Basic Skills Forum

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Brain Research and Learning Strategies Archive of Comments
Judith Holmes | holmesj@sbcglobal.net | basicskills.edublogs.org |

In my own comment above, a sentence near the end should read: “The daughter was retrained, apparently regrew dendrites to approach functioning normally, and the dyslexia was not manifested in the classwork that I gave her.”
Apr 17, 6:38 PM — Brain Research Archive

Maribel | hernandez_maribel@sac.edu |

To piggy back on Claudia’s information on On Course, there is a conference here in L.A. happening on May 2nd and 3rd. I have never been to it but they say it is an empowering conference because you meet faculty from different states and academic areas. You take with you many innovative learning strategies and activities to use in the classroom. The website to sign up is http://www.oncourseworkshop.com/Conference.htm.
I look forward to seeing some of you there.

Apr 17, 8:41 AM — Student Success Archive

thachpham | tnpham12002@yahoo.com |

Thanks to Malena for the article and, Karen, Denise and Merry for your comments. You really said all I wanted to say.
I remember I read somewhere, it seems that we use only one-tenth of our nerve cells, or brain capacity, even if you are a CEO, Director or PH.D. holder. Our brain is terrific! If we can make good use of it our students can benefit from it, and they can learn faster.
I can imagine how Denise brings to class a lot of stuff for demonstration. It is good, it’s interesting; the students enjoy it. Of course it takes a lot of our time from the text books, let alone the CASAS & El Civics lessons.
Oh, if we teach more than an hour, it’s a good idea to have the students stand up and make some movements (in place) to stretch out, and get more oxgen to the brain!
Thach

Apr 16, 1:58 PM— An Effective Way to Teach, Compliments of Brain Research

Merry Draffan | mdraffan@sac.edu |

Malena, a couple of years ago our keynote speaker at flex week was Janet Zadina. She showed a video of a memory being made in the brain. When new information came in, a bump started to form on the neuron. If no more info came, the bump disappeared in 20 minutes! It was fascinating! Janet has a website with references to great “memory making” pictures, and also recommends a google search for “dendrites.”
Her website is janetzadina.com

She is very interested in using research to teach reading. I may be mistaken, but I think she started out as a reading teacher.
Thanks for your great ideas for an active, interactive classroom. By the way, one thing Janet emphasized was having students stand up when they were thinking. It sends oxygen to the brain.

Apr 15, 10:38 PM — An Effective Way to Teach, Compliments of Brain Research

Judith Holmes | holmesj@sbcglobal.net | basicskills.edublogs.org |

Particularly interesting on the PBS brain program is the information that dendrites continue to grow with brain use. This is good news to adults who may find it difficult to self-motivate or respond to the attempts of others to motivate them. An interesting comment is that the brain is the only part of the body that “does not know how old it is”. The use it or lose it epigram applies well to adult learners. I once had a student whose mother told me that the student was dyslexic; the mother also explained that her daughter had not been taught properly at one time and had consequently “grown dendrites” improperly. The daughter was retrained, apparently regrew dendrites to approach function normally, and the dyslexia was not manifested in the classwork that I gave her. The daughter was 18 at the time. The brain information is extremely valuable.

Apr 15, 5:54 PM — Brain Research Archive

Malena Copeland | copeland_malena@sac.edu |

I really enjoy learning about the way the brain works, because curriculum and teaching philosophies change over time, but the way the human brain acquires the information is a constant. I hope teachers and administrators will attend Claudia Lamb’s Basic Skills workshop on Tuesday, April 22 at 3:00 PM in room A108 at the CEC. This workshop will be focused on the brain and how we learn.

I think it is fantastic that Jose included reflection in his lesson plan. The fact that he put his agenda on the board, says to me that he is a good teacher. Many teachers don’t even come to class with a lesson plan, let alone share it with their students. It’s so important for students to understand the objectives of our lessons. It helps them to see the big picture of the concepts we present, which research indicates is far more effective than having students learn things in pieces.

Thanks,
Malena

Apr 15, 4:47 PM — An Effective Way to Teach, Compliments of Brain Research

Karen Dennis | dennis_karen@sac.edu |

Malena, I liked the way you put the topics into 6 headings.
Each year we say, “Vary the activities to engage the students.” Here you have given many examples of ways to vary the delivery of instruction. The value of group work can not be overstated. In small groups students can practice and receive feedback more often. Also students are teaching others the same material but in different ways.
I especially enjoyed visiting Jose’s class because he had “reflection” written on the board in his agenda. I saw at the end of class how he had Beginning 1 students reflect on what they had learned that day. Using the agenda as a source for English words, the students orally reflected on different topics, but all were on the lesson.
I liked your reminding us of effective ways to teach.

