WHOLE BRAIN TEACHING Engaging All Students: An Introduction to WHOLE BRAIN TEACHING Workshop Facilitated by Maurice Azzano MA, BA, B.Ed. Maurice.Azzano@GeorgianCollege.ca PLEASE INTRODUCE YOURSELF TO YOUR NEIGHBOUR. TELL YOUR NEIGHBOUR WHAT DIRECTION THE BALLERINA IS DANCING. CLOCKWISE? COUNTERCLOCKWISE? BOTH DIRECTIONS? CAN YOU CHANGE THE DIRECTION? KEY QUESTIONS: Do my students believe they have the ABILITY to learn in my class? KEY QUESTIONS: How do I know this to be true? Do we perceive our students as they really are? Perception: What You See Is What You Get THIS HAS BEEN MY EXPERIENCE IN TEACHING. THE LONGER I TALK … THE MORE STUDENTS I LOSE! I’VE GOT AN ENTIRE CLASS OF CHALLENGING STUDENTS! THEY WON’T TAKE PART IN DISCUSSIONS! THEY CAN’T THINK CRITICALLY! THEY’RE NOT VERY GOOD AT PROBLEMSOLVING! ISN’T THERE ANYONE WHO CAN HELP ME??!! THERE MUST BE SOMETHING THAT I CAN DO TO ENGAGE MY STUDENTS … … AND ENHANCE THEIR LEARNING. DO YOU WANT TO TRY SOMETHING REALLY DRASTIC? TELL ME WHAT YOU NEED … WHAT I NEED IS SOME MASSIVE DOSES OF WHOLE BRAIN TEACHING! OMG! I DON’T EVEN KNOW WHAT WHOLE BRAIN TEACHING IS! HELP ME! HELP! HELP! DON’T WORRY. WE’RE HERE TO HELP... BUILD RELATIONSHIPS BASED ON TRUST AND RESPECT. THE FIVE FINGER CONTRACT RESPECT RESPONSIBILITY COMMITMENT SAFETY ENCOURAGEMENT CHALLENGE BY CHOICE A HELPING GAME DOUBLE DOUBLE, DOUBLE, THIS, THIS. DOUBLE, DOUBLE, THAT, THAT. DOUBLE THIS. THIS DOUBLE THAT. DOUBLE, DOUBLE, THIS, THAT! THAT Now pick up some speed! “IF A STUDENT’S WHOLE BRAIN IS INVOLVED IN LEARNING ... ... THERE ISN’T ANY MENTAL AREA LEFT FOR ANYTHING ELSE.” CHRIS BIFFLE THE DIVIDED BRAIN IAIN MCGILCHRIST RIGHT HEMISPHERE LEFT HEMISPHERE FOR IMAGINATION YOU NEED BOTH HEMISPHERES FOR REASON YOU NEED BOTH HEMISPHERES Point to your thumb. Switch. Rotate your right leg clockwise. Draw a #6 in the air. Let’s test the strength of our divided brain. THE TRIUNE BRAIN PAUL MCLEAN THE THINKING BRAIN: The THE EMOTIONAL BRAIN: We are emotional creatures. This is the Limbic System: it fosters attachment, empathy, and mediating emotions. Neo-Cortex creates and interprets meaning out of our life experiences, and is the center of our cognitive functions, such as thought. THE SURVIVAL BRAIN: The brain stem and spinal cord are responsible for our most basic survival mechanisms, such as sensory perception, safety and the "Fight or Flight" response to perceived danger. LEARNING AND THE TRIUNE BRAIN BRAIN STEM Hold your fist in the air Touch your wrist Say: “BRAIN STEM” LEARNING AND THE TRIUNE BRAIN LIMBIC SYSTEM Touch your fist Say: “LIMBIC SYSTEM” LEARNING AND THE TRIUNE BRAIN NEO CORTEX Lay your hand over your fist Say: “NEO CORTEX” WHOLE BRAIN Harry Berger: Constructivism 1000 40 1000 30 1000 20 1000 + 10 4100 4100 Social Contagion IS COLLABORATION REALLY THAT IMPORTANT? Collaboration The Scannell-Newman Personality Indicator Select the geometric shape that best represents your personality. You are: You are: You are: You are: • Intellectual • Steady • Objective • Dependable • Dissatisfied with the status quo • Rational • Conservative • Strongly preoccupied with sex • A good decisionmaker • Able to Persevere • A believer in nononsense behaviour • A risk taker Is it possible to characterize people with such a “test”? TODAY’S WARM-UP: A CALL-AND-RESPONSE GAME CALL: The name of the game RESPONSE: The name of the game CALL: is always the same RESPONSE: is always the same CALL: “People to people” RESPONSE: “People to people” Possible Matches: SHOULDER TO SHOULDER HIP TO HIP BACK TO BACK WRIST TO WRIST