TEACHING DIGITAL LEARNERS THROUGH THE APPLICATION OF BRAIN BASED LEARNING

What is Brain Based learning?

It was always thought previously that the brain growth was static but today we see that the brain is changing in response to the changes brought about by the high-tech information age in which we live in.

Brain based education focuses on how the brain is stimulated naturally at every developmental stage and the teachers being aware of this biologically driven change can bring effective instruction to the students and a classroom that is diverse in exposure to various kinds of digital equipment and communication tools. We will examine how the neuro plasticity of the brain performs in these students in the digital age. I particularly like the phrase in the article Brain based teaching in the digital age that “becoming a part of this transformation is something we must do because we are dealing with digital brains. So even if you are a digital dinosaur, it’s not too late. Your brain can change, too. In fact, it’s changing every day.” (Springer, 2010)

The Digital Learner-

The generations of learners today are exposed to a variety of technology like never before. Hence the key to understanding the digital learner is through these digital devices that the learner has strong relationships with.  These students maneuver a variety of digital activities and devices  such as texting ,Nintendo, X box, Play stations, cruising the internet  just to name a few and these things are the source of their pleasure. Just as we have heard that movement encourages the release of dopamine which is the neurotransmitter that releases pleasure these activities stimulate the brain similarly.

So what is this technology thriving brain deriving? We see that many students are having attention problems, concerns about stunted brain growth, delayed emotional intelligence skills and their ability to empathize is because their neural networks focus on a faceless world without gestures.  The stress levels of students are increased as they are constantly waiting for instant solutions and the need for connectivity through responses to their texting and messages. Computer usage in isolation has caused delayed language development and depression due to lack of human touch. Multitasking  is an impossibility for the brain is challenged by the technology tools that constantly distracting a student at a task.

There’s also the dangers of addictive behaviors such as preoccupation, lack of control, physical withdrawal symptoms, addiction to computer games and these could be seen in action through interference in their life, telling lies, using the internet as an escape to avoid problems.

What are the Pros of the digital learner’s brain?

The digital brains are really good at what they do. They know how to seek and find information when they have school projects and research. The collaboration skills develop immensely because of their high-tech world, thus one could say those working together in groups using multimedia develop emotional intelligence through social interaction.

BRAIN BASED LEARNING : KEYS TO LEARNING & TEACHING

·         EMOTIONAL CLIMATE FOR LEARNING- The limbic system in the brain that derives emotional responses connects the students emotionally to an activity. Positive emotions encourage learning and enable long term memory. Stress inhibits learning. Teachers create an environment that lessens stress by assigning the  students responsibilities that change periodically, give procedures that the students do regularly, by having lesson previews and agendas posted- I’ve seen this happening in the Science class in school and copying the day’s to do is a procedure students follow, and it settles them into the lesson immediately. Rules and consequences should be consistent.

·         CREATING A PHYSICAL LEARNING ENVIRONMENT

The active brain is constantly seeking stimuli visually. Novelty of changing environments stimulates the children to be on task contrary to being off task in a  bland environment. Soft background music, sound, lighting, scent- speaks to the limbic and alerts the senses. Creating group learning experiences by organizing the desks in a particular way, having corners in the class room for quiet reflective work. Variety of places that provide different lighting, spaces for children to work in. Variety of settings in the class room- so that learning activities can be integrated one to another will stimulate the learner.

•     THE LEARNING EXPERIENCE THROUGH PATTERNING

Helping students to connect to previous knowledge through patterning will enable them to create new knowledge. According to Judy Willis (2006), “patterns are passageways for memories to follow.” Most effective way of teaching patterning is through chunking information, which gives a logical organized pattern and using graphic organizers. I my teaching I’m constantly using these patterning techniques for EAL students who struggle to connect concepts, vocabulary and readings all in one class. Hence enabling them to illustrate the lesson in a graphic mind map has enabled comprehension and the bigger picture of the topic learned in class. Using mind map tools such as Mindmeister at the start of a lesson as whole class instruction will enable the students to grasp the topic I believe will be a great tool to explore as it will access both the left and the right side of the brain and link new information.