Apr 15, 3:36 PM — An Effective Way to Teach, Compliments of Brain Research

claudia lamb | Lamb_Claudia@sac.edu |

Hi,
In the brain workshop at Santa Ana College, I specifically asked if there is a right and left brain. They said there is a right and left hemisphere with specific functions.
Claudia

Apr 14, 8:37 AM — Brain Research Archive

claudia lamb | lamb_Claudia@sac.edu |

Great. Principle 6 is very interesting and needs more examination. On the topic of emotional learning, our On Course workshop said that EQ is 80% of learning.
Claudia

Apr 14, 8:20 AM — What is Brain/Mind Learning?

Denise | citizenshipteacher@google.com |

I took Spanish in college and one of the assignments was to draw a linear picture of a fun experience I had, write a paragraph about it and share it with the class. I thought it was silly and childish as I drew little pictures of my camping trip and wrote about “my summer vacation” like I did when I was a kid (though a much greater challenge in a second language.) It ended up being fun and pushed me to be creative which helped me relax in practicing with my classmates and the vocabulary stuck in my mind. Guess what I remember most about the class? Malena’s article reminded me of that experience.

In teaching my ESL classes, I want to incorporate more fun things—not just to entertain, but to draw students’ attention and get their minds going. It’s hard for some of them to come to class after a long day of work and focus on learning. When it is time to learn vocabulary about cooking, my students get a kick out of it when I come in with clanging pots and pans and hand out measuring cups, bowls and spoons. From start to finish, a whole lot of learning and fun will go into tomorrow’s cupcakes! Add a camera to the action and you’ve got a whole new area of brain power going on.

Indeed, we get frustrated when we haven’t gotten far in our textbooks with all the time allotted for CASAS, Civics lessons etc., but here and there adding more creativity and a little icing to our lessons will be worth the effort.

Apr 11, 10:59 PM — An Effective Way to Teach, Compliments of Brain Research

Rita Seretti | ritamseretti@yahoo.com |

I agree we, as educators, have to be careful about statistics especially when they don’t say how large or small the sample was and then generalizations occur. My theory on this subject is to teach students to use multiple intelligences in their learning. By presenting activities in many intelligences, be they visual, auditory, kinesthetic, intrapersonal, interpersonal etc., I feel it is important to teach all intelligences so that students become more well rounded. In this way they can collaborate in today’s world where there are many different types of thinkers, learners and presenters.

Apr 9, 7:46 PM — Learning styles of ESL students in Community Colleges

Denise | deniseydowling@yahoo.com |

I can’t resist adding my two cents to this. Michael Ha accurately summarized this study presented by authors Lincoln, F., & Rademacher, B. and his summation gives us more than an inkling that research needs scrutiny. Lincoln and Rademacher’s study is a far cry from legitimate research. Age is relative, and research is relative as well. Of course, the bigger the sample, the stronger the evidence appears; ergo: the smaller the sample, the weaker the evidence appears.

The above point in question from Mary’s and Malena’s comments is the statement “Younger students are less visual than the older students.” Mary counters this statement with her own experience. Experience counts, and often trumps “research”! Malena counters the statement by pointing out how small the sample is. The age factor looses credibility as not only is the sample diminutive, the sample is even smaller considering some of the female subjects declined to give their age. The sampling becomes smaller still with Asian students not being part of the age study, though they were included in other parts of the study.

One might assume the younger/ older comparison refers to children and adults; however, all of the 69 subjects were adults, most being between 23 and 45 years old. If this study has any merit at all, I’d at the very least toss age as an indicator of who is more visual.

Additionally, this study crosses a dangerous line of pigeon holing how people learn best by categorizing them into subgroups based on culture, age and gender alone. This may promote stereotypical beliefs over realities.

There are studies that can give us a better understanding of learning styles based on a variety of background information of students’ culture, educational level, economic status, length of time in the United States, age, gender, learning preferences etc.; a larger sample with less variables; and more provocative evidence. This particular study does not fit proper criteria. But it got us thinking, didn’t it?

Apr 9, 5:33 PM — Learning styles of ESL students in Community Colleges

Malena Copeland | copeland_malena@sac.edu |

Okay, Mary, I agree with you. So I went and looked at the actual article (Denise looked it up for me) and found that there were only 69 subjects participating in the research. These subjects were from 17 different countries. Now, I am no statistician, but, this sample is exceedingly small. Therefore, the research is not reliable.

