40 Engaging Brain-Based Tools for the Classroom by Michael A Scaddan

By Michael A Scaddan

This advisor converts present findings on mind examine into enjoyable and potent suggestions for introducing brain-compatible studying and bettering attempt leads to the K–12 school room.

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Because I am a caring person, next time I will . . ” During the process, I would continually discuss the student’s choices. Asking how others felt was too difficult a concept for young students to grasp. ” When students began to see that their decisions resulted in positive or negative consequences for themselves, then change began to happen. By this time, enrollment had climbed, but detentions had dropped from 399 to 180. Second Major Refinement By 1999 the “I care” statements were the official school philosophy.

Your partner does the same. • Use the same process to state what you agreed or disagreed with in the past lesson. • While sitting with a partner, wrap string around your finger as you recap the lesson. The sensation of winding is good for tactile learners. • Another tactile technique uses a length of thin rope or material. The learner retells main points by tying a series of knots. He then holds each knot in turn and retells the main points to a partner. 49 50 DEVELOPING PATTERNS AND COHERENCE • Sit in a circle and pass a ball of wool around.

Our staff found that putting crossovers to music worked well. Simple tunes with a constant beat and repetitive verses were especially suitable. The “Monster Mash” by Bobby “Boris” Pickett, “Purple People Eater” by Sheb Wooley, “I’d Like to Teach the World to Sing” by the New Seekers, and “In the Summer Time When the Weather Is Fine” by Mungo Jerry all provide a steady beat for the exercises. 45 15 Improving Memory Links R esearch suggests that more than ninety-eight percent of learning is nonconscious (Gazzaniga, 2001; Jensen, 2005; Sousa, 2005).

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