•   MASTERY OF SKILLS ,CONTENT AND CONCEPTS THROUGH SEARCH FOR MEANING.

Memory patterns are sustained through short term memory, working memory and long term memory. The brain makes connections through the application of information to real life. A strategy where students become co teachers in the classroom will increase their memory content; Bringing parents into the discussion will further enhance the learning through discussion. Researching on how useful this information is will motivate their learning thus enable long term retention. Having guest speakers coming in for certain lessons, stories also engage many different emotional triggers that are helpful in retrieving information will enhance their learning.

•       EVALUATING LEARNING – TEACHERS AND STUDENTS

Provide students with relevant feedback about their performance so that student is able to learn what the student needs to change and the teacher makes instructional decisions to further facilitate learning. There should be multiple methods of assessments through interdisciplinary and cross curricular projects. Student generated reflections are tools that my school has placed in all subjects. I believe this evaluation of self in a particular learning unit directly brings the student to engage in the learning process. Another example is scoring rubrics and students evaluate their possible score by peer evaluations.

•  THE SOCIAL BRAIN:  Feeding the social cognition in the brain is important for students to understand how to develop emotional intelligence and develop social cognition. Flexible grouping strategies, encouraging listening to another skills, discussing the effects of social networking and how to use it positively with other students should be encouraged.

•               LEARNING STYLES AND TECHNOLOGY

Offer  digital choices to our students, that relate to their learning styles

The visual learner-videos, Web sites, text messaging, and movies on an iPod may be interesting.

The auditory learner -group work around the computer, music on an iPod,and audio conferencing via the Internet.

Kinesthetic learners may be attracted to-Internet searches, using an iPod or iPhone, and anything with buttons to push or things to touch

•        MUSIC  & THE BRAIN

 Music changes the brains of both you and your students. Music makes memories of events, people, and content. Music can manage the movement in your classroom.

  We recognize that the 21^st Century digital brain belongs in our classrooms in this new age. Maximizing the gifts that technology brings and making wise decisions to extend a balanced student learning experience by providing high tech and face to face encounters we will be able establish holistic student learning.

References

Dr.Mariale Hardiman, E. (n.d.). John Hopkins School of Education. Retrieved Nov 15, 2014, from The Brain Targeted Teaching Model: http://education.jhu.edu/PD/newhorizons/Journals/spring2010/thebraintargetedteachingmodel/index.html

Education, S. C. (1998-2013). The Twelve Principles for Brain-Based Learning . Retrieved November 15, 2014, from The Talking Page- Literacy Organization: http://www.talkingpage.org/artic011.html

Springer, M. (2010). Brain Based Teaching in the Digital Age. Alexandria USA: ASCD.

Today.com, P. (n.d.). What music does to your emotions, your pain and your brain. Mind Valley.

Effective ELL strategies for four levels of learners in EAL

Lesson Subject: Individuals & Societies

Topic: Ancient Civilizations of the world and their effect on the present society:

Students will research a given list of civilizations and fill in a chart with the information from each civilization & compare the contributions made by each Civilization & present it to class.

- Mayan, Indus Valley, Yellow River Valley, Mesopotamian, Greek & Roman Civilization

Objectives

• The students learn to develop their skills to collect facts using variety of media.
•   Discover cross cultural knowledge and relationships between them.
•   They use knowledge to produce written tasks, oral presentations using media.
•   They will develop skills and strategies appropriate to their level of English to communicate effectively with and audience.

     The Four levels of learners and teaching strategies:

Early Production

The individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage.

     Give students the opportunity to participate in some of the whole class activities.