Apr 9, 11:37 AM — Learning styles of ESL students in Community Colleges

Carol SanRoman-Skaggs | Skaggs_Carol@sac.edu |

Whether a student has a documented learning disability, a learning style difference or preference, or perhaps a significant challenge in a subject specific situation…all students learn best when provided with a classroom setting that provides a multi-sensory approach and strategies. A student with documented dyslexia or dyscalculia, or dysgraphia is given accommodations to be on equal ground, not above nor below their counterparts. Best practice for working with students with learning style differences is teaching to their strength. All students benefit from a classroom in which all senses/strengths and styles of learning are provided for. Do you not remember a class when you felt the need for the instructor to show more examples or perhaps give hand outs so you could follow or perhaps you think tape recording this class would help…this is learning style preference…What is your learning style strength and weakness?

Apr 8, 5:19 PM — Home Page

Mary Polychrome | marypolychrome@hotmail.com

i would doubt that younger students are less visual than older students. The younger the students the more visual and media savy they are. In fact ,my experience seems to be that you have to have visuals with younger students because they are print adverse.

Apr 8, 11:50 AM — Learning styles of ESL students in Community Colleges

Nilo E. Lipiz | lipiz_nilo@sac.edu

It is always wise for instructors to find out their own learning style. Instructors should always use a variety of teaching techniques that address the various learning styles of our students.

Apr 7, 1:55 PM — Learning styles of ESL students in Community Colleges

Merry Draffan | draffan_merry@sac.edu

Mary, sounds like a great workshop. We don’t think about adults needing to move around every 15 minutes, nor do we often plan for silence/reflection in our lesson plans. We probably think this is better reserved for homework, but most of our students do not get much silence or reflective time at home! I would like to try saying “Let’s think about that for a minute,” before a discussion. It is a good habit to teach our students, and to use ourselves. Also, many people are slow processers, and need a few seconds to let the question sink in. Thanks for passing this on.

Malena, I want to be in your class!!

Apr 5, 11:08 PM — Brain-based Learning Theory

Malena Copeland | copeland_malena@sac.edu

Rebecca, I think every single teacher and even every student should read this summary. Fantastic work! It is so important that we understand how we learn and how our brains work. As we develop our lesson plans and curriculum, we need to take all of these 12 principles into account. For me, principles #5 and # 9 are what I focus upon. I know that learning for me comes a lot easier when I am enjoying myself or when it is experiential, so I try to take this into consideration when I am creating my lessons. One teacher was asking me about how to maintain high attendance in the classroom. As we show our students that they are learning, achieving goals and becoming successful, they will do everything humanly possible to get to our classes. Acknowledging these principles will help us to become better teachers (as well as learners) and help our students to become more successful. Which principles are you drawn to? How do you incorporate these principles into your methodologies? Can you give examples of activities that you use to address any of these principles? (These questions are addressed to everyone)

Apr 5, 2:54 PM — What is Brain/Mind Learning?

Mary Polychrome | marypolychrome@hotmail.com

Hi Rebecca. Thank you for presenting such a succinct summary of the principles of brain based learning. I am going to print it for my folder as I struggle to learn and use these concepts. Thank you for doling the ‘filter’ work for me.
Mary Polychrome
Apr 5, 2:13 PM — What is Brain/Mind Learning?

Danny Pittaway | Pittaway_Daniel@sac.edu

A learning center is a wonderful model for adult education. The Community Learning Center at both CEC and MEC is poised to embrace BSI and enhance our curricular offerings to our ever-expanding student population. Currently, the CLC is an entrypoint for many new Continuing Ed students. We provide a relaxed, engaging atmosphere that supports students’ needs on many levels. We offer customized instruction, computer-assisted language learning, and we help students set and achieve learning goals. We also reward students with certificates of achievement, issued regularly throughout each semester.
Another benefit of the learning center model is that the one-one interaction between instructor and student allows the instructor to quickly identify core basic skills needs areas to help students advance in their educational path. The specialized instruction that occurs in the CLC can address developmental students who need support in crucial areas.
I would like to hear more about any “best practices” espoused by current or former learning center instructors.

Apr 3, 2:42 PM — What are the Functions of a College Learning Assistance Center?

