Neuro-Tech: Applying Technology to Mind, Brain and Education Science
Explore and create : BYODex
Monday, June 24, 11:00 am–12:30 pm
Location: Franklin 8-9, Marriott
Jamey Everett Sandi Johnson
Mind, brain and education science is reshaping how teachers understand learning and has significant impact on technology integration in our K-12 classrooms. Explore digital tools and activities designed to debunk neuromyths and focus on key instructional approaches from "Neuroteach" by Glenn Whitman and Ian Kelleher.
|Audience:||Coaches, Teachers, Principals/head teachers|
|Attendee devices:||Devices required|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||All activities are web-based, but the following apps may be of interest to you:
|Focus:||Digital age teaching & learning|
|Topic:||Instructional design and delivery|
|ISTE Standards:||For Administrators:
Excellence in Professional Practice
Teaching, Learning and Assessments
Educators need to employ best practices for teaching and learning, especially with digital tools. However, many teachers don’t have the time to locate and apply the latest research to their instructional practice or stay up-to-speed with rapidly changing apps and devices. Participants are introduced to the latest research in brain and education science, as described in the book Neuroteach, by Glenn Whitman and Ian Kelleher. Participants learn to evaluate digital tools as effective ways to:
Dispel “neuromyths” in teaching and learning
Build memory, attention and engagement as a process of retrieval practice
Create formative and summative assessments as part of a feedback rotation
Assist in the cognitive construction of content knowledge.
Presenters will use familiar digital tools but in an entirely new context, including, Poll Everywhere, Google Q&A, Flipgrid, Digital Breakouts from BreakoutEdu, and Google Forms.
By the end of the session participants will understand and select a few brain-based teaching strategies to use in their classes. They will be able to apply one of the digital tools presented to their instruction and understand why it supports learning. Participants will also share other digital resources that they now see bring new learning experiences to their classrooms.
I. Open with Poll Everywhere and its application to Neuroteach as an abbreviated formative assessment and an option for repeated retrieval practice (10 min)
II. 5-Minute Emotion Grabber: using Flipgrid and Ted Talks to support low stress, high emotional connection to content instruction. Participants “play” with items at their table to build something and then post a picture with a “new best friend” at their table, on Flipgrid. (15 min)
III. Explore Google Q&A as tool create deep, active, cognitive engagement during lectures/presenting new content. (15 min)
IV. So You’ve Lost My Interest: Discussion about the “primacy/recency effect,” which states that students learn best in the first five minutes of class and second best in the last five minutes. Digital Breakouts are a way to pull students back into cognitive engagement. (20 min)
V. End with five minutes of wrap up and discuss importance of these final minutes of reflection time for students. Participants create ungraded exit slips in Google Forms for low risk, formative feedback.
Neuroteach, Glenn Whitman and Ian Kelleher
Peter C. Brown, Henry L. Roediger III, and Mark A. Daniel, Make it Stick: The Science of Successful Learning
Ron Ritchhart, Mark Church, and Karin Morrison, Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for all Learners
“The Neuroscience of Narrative and Memory,” Judy Willis
“The Neuroscience behind Stress and Learning,” Judy Willis
“Neuroscience and Learning: Implications for Teaching Practice,” Richard Guy and Bruce Byrne