•    Show a video on Ancient Civilizations-[Whole Class] 
•    Post basic vocabulary required on Quizlet[ An online vocabulary tool] with pictures for students to practice- 10 minutes
•    Teacher can group-[The group early production & speech emergent students] will be given only one civilizations – they could choose one from their own country- for Ex: A Chinese student can choose the Chinese Civilization[Yellow River Valley Civilization]
•    Provide research websites, books & resources appropriate for readability and comprehension.
•    The speech emergent students or more English proficient students in the group can read aloud the  information on the website-
•          Early Asian Civilizations Tell It Again!™ Read-Aloud Image Cards can be used - This will enable them to Look at each picture and think about what it happening,, Create and fill in an chart image identifying and comparing components of early civilizations in India and China, including farming, cities, writing, leaders, and religion; Locate major geographical features on a map of India and/or China;
•     Product-Give graphic organizer template to fill in one word data and pictures .
• 

       

     Speech Emergent     

   speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions.

• ·   Speech emergent students will also first start with vocabulary practice from Quizlet with additional words on civilizations. They can match the vocabulary with definitions/flash cards and this is available on Quizlet.
• ·         Since background knowledge is so critical, students should be encouraged to read up on the topic in their own language and try to make connections.
• ·         Read aloud the appropriate text given/ or research on web to the rest of the group.
• ·         Complete graphic organizers with word banks, pictures & one idea as to the main contribution of the civilization.
• ·         In writing activities, provide the student with a fill-in-the blank version of the assignment with the necessary vocabulary listed on the page.
• ·         Product- Read out the fill in the blank writing  and show pictures to the class of the civilization researched

          

 Beginning Fluency

      Speech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.

• ·         Grouped along with intermediate fluency Students will discuss two different civilizations- one of their own country and another.
• ·         Start with 10 minute Vocabulary Review- with the rest of the class
• ·         Uses teacher given resources on web, books and fills in mind map with additional details of artifacts, scripts used, and contribution to development of present societies.
• ·         Product- Compare the two civilizations and share the findings on a comparison chart.
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 Intermediate Fluency

              Communicating in the second language is fluent, especially in social language situations.    The student is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem.

• 
  
•          Students identify key academic vocabulary- through the teacher given list and they are challenged to add five more new words pertaining to the topic.- Share with the group-10 minutes
•            Teacher provides a higher level of readability and comprehension sources to gather information on two civilizations.
•           They fill in a graphic organizer comparing and contrasting 5 aspects of the two civilizations assigned.
•           Product – Presentation in a power point with words, pictures and oral explanations. 

Work Cited

Ford, C. c.-K. (2008). Language Acquisition: An Overview. Retrieved Nov 9, 2014, from Language Acquisition: An Overview: http://www.colorincolorado.org/article/26751/

Haynes, J. (n.d.). Everything ESL. Retrieved November 9, 2014, from Stages of Second language Acquistions: http://www.everythingesl.net/inservices/language_stages.php

SPECIAL EDUCATION AND THE REFERRAL PROCESS- Avanthi Thrimawithana

Summary of findings of Special Education Referral at the Overseas School of Colombo

This is a summary of interviews done with two regular teachers at OSC and The Head of Special Education Dept. Following are the questions that were asked.

• How do you identify a student for special education?

Teachers are constantly on alert for students that may need intervention. They identify students with behavioral needs, organizational, it could be attention deficit or language problems. They would also be aware of modification required for students who come in with an IEP and be ready to make accommodations.

• What are signs of a struggling student

They would recognize through all of the above and other aspects such as homework completion, assignments not handed in on time, MAP scores are also referred to when checking the records of student performance.

•  Are there alternate methods of instruction tried out before referring the student for special education? If yes, what are they?

Teachers are aware of the Response to Intervention and try varied methods of differentiation to encourage all learners in the classes. It’ll not necessarily be only for students with learning issues but it would also cater to students who are gifted and talented and the entire population in the class.

They will try, If push in is already in place, leveled reading, grouping, chunking of work, read aloud groups are done during class. But if it is a class that there is no extra support, then similar methods are tried such as grouping students and other methods  that have worked in the other classes are practiced, but teachers find it difficult to manage the reading groups alone. Vocabulary provided for the topic, specialized seating are all methods tried before referral.