Malena Copeland | copeland_malena@sac.edu

I actually never heard 10%, I always heard 20%, but it sounds like we use a lot more than that. Can you elaborate more on the left brain, right brain myth? Does being left-handed affect the way we use our brain? My left-handed best friend always claims that it does.
Apr 1, 11:38 PM — Instructional Practices

alice jeong | alicejeong1@hotmail.com

Hello Brain Research Team,
We never use 10% of our brain, you will never see activity in just 10% of the brain.
When an experience enters the brain, it is “deconstructed” and distributed all over the cortex. The affect is stored in the amygdala, visual images in the occipital lobes, source memory in the frontal lobes and where you were during the experience is stored in the parietal lobes. When you recall information, you have to reconstruct it.
This is a fascinating area to continue research.
Happy Reading,
Alice Jeong

Apr 1, 2:41 PM — Instructional Practices

Susan McClellan | susan.mcclellan@cox.net

Alice,
I’m impressed with your summary of the article you read. Brain research is an area of interest for me and I’d really like to learn about the brain and learning; specifically about the brain, learning and foreign language learning. Thanks for an interesting summary.
Mar 31, 9:08 PM — Brain Research and Education: Fad or Foundation?

Denise | deniseydowling@yahoo.com

ESL (at CEC) and non-ESL instructor (on another campus). Thomas, it’s amazing what talent we have among our teachers. I think reading your post is particularly interesting because you did the research yourself! You ask great questions that I hope will promote discussion.
Asking the students what they need in a specific way is a meaningful way to get real information. Theory is good, but it comes down to helping students with what they really need in a practical way; students often know. I’d trust a student’s judgment on that in most cases.
Do we listen to our students enough? They can provide us with a wealth of information to guide in our practices!
Mar 31, 3:50 PM — Culturally Responsive Teaching

Malena Copeland | copeland_malena@sac.edu

Mary, how exciting. I am so interested in this area of research. Can you elaborate on the reptilian, limbic and neocortex parts of the brain?
The suggestions you listed for classroom activities are wonderful. Can you share some specific ideas they talked about in the workshop?
I often get my students up and moving during classes. One activity that I do is what I call “musical questions.” I have my students dance around the classroom until I stop the boisterous upbeat music. Then, they sit down in the closest chair. Whoever is sitting next to or behind them becomes their discussion partner for a list of questions. Then I start the music again, so they can move to a new spot with a new partner. This is a popular activity among my students, as it generates excitement after a long day of work. I teach nights, and this activity gets my students’ blood pumping and keeps their minds active.
Mar 28, 9:13 PM — Brain Research and Education: Fad or Foundation?

Anonymous

How can the argument for centralization of the college learning centers be applied at CEC when we are separtate geografically and design? Can a learning center do more than help students at this time and place, or will it make a significant difference in their future academic choices? I think the mentality that is put for at the learning center will mold the path for students — for moving forward or remaining stagnant. A center is a “place”, but the ideal and function rests on the instructors.
Mar 26, 8:04 PM — The Use of Learning Assistance Centers

claudia lamb | Lamb_Claudia@sac.educ.edu

Hi,
I’m very interested in this area. I’m going to a professional development workshop at SAC on Friday. It’s called Brain-based Learning Theory and the Art of Teaching. I’ll keep you posted.
Claudia
Mar 26, 12:56 PM — Instructional Practices Page Comments

Hi Everyone,
Sol and I have focused on student goals and outcomes for the past three semesters in the CLC at CEC. We started because we have approximately 400 students each semester, who come and go, and it felt like many of them were often “all over the place”, and didn’t have an idea about how to learn in a meaningful way for their English level and for their particular needs.

We have been diligently teaching, guiding, and following up our students and their goals. This kind of project proves to be time consuming, but worth the effort. We see the students and how proud they are when they meet their goals, as well as the confidence they gain in completing the work and seeing the benefits from their focused study.
Finally, we see how the actual physical certificates and photos of each student and their certificate displayed, seems to validate students’ sense of accomplishment. We worried alittle at first that the certificates might seem juvenile, but realize now, how “rewarding” the simple certificates are to students.

Our experiences here in the CLC are evidence that goal setting and the labors endeavored are worthwhile for all involved.

Best wishes to the BSI team and the students they will serve. How fortunate our community is to be the recipient of such devoted efforts. : >
Jennifer Gaudet
Mar 25, 8:22 PM — Goal-Setting Student Success

Denise Dowling

Thanks Alice, When certain information is passed around so often, for so long, it is easier to adopt into our thinking. Looking at research to investigate supposed common knowledge shows not only one’s curiosity, but desire to know and act on truth. As instructors, seeking accurate information and passing that to one another can create positive impact on our teaching.
Mar 25, 8:10 PM — Brain Research and Education: Fad or Foundation?

