Brain Strategies
TWENTY-FIVE BRAIN-FRIENDLY STRATEGIES
1. Music alters brain chemistry. It can be used to energize, calm, or increase effective functioning on tasks. It can be used as a call back, as a timer, a transition, or to constructively increase suspense or tension. 2. Start class sessions with a greeting, an overview, or some other class ritual. 3. Begin each class session with meaningful information and activities rather than taking attendance, making announcements, or doing other “housekeeping” chores. 4. Create positive expectations by framing activities properly. Tell students what’s in it for them. For example, “Today you’re going to learn about determining the main idea, a comprehension skill that will help you be more successful in virtually every course you take in college.” 5. Whenever possible, give students a choice so that locus of control remains with them. This is especially important to adult learners. For example: “Which would you rather do next?” “How would you prefer to proceed?” “Would you rather list the main points or draw a concept map?” “Which item would you like for us to do together as an example?” Choice lowers stress and triggers the release of good brain chemicals. 6. The brain links all new learning to existing knowledge, so start with the known, from the knowledge and information students already possess. If necessary, supply or help them obtain the background knowledge they need. Check to see what they already know or understand. Doing this enables students to be more successful from the start, and it’s motivating to students to start with a no-fail activity. 7. Pose a problem for students to solve. For example, ask them, “Can you figure this out?” or “What would happen if…?” The brain grows by trying to solve problems, and not by having the correct answer. The goal is to find the level of “doable challenge,” right at the edge of what they can do. Things that are too easy or already known bore students; things that are too hard merely
1. Music alters brain chemistry. It can be used to energize, calm, or increase effective functioning on tasks. It can be used as a call back, as a timer, a transition, or to constructively increase suspense or tension. 2. Start class sessions with a greeting, an overview, or some other class ritual. 3. Begin each class session with meaningful information and activities rather than taking attendance, making announcements, or doing other “housekeeping” chores. 4. Create positive expectations by framing activities properly. Tell students what’s in it for them. For example, “Today you’re going to learn about determining the main idea, a comprehension skill that will help you be more successful in virtually every course you take in college.” 5. Whenever possible, give students a choice so that locus of control remains with them. This is especially important to adult learners. For example: “Which would you rather do next?” “How would you prefer to proceed?” “Would you rather list the main points or draw a concept map?” “Which item would you like for us to do together as an example?” Choice lowers stress and triggers the release of good brain chemicals. 6. The brain links all new learning to existing knowledge, so start with the known, from the knowledge and information students already possess. If necessary, supply or help them obtain the background knowledge they need. Check to see what they already know or understand. Doing this enables students to be more successful from the start, and it’s motivating to students to start with a no-fail activity. 7. Pose a problem for students to solve. For example, ask them, “Can you figure this out?” or “What would happen if…?” The brain grows by trying to solve problems, and not by having the correct answer. The goal is to find the level of “doable challenge,” right at the edge of what they can do. Things that are too easy or already known bore students; things that are too hard merely