1.500 grams.

SO WHAT ?

SO WHAT ?

WHAT?WHAT?

WHY?WHY?HOW?HOW?

How does the brain learn naturally ? What is the role of emotions in the learning process? Why do students learn differently? How does attention impact learning? How does brain chemicals and neurotransmitters impact

learning? How can we create an environment condusive to optimal

learning? What fosters cognitive skills? So on and so forth

Do You Wonder?

Recent brain research now gives you

powerful and practical success strategies to boost motivation, attention, understanding, meaning, and recall.

Eric Jensen

Educators who become aware of recent

research on how the brain learns will gain

exciting ideas about conditions and

environments that can optimize learning. Renate & Geoffrey Caine

Reference: Renate Caine& Geoffrey Caine, Understanding a Brain-Based Approach to Learning and Teaching, Educational Leadership, October 1990, p.66

Reference: It’s Mindboggling, The Dana Alliance for the Brain Initiaitives, New York, 2003, p.1

Visualize a place you’d like to be. Maybe it’s lounging on a sunny

summer day at the beach. Maybe it’s in your living room,

watching a favorite movie. Create the image of that place in

your mind, and hold it for a minute.

Listen to the sounds in the room around you.

Really listen.

What do you hear?

Reference: It’s Mindboggling, The Dana Alliance for the Brain Initiaitives, New York, 2003, p.1

Tap your fingers on the board, one tap, one finger at a time,in succession. Then reverse the order of tapping. Then tap each finger twice, in succession; then in reverse. Then three…

Reference: It’s Mindboggling, The Dana Alliance for the Brain Initiaitives, New York, 2003, p.1

Starting at 100, count backward by 7s.

Remember some event from your past.

The first time you were teaching in class .

Put yourself back in that place, and recall

everything you can about it. Who was

there with you? What were you wearing?

What emotions were you feeling?

Reference: It’s Mindboggling, The Dana Alliance for the Brain Initiaitives, New York, 2003, p.1

OCCIPITAL LOBE

FRONTAL LOBE

TEMPORAL LOBE

PARIETAL LOBE

1 2

34

In performing these tasks, you’ve just activated a good portion of your brain.

When you look at a color, or hear a sound, or remember something from the past, counting backwards, doing something complicated with the language which parts of your brain come alive with electrical impulses?

PET/CT and MRI

Non-invasive technologies such as the PET/CT Scan and the MRI has enabled researchers to look inside the head and see what the brain is doing.

How to Integrate Brain Research into Teaching

As more and more about the

brain is discovered, these

findings have been translated

into educational programs,

practices, and policies.

Art and Music is Timeless

Reference: David A. Sousa, “ Mind, Brain, and Education: The Impact of Educational Neuroscience on the Science of Teaching”, LEARNing Landscapes, Vol.5,N0:1, 2011, p.41

Brain research added to our knowledge of how the arts develop the brain.

Research studies are revealing how

exposure to the arts can increase

one’s attention, spatial skills, and

creativity.

Brain research is showing that they

are important contributors to the

development of cognitive

processing. David Sousa

Learning, Arts and The Brain Summit 2009

How might studying and practising the arts enhance creativity, cognition and learning?

Art integration …

• improves learning

•maintains deeper engagement in subject matter

• better retention of content• • greater emotional involvement in the learning process

• deeper social awareness

• the ability to apply principles across disciplines

Reference: Neuroeducation: Learning, Arts, and the Brain, Dana Press, New York, 2009, p.4

Learning, Arts and The Brain Summit 2009 The Premise

What’s happening? What makes you say so?

What’s happening? What makes you say so?

Pablo Picasso

What do you see?

What do you think about it?

What does it make you wonder?

Reference: Harvard Project Zero, Artful Thinking, Thinking Routines

Karel Appel

“I see…, I think…, I wonder”

What kind of thinking does this routine encourage?

Create

Evaluate

Analyze

Apply

Understand

Remember

Beginning, Middle, or End; A thinking routine for observing and imagining

If this artwork is the beginning of a story, what might happen next?

If this artwork is the middle of a story, what might have happened before? What might be about to happen?

If this artwork is the end of a story, what might the story be?

-- Use your imagination -

Reference: Harvard Project Zero, Artful Thinking, Thinking Routines

Fabbio Fabbi

What kind of thinking does this routine encourage?

Create

Evaluate

Analyze

Apply

Understand

Remember

Musical Creativity and the Brain; Monica Gonzales,Ph.D Charles J. Limb, M.D.Musical Creativity and The Brain Cerebrum, (https://www.dana.org/news/cerebrum)

Musical Skill and Cognition; John Jonides, Ph.D, University of Michigan (Ref: Learning, Arts, and the Brain,The Dana Consortium Report on Arts and Cognition, Dana Press, New York, 2008, pp.11-17 )

Music and Brain

A thinking routine for observing and describing music

1. Listen to a piece of music quietly. Let your ears take in as much as possible.

2. List minimum 5 words or phrases about the music

you hear. ( genre, voice, sounds, tempo/beat, feelings etc.)

3. Listen again and try to add more words or phrases to your list.

Reference : Project Zero. Artful Thinking, Thinking Routines

Brain research helps teachers to better understand how the brain learns best and

how they can use this knowledge to help second language students learn English

quickly and efficiently. Teachers should remember that we don't have a "coherent

model” of how the brain works, but we do know enough to make significant changes

in how we teach.

Eric Jensen

Thank You !

Belgin Öğrek, Freelance Educational Consultant, Teacher Trainer

www.belginogrek.com