Malena Copeland | copeland_malena@sac.edu

I always learned best by using mnemonic devices. I was fortunate that one of my middle school teachers was into learning strategies. She taught us to put information into songs, actions and lists associated with other familiar things. I still use these strategies today, and try to teach them to my students. I use TPR (total physical response) to teach things like the Bill of Rights. Students will mimic using a typewriter for freedom of the press, hands in prayer position for freedom of religion, and hands make a gathering motion for freedom of assembly. I also teach my students with music, role-playing activities and learning games. I learn best when learn is fun.
For maintaining and tracking goals, I have always been a list keeper. I would make detailed charts to keep track of academic process and college requirements. I listed every class I needed to or planned on taking on note cards and got advice from college classmates and friends about which classes and teachers were best. By doing this, I was able to take a lot of fun classes that kept me motivated and pertained to my hobbies like sailing, ceramics, guitar and yoga.
Mar 25, 8:15 AM — Question of the Week

Jayshree Lederman | lederman_jayshree@sac.edu | basicskills.edublogs.edu

I think this is very interesting. For the past couple of months, PBS has been telecasting a very interesting program on the HUMAN BRAIN. They do mention the right /left brain in it. There are brain exercises they talk about in this program.
People with several health conditions improved after following exercises that were recommended by the neurologists.
I didn’t know at the time that I would be mentioning this in my line of work or I would’ve taken notes and elaborated on my comments.
If I watch the program again, and I’m sure it be telecast again, I definitely will write more on this subject, as I believe there is a big breakthrough in this field.
Mar 22, 12:29 PM — Instructional Practices Page Comments

Malena Copeland | copeland_malena@sac.edu

Wow, Alice! Your article was extremely informative. Just yesterday, my friend said that because her daughter is left-handed, she is very creative. That didn’t sound quite right to me, but I had no idea that the left-brain/right-brain concept was a myth. I am dying to learn more about the brain. Will you be doing more summaries on this topic? I hope so! This is an area where lots of teachers can use some education. You mention the different parts of the brain. Can you explain them to us along with their functions? What about the myth that we only use 10% of our brain. (I always heard 20% but whatever.) I am curious to know approximately how much of our brain we do use. Do you have any idea? I absolutely loved your summary, and hope to see many more contributions from you on this and many other topics.
Mar 21, 10:38 PM

— Instructional Practices Page Comments

Vincent Nunez | nunez_vincent@sac.edu | eslwiki.pbwiki.com

Thanks for introducing On Course to this blog, Claudia!
I also went to the On Course workshop. It was great. Here, by the way, is the link to the On Course home page on the web — http://oncourseworkshop.com/ Also, if anyone is interested in continuing the discussion of On Course for our local non-credit and credit programs, I’ve set up a dedicated wiki at http://saconcourse.hyperenglish.net/ If you have an @sac.edu email you can join, without having to create a username or password. Just look in the lower left corner for the blue link that says “Send yourself an invitation” and click.
If I may, here is a shortened excerpt from a comment I posted a week ago (at http://basicskills.edublogs.org/about-us/basic-skills/#comment-55 ): How can we ensure that our basic skills curriculum is consistent with [Effective Practice D.3] which advocates for the student’s “whole life” development? … Would anyone else be interested, I wonder, in maybe a series of goal-awareness and goal-maintenance worksheets?
I’ll look forward to hearing how that role/goal sheet is working for your students!
Mar 20, 2:05 PM — Academic Sources

Jarek | janio_jarek@sac.edu

And I have one more if we are talking about educational research:
http://www.eric.ed.gov/

Claudia Lamb | Lamb_Claudia@sac.edu

Hi,
Claudia Lamb here again. I went to a workshop called On Course. It was all about student retention in the classroom, and students ability to go from ESL to the college, or vocational classes, or help their children succeed.
There was an emphasis on goal setting, and self-esteem. There was also an emphasis on student interraction rather than teacher lecturing. I am implementing some of the ideas in my class.
I have a role, goal sheet. First the students establish 5 roles. They are students, parents, friends,etc. Then they state their goals for that role. They want to go to college, see their children succeed, help their friends through crisis, etc. Then they write at least four ways they will accomplish their goals. From this paper we make a 32 day committment to one of the items we want to do. It is very exciting.
More to follow.
Claudia
Mar 19, 8:41 AM — Academic Sources