• Do you communicate with the parents address concerns? And discuss support mechanisms?

Parents are always looped in during the process. Initially they’re informed of concerns, they are given suggestions for assisting the student and kept informed via e mail of progress made. The 3 way conferences are used to communicate concerns .Parents can also access Managebac to see student progress. They are involved in every step of the process.

• How do you collaborate  with other teachers in regards to a student of concern?

The OSC’s Special education policy states the need for collaboration and communication between subject teachers and homeroom teacher. Variety of intervention methods are discussed and shared as to what works with particular students.

• Who takes responsibility for the progress of the child before and after the referral?

The referral process is similar to the RTI in US.  The school tries all learning support strategies so that students will be successful .Thereafter once referral is made the Learning Support team joins in and they work with the teachers to make sure the IEP is being carried out.

•  What is the school administration's directive for special education?

The school administration tries to make it as inclusive a possible  so that students with disabilities are in the least restrictive environment so that the students are in the class with their peers.

•  What provisions are made for students identified for special education?

The school believes that differentiation can make a big difference, in many ways not only do students with disabilities but for all students. The product could be oral vs. written, differentiation more important for those gifted and talent and well as those with disabilities

• What forms of social, emotional support and services are provided at the pre referral stage?

The student counselor is a part of the Student Services Team [SST] and when students of concern are taken up, if there are any social, emotional type issues that a student needs counseling services it is provided even at pre- referral stage

• Is there a time frame to complete the referral process before a student begins a Learning support program?

There should be systems in place ,that monitor the progress of that student .Definitely within a  quarter the referral process would give a good picture of the student.

Interview of two regular teachers who have referred students, for their perspective on the referral process.

Interview 1- Britton Rheims- MYP/ DP Math Coordinator

• How do you identify a student for special education?

With many years of experience in Special education and coming from the US system, awareness of the students learning is key for Mr. Rheims. A student’s behavior patterns, difficulties in understanding basic math vocabulary would alert him about a probable need for intervention.

• Are there alternate methods of instruction tried out before referring the student for special education? If yes, what are they?

He said “I try everything possible-if what I’m doing is not right for them, I would try differentiation in ways of how it looks, maybe it is more vocabulary that they need", he  tries varied methods of instruction before collecting data from other teachers. Specialized seating, such as seating the student closer to the board, Seating with another student would be some his methods.

• Do you communicate with the parents address concerns? And discuss support mechanisms?

 If it’s something solvable through the class system it’s tried first. During the3 way conference he shares with parents his observations in class, and what interventions have worked. This alerts the parents as to what the child would need. If after trying variety of methods, more serious academic issues persist and needs are significant then parents are contacted to discuss whether further testing would be required.

• How do you collaborate with other teachers in regards to a student of concern?

When there are students of concern, he collaborates with the homeroom teacher to alert into gathering data on that student to see if they need help in other subjects as well. There should be a some sort of committee [general education teachers] that will decide the response to intervention. After varied methods have been tried then the teachers decide whether the RIT [Response to intervention]has worked, or is there consistency in student problems. Ex: 6th grader- MATH issues- Homeroom teacher and math teacher collaborate to collate information along with EAL teacher to assist in providing necessary accommodation

The full audio recording can be listened to on this link Britton Reihms Recording

Interview 2:Clover Hicks- MYP Science Teacher

• How do you identify a student for special education?

There are students who are already identified as those who need support and they come in with an IEP. Apart from them students are identified as needing support when  comprehension problems arise, verbal communication issues, attention to task , basic organizational skill are an issue. The academic scores and MAP scores also matter but they are not the only measure. If they are having difficulties expressing themselves as to what they are learning in class it is an indicator to be on alert.

• Are there alternate methods of instruction tried out before referring the student for special education? If yes, what are they?

It all depends whether the class has extra support. If push in is already in place, leveled reading, grouping, chunking of work, read aloud group are done during class. But if it is a class that there is no extra support, then similar methods are tried such as grouping students and other methods  that have worked in the other classes are practiced, but find it difficult to manage the reading groups alone.

