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

By Michael A Scaddan

This consultant converts present findings on mind learn into enjoyable and powerful concepts for introducing brain-compatible studying and bettering try out ends up in the K–12 school room.

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The teacher immediately saw the connection and the next day proudly showed me the new chart. ” A subtle but very important message about learning. 27 10 Punishment and Consequences P unishment in this section is defined as a purely spontaneous emotional reaction rather than a logical response to an incident. The problem with punishments is that because they are given in haste and are often excessive, they are frequently reneged upon and even apologized for (Biddulph & Biddulph, 1998). The student then learns that he only need to wait or plead innocence and then the punishment is reduced or removed altogether.

Therefore, it makes sense to create memory through a combination of movement, emotion, visual aids, and hands-on experiences (Prashnig, 1998; Sprenger, 2003). Here are some suggestions for doing this: 46 • Use the whiteboard, mind maps, or charts to give a strong, colorful visual overview, main points, and a summary. • List main points as they are completed using key words. • Use a prop such as an arrow to show what is going to be targeted or the main points of the next session. • Wear a bright hat to emphasize important information.

It is possibly the best learning tool of all. • Reviewing learning with the statements such as, “I understand . . but I still have a question about . . ” 52 ROUGH DRAFT • Changing the learning to another form. For example, you may show the theory as a working model. • Using a timeline to show sequence and flow. • Using Venn diagrams to show relationships to other topics. • Developing a hypothesis and exploring it. • Creating a test. Writing the questions takes a higher level of skill than just answering them.

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