Linking the Brain, Mind, Teaching and Learning
Mid-Term Project
Stephanie Langner October 21, 2013
The Reasons for the Seasons7th Grade Science
Goals & Objectives
Rotation vs. revolution Tilted axis causes varied amounts of daylight Model rotation & revolution Graph reading Apply graphical information to models of seasons Communicate scientific information
Brain Research Neurons
Sensory Input
Primacy & Recency 3-4 activites during each teaching period to minimize down time
Highly engaging and social activities during down time
Day 1: Day & Nights vs. Seasons Journal entry
Direct Instruction
Kinesthetic modeling
Analysis of diagrams
Day 2: Factors Related to Seasons
Formative assessment probe Interpreting daylight hours & temperatures graph Partnered guided practice SMART Board recap – posted as PDF on Moodle
Day 3: Seasons Model
Journal: Reflect on Vivaldi’s 4 Seasons
Investigate models: Does model A, B, or C best match the data in yesterdays graphs?
Group posters & gallery walk
HW- Post on Moodle Newsfeed about your results
Sense & Meaning Direct instruction
Modeling
Graph analysis
Journal entries
Formative assessment probe
Gallery walk
AbstractKinesthetic modeling Concrete
Data analysis of graphs
SequentialDirect Instruction
Guided Practice
RandomSelection of Models
Journals
Learning Styles
Multiple IntelligencesVerbal/Linguistic
• Communication of scientific ideas
• Direct instruction
Visual/Spatial
• Graph reading• Modeling
Interpersonal
• Group work
Naturalistic
• Understanding seasons
Logical/Mathematical
• Data analysis• Graph reading
Bodily/Kinesthetic
• Rotation/Revolution movements
Intrapersonal
• Journaling memories of seasons
Musical/Rhythmic
• Listening to Vivaldi’s 4 seasons
Cerebral Lobes Processing diagrams
and pictures
Models, graph analysis
Planning posters, analyzing information
Listening to music, models
Limbic System Diagrams, music, discussion,
kinesthetic modeling
Multiple activities within the lesson facilitates transfer to long-term storage.
Recalling memories of seasons
Proper homeostasis is required for most effective learning.
Works Cited Bernice, N. (2007). Extreme Makeover: Classroom Edition. Changing the Environment to Match Students’ Learning Styles . Alexandria, VA: ASCD Express. Buckley, D., Miller, Z., Padilla, M. J., Thornton, K., & Wysession, M. E. (2001). Interactive science:water and atmosphere. Upper Saddle River, NJ: Pearson Education, Inc. Retrieved from https://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do? newServiceId=6000&newPageId=10100 Campbell, L. (1997). Variations on a theme – how teachers interpret mi theory. Educational Leadership, 55, 14-19. Checkley, K. (1997). The first seven and the eighth: A conversation with Howard Gardner. Association for Supervision and Curriculum Development , 55, 8-13. Dunn, R., & Dunn, K. (1993). Teaching secondary students through their individual learning styles:Practical approaches for grades 7-12. Boston, MA: Allyn & Bacon. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books. Gardner, H. (1999). Intelligence Reframed. New York: Basic Books. Gregorc, A. (1985). Gregorc Style Delineator. A Self-Assessment Instrument for Adults. Columbia, CT: Gregorc Associates, Inc. McKenzie, W. (2005). Multiple Intelligences and Instructional Technology – A Manual for Every Mind. (2 ed). Washington, D.C.: ISTE. Morrison, C. G., & Maisto, A. A. (2002). Psychology an introduction. (11 ed.). Prentice Hall, Inc. Retrieved from http://cwx.prenhall.com/bookbind/pubbooks/morris5/ Shafer, C. (n.d.). Traumatic brain injury. Retrieved from http://www.catherineshafer.com/images/lobes-of-the-brain_1_.jpg Sousa, D. (2005). How the brain learns. a classroom teacher's guide. (2 ed.). Thousand Oaks, CA: Corwin Press, Inc.