dorset session 1 key slides
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!
!‘A journey of a thousand miles begins with a single step.’
Andrew Pearce Lynne Williamswww.singlestepslearning.co.uk
Monday, 7 March 2011
Monday, 7 March 2011
Monday, 7 March 2011
©Single Steps LearningMonday, 7 March 2011
What will we see and hear if we...
...engage safely?
...engage fairly?...engage fully?
©Single Steps Learning
Monday, 7 March 2011
Danger Zone
Growth Zone
Comfort Zone
©Single Steps Learning
Monday, 7 March 2011
Debrief...Reflect...Connect...Transfer
©Single Steps Learning
Monday, 7 March 2011
Monday, 7 March 2011
“Differences in levels of achievement between pupils pale into insignificance in comparison
to the improved standards all pupils could achieve if we focused more of our efforts on promoting
brain-based learning.”
Colin Weatherley(Leading the Learning School, Page 23)
©Single Steps Learning
Monday, 7 March 2011
The Triune Brain Model
©Single Steps Learning
Monday, 7 March 2011
The Hind or Reptilian Brain
•territoriality•mating rituals•ritualistic display•hierarchical behaviour•daily routines
©Single Steps Learning
Monday, 7 March 2011
• minimise threat and uncontrollable stress
Learning environment should...
©Single Steps Learning
Monday, 7 March 2011
The Mid Brain or Limbic System
•social bonding•sexuality•emotions•expressiveness•values•memory
©Single Steps Learning
Monday, 7 March 2011
• promote positive self-image and high self-esteem
• engage positive emotions
Learning environment should...
©Single Steps Learning
Monday, 7 March 2011
The Cerebral or Neo-Cortex
•‘thinking’•‘remembering’•processing and storing information
©Single Steps Learning
Monday, 7 March 2011
Monday, 7 March 2011
Monday, 7 March 2011
‘Generative Knowledge’
Knowledge that does not just sit there but functions richly in
people’s lives to help them understand and deal with the
world.
David Perkins(Smart Schools)
Monday, 7 March 2011
Monday, 7 March 2011
• encourage learners to perform their understandings
• provide regular opportunities for review and reflection
• include timely and accurate feedback
Learning activities should...
©Single Steps Learning
Monday, 7 March 2011
Language Forms and patterns
Logic Spacial manipulation
Number Musical appreciation
Analysis Images, pictures, imagination
Learning from part to whole Whole first then parts
Unrelated factual information Relationships in learning
Brain Laterality
©Single Steps LearningMonday, 7 March 2011
Emotional Logical
Creative Thinking Critical Thinking
Synthesis of Information Analysis of Information
Patterns and Relationships Decisions and Actions
Whole Brain Learning
©Single Steps LearningMonday, 7 March 2011
Monday, 7 March 2011
• encourage the use of whole brain learning
• cater for different thinking and learning styles
• provide ample opportunities for learners to use and develop the full range of multiple intelligences
Learning activities should...
©Single Steps Learning
Monday, 7 March 2011
• recognise that individual learners have legitimately different behaviour needs
Learning environment should...
©Single Steps Learning
Monday, 7 March 2011
Learning
multipleintelligences
the triunebrain
cortexmid
Hind(reptilian)
behaviour
brainlaterality
whole brainlearning
thinkingstyles
learning styles
mentalmodels
the learningprocess ‘ability’
Monday, 7 March 2011
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