Brain+Based+Planning

** Brain based learning maintains that learning depends on different things for different people. Brain based planning is intended to serve as a toolbox rather than a template for planning. The guidelines presented by Jensen reflect strategies to help shape a brain based approach for planning. Jensen maintains that when planning, one should ask themselves, “How will students learn best?” The strategies outlined below represent a sequence that will make sense to the brain. The sequence presented is designed in a manner consistent with how the brain makes sense of information and learning!
 * Planning with the Brain in Mind
 * Seven Stages of Brain Based Planning **

The following powerpoints highlight the key points of brain-based planning: [|the-7-stage-brain-based-learning-lesson-planning-slide share.ppt]
 * // Stage 1: Pre-Exposure //****// à //****// Overview of new learning before digging in! //**
 * Overview of new information
 * Helps the brain to prepare for the learning and organize information into existing mind maps
 * Posting mind maps, class objectives and goals, overview of the day to prepare learners for new topic
 * Pre-assess – begin with where students are!
 * Work with students to self-identify goals
 * Plan a variety of activities to encourage movement and interaction
 * Be flexible!
 * // Stage 2: Preparation //****// à //****// Create curiosity and excitement //**
 * Plan a “real world simulation” or “you are there” experience
 * Share the “big picture” or context for learning
 * Elicit value for learning from learners – establish connection
 * Plan for concrete interaction with material, experiences, experiments, field trips and visits, interaction with primary source such as guest speaker
 * // Stage 3: Initiation and Acquisition //****// à //****// Immersion! Flood learners with overload of information…the intent are to stimulate motivation and determination to discover meaning. //**
 * Provide concrete learning experiences, i.e. case studies, experiments, hands-on/minds-on learning
 * Plan activities that employ Multiple Intelligences
 * Present a problem based learning scenario or performance task requiring students to explore, apply and extend learning
 * // Stage 4: Elaboration //****// à //****// Allow time for information processing! This allows learners to make sense of information. //**
 * Allow a group of learners or individuals create mind maps of learning
 * Establish small group discussion and have groups report out
 * Hold a Q & A session
 * Have a debate or panel discussion
 * Allow students to present material to each other in new ways
 * // Stage 5: Incubation and Memory Encoding //****// à //****// The emphasis is on review time for the brain. //**
 * Allow students time to reflect on learning – use journals, graphic organizers, and mind maps
 * Establish a tea time to allow learners to chat in pairs about learning
 * Enrich with music and relaxation strategies
 * // Stage 6: Verification and Confidence Check //****// à //****//  Confirmation of learning for the teacher AND for the learner!  //**
 * Have learners present to others
 * Invite students to interview and evaluate one another
 * Encourage students to write about learning – newspaper article, comic strip, blog, wikispace
 * Have students demonstrate with a project – video, newsletter, project
 * Have students create a role-play, skit or performance
 * // Stage 7: Celebration and Integration //****// à //****// Engage emotions and cultivate love of learning! //**
 * Class toast
 * Sharing time
 * Invite others (parents, students, etc.) to view products of learning and projects
 * Have class design a celebration
 * Incorporate this new learning into other lessons

Brain based planning template for your use: [|Brain Based Planning Reflection Template 1_2009.doc] [|Brain Based Planning Reflection January 2008.doc]

Jensen, E. (2000). Chapter 21: Planning with the brain in mind. //Brain-Based Learning.// p. 311-314 Jensen, E. (2008). Chapter 21: Curriculum in a brain compatible classroom. //Brain-Based Learning.// p. 215-217