98. Transforming Your Science Classroom into a Brain Garden: Science Strategies that help “Grow Dendrites” Explore the excitement of applying Marsha Tate’s strategies that do grow dendrites. Examples will include using movement, music, manipulatives and mnemonics. Application of strategies help with retention of content and vocabulary. Hand-out included. Presenter: Matt Meckley

1. Strategies That Grow Dendrites
Matt Meckley
I.E.S.S
Northern Guilford Middle
School

2. Why Grow Dendrites?
• Studies prove that when students
do meaningful work that can relate
to their individual learning style,
they retain that information better.
• Students need ways to show
creativity and be an individual in
their classroom, especially in
middle school. These strategies
allow students to express their own
personalities while nurturing their
curiosity and thirst for knowledge.

3. Strategy 1
Drawing and Artwork
• We all have that student who will do nothing in
class but doodle in their notebook, why fight it?
• Drawing and artwork can be tailored to fit any
lesson and content. Allowing students to take
something from their brain and put it on paper or
build a product helps make connections in the
brain which lead to better retention.
• Some examples are comic strips, book covers,
progression of steps such as cell division, and
brochures.

4. Strategy 1
Drawing and Artwork
• One question that my students always ask me
is “What if I am not a good artist”?
• Tell students that you will never grade them
based on their artistic ability and to not think
of their artwork as good or bad. But are
people able to understand what you are trying
to demonstrate.

5. Strategy 2
“Field” Trips
• When students are able to apply a concept to a
real world topic outside of the confines of the
classroom, it results in experiences that stick out
in a student’s mind.
• The word field is put in parenthesis because a lot
of trips do not require a bus, bag lunch or extra
chaperones.
• A field trip can simply mean working out on the
sidewalk of the school, going on a nature trail, or
sitting on blankets in a field in front of the school.

6. “Field” Trips
• I used field trips to allow students to work in
small groups where they don’t need to worry
about overcrowding in an area, as well as they
don’t worry about another group “stealing”
their ideas.
• Field trips can also be a time for students to
play a content based game or even complete a
graphic organizer with the sounds of nature in
the background.

7. Strategy 3
Games
• There is no doubt that in all content areas
memorization is a tool that can not be
avoided. Games are helpful because they
create a fun atmosphere and motivate
students.
• Games are great because they can be used
during any part of a unit from pre-assessment
to a summative assessment.

8. Games
• Students love to be competitive. Games motivate students
to learn the content in order for them to better their
chances of winning.
• Silent speedball is a great way to review with students.
Have students make a circle around the room and toss a
ball to a student. When that student catches the ball, ask a
question about a topic discussed. If they get it wrong, have
them sit down and write down the topic so they know to
study that more. The last student standing wins!
• Another way games can be used is to have students create
their own game and rules. When students complete making
their game, have them share with a group and let them
play as a review.

9. Strategy 4
Graphic Organizers and Mind Maps
• Graphic Organizers are the best way to make
thoughts and learning concepts more visual.
They help students make models in their mind
that create connections and show
relationships between ideas.
• Mind Maps are ways to have students make
their own connections and think abstractly
about ideas and concepts.

10. Graphic Organizers and Mind Maps
• Common graphic organizers are the KNL chart
where students write out what the know already,
what they need to know, and what they learned
at the end. This works on activating prior
knowledge as well as summarizing.
• The best way to instruct students to create a
mind map is to tell them to use as few words as
possible, but use pictures instead to demonstrate
an idea. Also, encourage students to make
connections between ideas by using lines.

11. Strategy 5
Humor
• Using humor lightens the atmosphere of the
classroom as well as allows students a mental
break from the day to day stress of being in
middle school.
• Humor can also be used in order to guide
students to better understanding of content.

12. Humor
• Have Students create their own “meme”, pun
or joke based on a recent topic such as
chemistry.

13. Strategy 6
Music
• Music can be used in two ways.
– Use it to set the pace and tone for
that day (relaxation music to settle
nerves or prepare for note taking,
fast pace or strong beat to get the
energy flowing in the room)
– Use music to have students create
songs or raps about the key parts of
a concept. This allows students to
review important aspects of a topic
while making them think abstractly.

14. Music
• I have a special playlist on my Ipod that I play
for students before they take a test. A few
songs include:
– Remember the Name (Fort Minor)
– Can’t Touch This (MC Hammer)
– Don’t Stop Believing (Journey)
– Three Little Birds (Bob Marley)
– Bangarang (Skrillex)
– Hall of Fame (The Script)

15. Strategy 7
Problem-Based Instruction
Project-Based Instruction
• At the beginning of a unit, give students a problem,
world issue or project that needs to be addressed.
• As instruction and lessons continue refer back to the
problem or project. Students will gain more
information that will help them solve the issue as the
unit progresses.
• Use student answers and projects as the final
assessment of knowledge. Use a rubric to make sure
students know what information needs to be in their
presentation.

16. Problem-Based Instruction
Project-Based Instruction
• Projects are also a great anchoring activity.
Have students work on their project in class
whenever they finish something early and
need something to do.
• Give options for the products so each student
can pick the one that fits their learning style
the best.

17. Strategy 8
Drama
• Students can work in small groups in order to
create a play or skit that summarizes concepts
covered in class.
• Have students use props, costumes and sets in
their presentations.
• Students who are shy or not willing to act in
front of their peers can be the narrator.

18. Drama
• Students can record infomercials, put on a talk
show, or have a news report.
• Have students turn in a copy of their script to
double check their understanding and write
feedback to them.

19. Thank You
• Go and grow those dendrites!