4. There is not enough time in my life to polish this presentation and apply the “Brain Rules” to it.
5. If my typoographical erors disturb you, or it upsets you that I gave up trying to find pictures slides, or it bugs you that I was obviously falling asleep during chapter 6 because there is only one note, please put in your yoga DVD instead of watching this slide show...
6. … or better yet email me ( [email_address] ) to let me know what to fix or if you have any suggestions for copyright free images to use.
7. All that said, I highly recommend the book. Yes The World is Flat might open your eyes to what our future holds, but this book will introduce to you how you should be teaching your students to be prepared for that future now.
9. “ If you wanted to create an education environment that was directly opposed to what the brain was good at doing, you probably would design something like a classroom.” p5
13. If someone does not feel safe with a teacher, they will not be able to perform as well.p46 If a kid does not feel safe with a teacher, they will not to perform as well.
14. If you have a student that feels misunderstood because you cannot connect with the way the they learn, the student can become isolated.
28. Kids are terrific pattern matchers, constantly assessing their environment for similarities, and they tend to remember things if they think they have seen them before.
29. Start lessons with concepts and go to details. Give them meaning before details.
30. Getting kids emotionally aroused focuses attention on the “gist’ of an experience at the expense of peripheral details.
31. Students’ memories record the gist of what they encounter, not by keeping a literal record of the experience.
32. With the passage of time, students retrieval of gist always trumps their recall of details…
33. … which means their heads fill with generalized pictures of concepts or events, not with slowly fading minutiae.
39. “ Experts knowledge is not simply a list of facts and formulas that are relevant to their domain; instead their knowledge is organized around core concepts or ‘big ideas’ that guide their thinking about their domains.”
40. Research shows we cannot multitask—we are biologically incapable of processing attention-rich inputs simultaneously.
41. Students who are interrupted take 50% longer to accomplish a task, and makes 50% or more errors.
42. Giving your kids too much information without enough time to digest it sacrifices learning for expediency.
43. Break classes into 10 minute segments. First minute the gist, the next nine the details
44. Teacher should start with a where we are going at the start, with where we are throughout – stops students from having to figure it out and multitask.
45. At the end of each ten minutes there should be a hook, looking backwards, or forward – and always triggering an emotion.
47. Students forget 90% of what they learn in class within 30 days. The majority of this forgetting occurs within the first few hours after class.
48. Memory worked best if the environmental conditions at retrieval mimicked the environmental conditions at encoding.
49. Information is best remembered when it is elaborate, meaningful, and contextual. The quality of the encoding stage – those earliest moments of learning – is one of the single greatest predictors of later learning success.
50. When you are trying to drive a piece of information into a kids memory system, make sure they know what it means.
57. Memory may not be fixed at the moment of learning, but repetition, doled out in specifically time intervals, is fixative.
58. Thinking or talking about a lesson immediately after it has occurred enhances memory for that event.
59. Memory loss in the first hour or two after a class can be lessened by deliberate repetition.
60. The probability of confusion is increased when content is delivered in unstoppable, unrepeated waves, poured into students as if they were wooded forms.
61. Better to space out repetitions than to do them all at once.
63. Deliberately re-expose yourself to information more elaborately and in fixed spaced intervals if you want the retrieval to be the most vivid it can be.
64. Learning occurs best when new information is incorporated gradually into the memory store rather than when it is jammed in all at once.
65. The brains excitement when introduced to something new will last only an hour or two.
66. If it is not re-energized with 90 minutes the excitement will vanish and will re-set to zero ready to accept the next signal that might come its way.
67. How do you get it to stay permanent? The information must be repeated after a period of time has passed.
68. It could take years for your brain to put something into its long-term storage.
74. Sleep loss means mind loss. Sleep loss cripples thinking, in just about everyway you can measure thinking.
75. Sleep loss hurts attention, executive function, immediate memory, working memory, mood, quantitative skills, logical reasoning ability, and general math knowledge.
94. 2) Temporal Contiguity Principle: Students learn better when corresponding words and pictures are presented simultaneously rather than successively.
95. 3) Spatial contiguity principle: Students learn better when corresponding words and pictures are presented near to each other rather than far from each other on the page or screen
117. Females perceive their emotional landscape with more data points – detail – and see it in greater resolution, women have more information to which they can react.
124. “The greatest Brain Rule of all is something I cannot prove or characterize…it is the importance of curiosity.”
125. Again, I know this presentation did not follow the “Brain Rules.” I simply ran out of time. But if you have any suggestions for images or other ideas I would be happy to use them! [email_address]