Change partner when you hear “People to people” KNEE TO ANKLE SHOULDER TO ELBOW KNEE TO THIGH ELBOW TO THUMB PASI SAHLBERG DIRECTOR OF EDUCATION-FINLAND What are your long-term goals for your students? What would you want them to be like after they’ve left you? What words and phrases come to mind? KALEIDOSCOPE BRAINSTORMING "...Romantic interplay between silence and interaction... A heavenly marriage of thesis and antithesis.." D. Murthy • “Multiple Mind Conferencing” • Silence and Communication are used as tools for generating possible strategies STEPS: 1. Initial brainstorming session 2. Silent brainstorming session 3. Presentation of ideas 4. “The Kaleidoscope Effect” PROBLEM How could compatible people meet each other for romance? WHAT WE WANT… HOW WE WOULD LIKE OUR STUDENTS TO TURN OUT… WHAT WE ARE DOING… WHAT OUR CLASSROOMS AND LESSONS LOOK LIKE… WIDE CHASM The Monty Hall Problem Play the game and maybe win BIG MONEY! THREE DOORS ONE DOOR = BIG MONEY TWO DOORS = ZONK (farm animal) Monty Hall asks you to choose a door. You choose a door. Monty knows what’s behind each of the doors. He reveals a ZONK behind one of the other doors. He gives you the option of: 1. switching doors 2. sticking with your original choice. The question is: should you switch? If you want to switch doors Stand up. If you want to stick with the original door, Stay seated. OBJECTIVE: Convince the others that they`re wrong and they should join your group. SWITCH or STICK!? The correct answer is you should always switch! Each door has a 1 in 3 chance of hiding the grand prize. Suppose we begin by choosing door #1. Each door has a 1 in 3 chance of hiding the grand prize. Suppose we begin by choosing door #1. In this case, Monty may open either door #2 or #3 In both of these cases, Monty is forced to reveal the only other zonk. So what happens when you switch? In this case you were right the first time. You lose! In both of these cases, you switch to the correct door. You win! Monty Hall Problem from Movie 21 CLASS!!! YES!!! Chris Biffle TEACH!!! OKAY!!! MIRROR You say: “MIRROR” Students echo: “MIRROR” They hold their hands up and: MIMIC your GESTURES. Venus at a Mirror: Rubens c1615 What concepts could be taught here? Which square is darker, A or B? Now fill the jar with these tiny pebbles. Fill the jar with these stones. THE PICKLE JAR Now add some sand to fill the jar. Pour some water to fill the jar. IS THE PICKLE JAR FULL? So… What’s the point? If you hadn’t put the big rocks in first, How many would fit in at the end? What matters most, matters most. What does this say? IUMRING TQ GQNGIUSIQNS HANDCUFFS AND SHACKLES Eight Irresistible Principles of Fun Teamwork THERE IS GREAT VALUE IN HAVING CONFLICT IN THE CLASSROOM… COMMUNITY MODEL SPECIFIC SETS OF SKILLS. DIAGNOSE SITUATIONS AS THEY ARISE. REWARDS AND PUNISHMENT ARE UNPRODUCTIVE. QUESTION YOUR OWN PRACTICES REGULARLY. GIVE STUDENTS OPPORTUNITIES TO CONSTRUCT THEIR OWN LEARNING. THE FIVE FINGER CONCENSUS ONE FINGER Strongly Disagree and Cannot Support THE FIVE FINGER CONCENSUS TWO FINGERS Disagree THE FIVE FINGER CONCENSUS THREE FINGERS Can See Pluses/Minuses but Willing to Accept THE FIVE FINGER CONCENSUS FOUR FINGERS Agree THE FIVE FINGER CONCENSUS FIVE FINGERS Strongly Agree THE CONSTRUCTIVIST CLASSROOM • Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. • Facets of the process: • Selection and transformation of information • Decision making • Generating hypotheses • Making meaning from information and experiences. Jerome Bruner Example mirror THIS IS POWERFUL STUFF!