This document summarizes key points from the book "Brain Rules" by John Medina. It provides notes on 12 "Brain Rules" related to how the brain learns best. The rules discuss concepts like exercise, survival, sensory integration, memory, stress, gender differences, and exploration. The notes emphasize spacing out learning over time, using multisensory teaching methods, and addressing individual student needs and stress levels to optimize learning in the classroom.
4. There is not enough time in my
life to polish this presentation and
apply the “Brain Rules” to it.
5. If my typoographical erors disturb
you, or it upsets you that I gave
up trying to find pictures slides, or
it bugs you that I was obviously
falling asleep during chapter 6
because there is only one note,
please put in your yoga DVD
instead of watching this slide
show...
6. …or better yet email me (
PBogush@wallingford.k12.ct.us) to let me
know what to fix or if you have any
suggestions for copyright free images to use.
7. All that said, I highly recommend
the book. Yes The World is Flat
might open your eyes to what our
future holds, but this book will
introduce to you how you should
be teaching your students to be
prepared for that future now.
9. “If you wanted to
create an education
environment that was
directly opposed to
what the brain was
good at doing, you
probably would
design something like
a classroom.”
p5
10. #1 Exercise
Exercise
Rule #1 Exercise
boosts brain power
11. When kids get to
aerobically
exercise during
school, their brains
work better.
13. If someone does not feel safe with
a teacher, they will not be able to
perform as well.p46
If a kid does not feel safe with a teacher,
they will not to perform as well.
14. If you have a
student that feels
misunderstood
because you
cannot connect
with the way the
they learn, the
student can
become isolated.
28. Kids are terrific pattern matchers, constantly
assessing their environment for similarities,
and they tend to remember things if they think
they have seen them before.
39. “Experts knowledge is not simply a list of
facts and formulas that are relevant to their
domain; instead their knowledge is organized
around core concepts or ‘big ideas’ that guide
their thinking about their domains.”
40. Research shows we cannot multitask—
we are biologically incapable of
processing attention-rich inputs
simultaneously.
41. Students who are interrupted take
50% longer to accomplish a task,
and makes 50% or more errors.
42. Giving your kids too much information
without enough time to digest it
sacrifices learning for expediency.
43. Break classes into 10 minute
segments. First minute the gist,
the next nine the details
44. Teacher should start with a where we
are going at the start, with where we
are throughout – stops students from
having to figure it out and multitask.
45. At the end of each ten minutes there
should be a hook, looking backwards,
or forward – and always triggering an
emotion.
47. Students forget 90% of what they learn
in class within 30 days. The majority of
this forgetting occurs within the first few
hours after class.
48. Memory worked best if the
environmental conditions at retrieval
mimicked the environmental conditions
at encoding.
49. Information is best remembered when it is
elaborate, meaningful, and contextual. The
quality of the encoding stage – those earliest
moments of learning – is one of the single
greatest predictors of later learning success.
50. When you are trying to drive a piece of
information into a kids memory system,
make sure they know what it means.
57. Memory may not be fixed at the
moment of learning, but repetition,
doled out in specifically time intervals,
is fixative.
58. Thinking or talking about a lesson
immediately after it has occurred
enhances memory for that event.
59. Memory loss in the first hour or
two after a class can be lessened
by deliberate repetition.
60. The probability of confusion is increased
when content is delivered in unstoppable,
unrepeated waves, poured into students as if
they were wooded forms.
61. Better to space out repetitions
than to do them all at once.
63. Deliberately re-expose yourself to
information more elaborately and in
fixed spaced intervals if you want the
retrieval to be the most vivid it can be.
64. Learning occurs best when new
information is incorporated gradually
into the memory store rather than
when it is jammed in all at once.
65. The brains excitement when
introduced to something new will
last only an hour or two.
66. If it is not re-energized with 90 minutes
the excitement will vanish and will re-
set to zero ready to accept the next
signal that might come its way.
67. How do you get it to stay permanent?
The information must be repeated after
a period of time has passed.
68. It could take years for your brain
to put something into its long-term
storage.
74. Sleep loss means mind loss. Sleep
loss cripples thinking, in just about
everyway you can measure thinking.
75. Sleep loss hurts attention, executive function,
immediate memory, working memory, mood,
quantitative skills, logical reasoning ability,
and general math knowledge.
94. 2) Temporal Contiguity Principle:
Students learn better when
corresponding words and pictures
are presented simultaneously
rather than successively.
95. 3) Spatial contiguity principle: Students
learn better when corresponding words
and pictures are presented near to
each other rather than far from each
other on the page or screen
117. Females perceive their emotional
landscape with more data points –
detail – and see it in greater resolution,
women have more information to which
they can react.
124. “The greatest Brain Rule of all is
something I cannot prove or
characterize…it is the importance
of curiosity.”
125. Again, I know this presentation did not follow
the “Brain Rules.” I simply ran out of time.
But if you have any suggestions for images or
other ideas I would be happy to use them!
PBogush@wallingford.k12.ct.us