_at_cguhs

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Break time

• See you in 10 minutes

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Story Telling

• 3y 10 2y 18

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Storytelling and the Brain

• Storytelling is a wonderful way to access more
  than one memory lane. Putting semantic
  information into a story format allows students
  to see not only the whole ideas but the details
  as well since the brain processes both the whole
  and the parts at the same time

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Personal Application

• Meet with teachers in your discipline and create
  a story or metaphor/analogy to help students
  remember vocabulary, a process, a series of dates
  or names, etc
• Please write this up in a lesson plan and e-mail
  it to sbrady_at_cguhs.org

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Closure Review

• How does closure help the brain to learn and
  remember concepts, ideas? When is the best time
  for closure?
• Many of the 22 activities we have discussed over
  the past 3 days can be used for closure.
• At your table, talk about how you could
  incorporate one of these strategies to close a
  lesson

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Opening Review

• What is critical to do at the opening of a
  lesson? Why?
• What brain-based strategies can you use to open a
  lesson?

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Personal Application time

• Please meet with other people in your department
  to discuss how the ideas and strategies from the
  past 3 days could fit into your curriculum maps
  and your lesson plans.
• Please modify/create a lesson using one or more
  of the strategies you have learned over the past
  3 days

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Wrap up!

1. Volunteers to share
2. On your note card please write one thing you are
   going to use next year from todays session.
3. Complete the session evaluation