• Do you communicate with the parents address concerns? And discuss support mechanisms?

Parents are contacted when a student has consistently missed assessment deadlines or non-submission; homework is not submitted or scored lower than expected. They’re never directly told that the child is having serious issues until it has been established. Concerns are also expressed to parents during 3 way conferences. For Ex. A child in class had attention issues and questioned the parents if they saw the same thing at home. When discussed the parents indicated that the child does the homework in various places in the house, with T.V and other distractions. Hence suggestions are made to the parents to have set place and time, away from distractions to support the student learning.

• How do you collaborate with other teachers in regards to a student of concern?

Communication definitely happens between teachers. They share their ideas on dealing with various kids who are having issues, and see if similar methods work for the others.

• Should there be a time frame to complete the referral process?

The process should be rolling, there should be adequate time frame that allows the teachers to try out the varied methods of instruction, and give ample time for the student absorb the learning. However there are instances where the students have not had any intervention for a whole year and have missed out on support due to not speeding up on the support process. Hence a time frame would be useful to move in as soon as possible with the appropriate intervention strategies.

The full audio recording can be found Clover Hicks recording

Interview

Special Education Administrator about referrals for special education.


Myrle Wasko- Head of Learning Support

• How is a student identified for special education referral?

There are a variety ways a student is identified for support

- Records form previous support services- Evaluation is done as to what services the student received and how best it would fit our program.

-The teachers recognize difficulties and try various strategies and if the strategies are not working then the referral process begins rolling.

•  Who takes responsibility for the progress of the child before and after the referral?

The referral process is similar to the RTI in US.  We try all learning support strategies so that students will be successful .Thereafter once referral is made the Learning Support team joins in and they work with the teachers to make sure the IEP is being carried out.

•  What is the school administration's directive for special education?

It is to make it as inclusive a possible in the so that students with disabilities are in the least restrictive environment so that the students are in the class with their peers.

•  What provisions are made for students identified for special education?

It varies according needs of the particular students. Here Differentiation can make a big difference, in many ways not only do students with disabilities but for all students. The product could be oral vs. written, differentiation more important for those gifted and talent and well as those with disabilities

•  What is the level of parent involvement in referral process and special education?

Parent permission is sought during the pre-referral process. The families are involved in the team process  ,parents and families are informed of the evaluation, they are informed in creating the learning plan and participating throughout the process

• If the student comes to school with data from a previous assessment what procedure does the school follow?

When Students move in from new environment, give them adjustment time and see if the results are still valid or not and see whether the recommendations would fit into the program and check to see that the students can be served.

• What forms of social, emotional support and services are provided at the pre referral stage?

The student counselor is a part of the Student Services Team [SST] and when students of concern are taken up, if there are any social, emotional type issues that a student needs counseling services it is provided even at pre- referral stage

• Is there a time frame to complete the referral process before a student begins a Learning support program?

There should be systems in place ,that monitor the progress of that student .Definitely within a  quarter the referral process would give a good picture of the student.



 The full interview can be watched on Interview with Head of Special Education at OSC

Analysis

At OSC it is clear that the regular education teachers are aware of children needing support in the classroom and they put their best effort in making the differentiation strategies work for the children. As to how the referral process works is set out in the school policy for Special Educational Needs Policy. This has been streamlined in the current year to enable teachers to try all options before the intervention from the Learning Support team.

However as mentioned some teacher find it difficult to differentiate in groups without assistance.  There lies a gap in support. But as to how they approach the parents is good practice in keeping them informed of their child’s progress through meetings and e mail. The teachers have collaborated in bringing solutions to students with needs, and many strategies have proved to be effective before more serious measures would have to be implemented.

The use of ICT integration is commendable at OSC and it is definitely moving toward a fully inclusive school. The culture being giving the students the least restrictive environment will definitely bring about definite changes in the future.