1. How to Train Children to Make Used Left and Right Brain

2. MULTIPLE INTELLIGENCES THEORY Dr. Howard Gardner According to this theory, human cognitive competence is better described in terms of a set of abilities, talents and mental skills called intelligences. All normal individual possess each of these skills to some extent; individuals differ in the degree of skill and the nature of their combination. 3. Interpersonal Intelligence Children talk about and share their art with others. Children work together and practice social skills at the art center. Children use peers as resource while doing art. 4. Logical- mathematical Intelligence Patterning, color mixing, quantifying, problem solving. Children make choices, decisions and carry out plans. Set up an organized art centers which similar materials are grouped together or classified. 5. Verbal- linguistic Intelligences Label art materials and supplies. Children talk about their art Encourage art sharing as part of show and tell Engage in art dialogue with children. 6. Naturalist Intelligence Children use personally meaningful symbols to represent nature and their surrounding environment. Take nature work to collect nature specimen for arts. 7. Musical- rhythmic Intelligence Children can make musical instruments or sound maker. Art can be produced in response to music. Background music can trigger artistic processing. 8. Bodily- kinesthetic Intelligence Involves bodily and kinesthetic movements and multisensory stimulation. Manipulation of art tools enhances uses of large muscles,sensory-motor integration, fine-motor skills and eye-hand coordination. BODY SMART 9. Intrapersonal Intelligence Children work alone and reflect on their processing and result. Plan art activities that focus on the childs sense of art; Who Am I? Self Smart 10. Visual- Spatial Intelligence Art involves symbolic representation. Materials for two-and three-dimensional processing ate provided. Children art works are displayed at their eye- level. Picture Smart 11. Whole Brain Learning System By: Ned Herman 12. Whole Brain Learning -derived from the theory of the structure of the mind, and an understanding of human brain functions. The brain is split into left and right hemispheres, and two different sides of the brain control two different modes of thinking. 13. Two Sides of the Brain Left Hemisphere Right Hemisphere Rational, verbal and analytic kind of mental process. Specializes in: Handwriting Language Reading Phonics Locating details and facts Following directions Listening math Nonverbal, spatial, Intuitive kind of mental process. Specializes in: Spatial relationship Shapes and patterns Color sensitivity Singing,music,dance Art, creativity Feelings and emotions visualization 14. The whole brain lead to the concept of brain dominance. Brain dominance means people use one, either left or right side of the brain to a greater degree than the other. It states that everyone has the potential to creativity, that creativity can be learned, and creative thinking involves the whole brain. 15. 12 Basic principles of Brain-Based Learning 1. The brain is a parallel processor. -brain uses multiple strategies to create meaning. -both hemispheres of the brain work together in thoughts, emotions, imagination and predispositions occur simultaneously as the entire system interacts and exchanges information in the environment. 16. 2. Learning engages the entire physiology. - environments, diets, amount of sleep, and water intake all affects the way our brain respond and learn. - stress management, nutrition,exercise and relaxation must be fully incorporated into the learning process. -The use of natural movement in the classroom, such as dancing, clapping, manipulatives,and role-play can help promote students achievement(Caine et.al.,2005;Jensen,2000;Slavin,2004) 17. 3. Learning is developmental. -children need to have time to achieve mastery to achieve concept or skill before moving on. - schedule regular breaks in delivering instruction to allow some time to process information and reflect. -Eurler (2003) suggest that children need a break in concentration at least 20 minutes. 18. 4. Each brain is unique. - No two individuals are exactly alike. We differ based on genetics endowments, differing prior knowledge and differing environments. The more we learn the more unique we become. 5. Every brain perceives and creates parts and whole simultaneously. -teachers must provide learning experiences that incorporate both inductive and deductive thinking in the context of real life situation. 19. 6. Learning always involve conscious and unconscious processes. -children must be given time to process, reflect on, and revise their thinking. 7. The search for meaning is innate. -the desire to search for meaning,to make sense of our experience, and act to our environment is automatic. -lessons should be exciting, challenging to satisfy the childrens curiosity and hunger for novelty, discovery and challenge. 20. 8. Emotions are critical to learning -what we learn is influenced and organized by emotions and mindset based on expectancy, personal biases and prejudices,degree of self-esteem, and the need for social interaction. 9. Learning is enhanced by challenge and inhibited by threat. - Creating a safe place to think and risk, or relax alertness,is essential for optimum learning. The threat of failure and/or low grades may inhibit rather that encourage learning (Goleman,1995) 21. 10. The search for meaning occurs through patterning. Patterning refers to the meaningful organization and categorization of information. The brain is designed to perceive and generate patterns, and it resist having meaningless patterns imposed on it. 22. 11. We can organize memory in different ways. Spatial memory records daily experiences and is a natural process. Rote memory- handles facts and skills in isolation. -teacher can aid in organizing the memory by providing orchestrated immersion or creating learning experiences that immerse children in higher-order thinking, making connections relevant, using creative and designing learning environment and by maintaining relaxed alertness. 23. 12. The brain is a social brain. -the brain develops better in concert with others. When children have to talk with others about information, they retain the information longer and more efficiently. -Make use of small groups, discussions, teams, pairing and question and answer situation. 24. Some children learn by doing worksheets 25. Some children learn by singing