As teachers, we reallyare brain engineers, andwe need to know as much as we can about the brain. EricJensen has always been my “go to” source for brain research. I read TEACHING WITH THE BRAIN IN MINDover ten years ago, but I recently reread the second edition and was struck bythe “dissonance” (loved how this word was used in the book) between researchand practice. Research onchildren’s brains continually emphasizes the importance of movement,multi-sensory experiences, emotions, environmental factors, language, etc. inlearning. Classroom practice is afar cry from what we SHOULD be doing and what we know is BEST for children!
Knowledge ispower! I know how busy you are, sohere are some of my favorite highlights from the book. Children are fascinated by theirbrains, so explain the research to them when you experiment and try newthings. “Boys and girls, I foundout from the brain research that we need to move more to get blood going to ourbrains. Let’s give it a try todayand see what happens!” “Your brainis like a sponge and needs lots of water. Everybody bring a water bottle to school and let’s ‘hydrate’ our brainsmore often.”
VaryInstruction
In K-2 classroomschildren can handle 5-8 minutes of direct instruction.
Change your voice,change location, use a prop, divide children into small groups, use choralresponse, etc.
Use movement toactivate attention. Stand, go fora walk, stretch, dance, march, or sing.
Balance activelearning with passive learning.
Movement
Movement canstrengthen learning, improve memory, and enhance motivation and morale. Movement can also enhance social skillsand reduce stress.
Exercise fuels thebrain with oxygen and increases the number of connections between neurons. (Rats grow more brain cells when theyexercise! Hmmm! Why are we taking away recess and PE?)
Play
Play is good forus and for our brains!
Exercise play(running, dance, routines)
Group games(basketball, soccer)
Outdoorexplorations (digging, climbing)
Solitary play(puzzles, beads)
Stand and stretch(Simon Says)
Constructive(blocks)
Dance and drama
Walks and hikes
Point to (touchsomething that starts with /m/, point to a proper noun)
Music, Music,Music!
Singing is anengaging and convenient way to learn. Music acts as a place holder in the brain and is good for repetition.
Language
Children need totalk as they learn and they need to talk about what they have learned. DEATH IS SILENT. LEARNING IS NOISY!
Invite children todiscuss what they have learned and recall information with a partner.
Encourage parentsto talk to their child daily about school events and what they are learning.
Questions
Ask open-endedquestions and give children time to think.
Encourage childrento “think out loud” by asking, “How did you know that?”
Cross LateralMovements
Crossing themidline helps blood flow to both hemispheres.
*Simple Tap - Touch right hand to left kneeand left hand to right knee.
*Bend and Stretch - Lift left knee andtouch with right elbow. Lift rightknee and touch with left elbow.
*Backwards Touch - Lift left foot behindyou and stretch back with right hand and touch. Reverse for the right foot and left hand.
*Nose and Ears – Touch right ear with lefthand and place right hand on your nose. Touch left ear with right hand and place left hand on your nose.
*Disco Dance – Put right index finger inthe air and point to the left. Bring right index finger down by your side. Place left index finger in the air and point to the right. Then bring down by your side.
*Crazy Eights – Make the figure eight infront of you with your right hand and then your left hand. Make “lazy” eights by makingeight laying down with your right hand. Make lazy eights with your left hand.
Clasp your right and left hand and makelarge lazy eights.
Lean over and pretend to draw an imaginary“lazy” eight on the floor with your right hand and then your left hand.
*Brain Hug – Stretch out arms, cross rightover left, clasp fingers, bring down and toward your chest and squeeze yourarms.
PersonalProcessing
Children need timeto digest new information and reflect on what they have learned. Just call the rest period after lunch“brain growth” time.
