Begin With the Brain:
Three Things to Consider RIGHT NOW!
ASCD Annual Conference
Sunday, April 2, 2006
12:30 - 2:30
AGENDA
3 Key Elements
Active Processing
Time
Patterns
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KEY ELEMENTS OF BRAINCOMPATIBLE TEACHING AND LEARNING
Presenter:
 THE
BRAIN IS “PATTERN-SEEKING”
 THE
BRAIN NEEDS ADEQUATE TIMEMarthaKaufeldt
 THE
BRAIN NEEDS TO ACTIVELY
PROCESS NEW INFORMATION TO
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3 Key Elements of
Brain-Compatible Teaching and
Learning
B-C Element # 1 - LESS STRESS!!
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Stress, and Perceived Threat can minimize the brain’s capabilities to learn
Create a Safe and Secure Climate and Environment
Promote personal relationships and social skills
B-C Element # 2 - DO THE REAL THING! THING!
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Multi-sensory experiences promote brain growth and connections
Provide Enriched Environments for learning
Encourage Discovery Play and Meaningful Engagement
B-C Element #3 - USE IT OR LOSE IT! USE IT OR LOSE IT!
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Multiple opportunities to Actively Process new learning assures Long Term
Retention
Differentiate Instruction, Provide Choices, Vary Grouping and Honor the
Multiple Intelligences
Orchestrate opportunities to apply new learning in real-world experiences
© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com
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B-C Element #1: LESS
STRESS!
Maintain a safe and secure climate and
environment
 Maintain an atmosphere of low threat
balanced with high challenge.
 Keep
learning joyful and rigorous.
 Make
sure students know the agenda,
purpose & game plan.
 Allow
time for reflection, contemplation
and expansion.
© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com
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Systems and Procedures
“The brain seeks to make order out of chaos….You
can establish patterns of appropriate behavior and systems
for doing things in a classroom… Confusion and frustration
will be reduced as the brain feels secure in knowing and
detecting the pattern for appropriate behavior.”
“Begin with the Brain” Martha Kaufeldt, 1999
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Post a daily AGENDA
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Create simple PROCEDURES for the expected behaviors
on how things are to be done in the classroom and at
school
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Guide students to create personal
GOALS for themselves each day
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Establish routines, rituals, celebrations
© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com
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•Create “Daily Agendas”
•Use a Mindmap format
•Use graphics/photos
•Students state goals
•Review at end of day
•Send home to parents
© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com
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Patterns Become Programs
“A program can be described as a series of related actions that can
be triggered and to which one does not have to consciously attend,
much like a line of dominoes that fall in a quick, almost
unstoppable system when the first one is pushed.” Martha Kaufeldt, BWTB
Morning Arrival - Primary
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Meet and Greet
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Take off Jacket
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Put Name on List
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Lunch Basket
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Go to Morning Choice
Center
Arrival to Math Class
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Put Homework in
basket
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Copy Agenda
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Choose activity from
list
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Get started
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Work alone and
quietly.
© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com
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B-C Element #2: DO THE REAL
THING!
Provide multi-sensory
experiences
in enriched
environments.
Assess students’
prior experiences
& background
knowledge.
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Determine if the content and concept is
developmentally appropriate.
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Provide complex, interactive, first-hand learning
experiences.
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Make sure content is meaningful and relevant.
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Provide a wide variety of input and resources.
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Allow adequate TIME!
© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com
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The Time Crunch
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Design opportunities for INTEGRATED
and INTERDISCIPLINARY Curriculum
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Plan for BLOCKS of uninterrupted time
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Orchestrate optimal learning activities that
allow students to get into FLOW
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Create ways for students to stay with the
same teacher for MULTIPLE YEARS
© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com
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“FLOW” Theory-
Mihaly Csiksentmihalyi
“FLOW is an “optimal experience” when people report
feelings of deep concentration and enjoyment… a state of
concentration that is so completely focused it amounts to absolute
absorption in an activity… the mind and body are in complete
harmony.” BWTB, Martha Kaufeldt
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It occurs when we confront tasks we have a chance of completing.
We must be able to concentrate on what we are doing.
The task has clear goals.
The task provides immediate feedback.
Deep but effortless involvement removes from our awareness worries and
frustrations of everyday life.
The experience is an enjoyable one that allows us to exercise a sense of control
over our actions.
The concern for self disappears.
The sense of time is altered; hours pass by in what seems like minutes.
© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com
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B-C Element #3: USE IT OR
LOSE IT!
Actively process new learning
in a variety of ways
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Structure frequent opportunities for students
to do REFLECTION on the product and
process of their learning.
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Provide daily activities that allow students
personal CHOICE in how they process and
store new knowledge.
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Orchestrate a variety of COLLABORATION
opportunities.
© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com
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Provide Reflection Opportunities
Any activity through which the brain recalls a
concept, skill, or process. Reflection activities will
prompt the brain to restimulate the new
connections among the neurons, which helps
strengthen them.
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Journaling
Visualizing
Discussions
Reproductions
Interactive Notebooks
Guided Note-Taking
Graphic Organizers
© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com
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Providing CHOICE Opportunities
Have “Must Do’s” and “May Do’s”
 To Build or Demonstrate understanding?
 Provide clear expectations for evaluation
 “Limit” and “Guide” Choice Activities
 Teach kids about their Multiple Intelligences
 Teach kids about Higher Order Thinking
 Encourage students to make proposals
 Start with fewer choices to avoid stress
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© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com
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Begin With the Brain:
Orchestrating the Learner-Centered Classroom
By Martha Kaufeldt © 1999 Zephyr Press
Teachers, Change Your Bait!
Brain Compatible Differentiated Instruction
By Martha Kaufeldt © 2005 Crown House Publishing
To order call toll free: (866) 83-BRAIN (27246)
http://www.beginwiththebrain.com
© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com
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More Sample Procedures
Procedures for:
“What to do if you’re done.”
Procedures for:
“What to do if you need help.”
Recheck your work.
Be willing to help others
Do an extra “Choice” or
“May Do” activity
Select an “Anchor Activity”
•Ask three before me!
Find a Peer Helper
Put name on Help List
Keep working on a part that
you CAN DO.
© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com
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Agenda for a single-subject class
On Your Own
Continue rough draft
With a Partner or Group
Humanities
Core Class
Describe pictures to your partner
Periods 3&4
Wed. 3-14
Finish Rough Draft
Reading Log
Homework
Metaphors-Similes
Mrs. K’s Key Points
© 2006 Martha Kaufeldt, Scotts Valley, CA 95062 (831) 335-2144 www.beginwiththebrain.com
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