DAY1_TOPIC1_BRAIN BASED LEARNING theory (am session).pptx

for teaching strategies for learning

1. BRAIN-BASED LEARNING Carlo magno, phd Center for learning and assessment development- asia

2. objectives Use brain-based principles to facilitate learning among learners Use teaching strategies anchored on brain-based principles

3. Early brain development creates the foundation for a child’s academic, social, and emotional well-being and individual and collective success.

4. How the Brain Learns The brain learns in complex ways, involving multiple processes, systems and structures. Understanding these can help educators teach more effectively by working with the brain's natural learning mechanisms.

5. Learning Analogies Plant Growth Like plants, brains need the right context, triggers, processes, and structures to flourish. Complexity Learning involves many interconnected elements, similar to successful gardening. Gradual Process Learning, like farming, requires patience and consistent effort over time.

6. Brain-Based Learning Model Engagement Capturing student attention and interest is crucial for learning. Strategies Effective teaching methods based on brain science enhance learning. Principles Understanding how the brain learns guides educational practices.

7. Learning's Big Five Players 1 Context The environment and conditions in which learning occurs. 2 Triggers Stimuli that initiate the learning process. 3 Processes The brain's mechanisms for processing information. 4 Systems Interconnected parts of the brain working together. 5 Structures Physical components of the brain involved in learning.

8. Types of Learning Input Pre-Existing Input Using prior knowledge to learn new information. Sensory Input Learning through sight, sound, touch, taste, and smell. Explicit/Declarative Input Conscious learning of facts and experiences. Implicit/Non-Declarative Input Unconscious learning of skills and habits.

9. SPACED REPETITION INTERLEAVING RETRIEVAL SIR Technique Spaced repetition involves reviewing information at gradually increasing intervals over time, rather than cramming all at once. Example: A student reviews key concepts from a history class on Day 1, Day 3, Day 7, and then again on Day 14. Interleaving is the practice of mixing different topics or types of problems within a single study session, instead of focusing on one topic at a time (block practice). Example: In a math session, a student practices solving geometry problems, switches to algebra, and then returns to geometry later in the session. Retrieval practice involves actively recalling information from memory, rather than simply re-reading or reviewing notes. Example: After learning about World War I in history, a student quizzes themselves on key events and dates without looking at their notes.

10. Using interleaving method to teach reading Integrate reading skills in teaching different learning areas (subjects) in KS1. Use the Content-Based Language Instruction (CBLI) in developing reading skills in other learning areas. Make a sample learning plan for learning areas in KS1 that integrates the development of reading/literacy skills.

11. Premise Learners will successfully learn math, science, araling panlipunan , GMRC, Music, arts, PE and Health if they can read in L1 and L2!

12. KS1 learning Areas Learning Area Grade 1 Grade 2 Grade 3 Language / Reading and literacy / English / / Filipino / / Math / / / Makabansa / / / GMRC / / /

13. What language macroskils needs to be developed? Listening Speaking Reading Writing

14. Literacy Domains and the MACRO SKILLS IN COMMUNICATION

16. DOMAIN Definition Oral Language the system through which we use spoken words to express, knowledge, ideas, and feelings to communicate with each other. Phonological Awareness refers to the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. Phonological awareness refers to the ability or skill to hear, identify, and manipulate sounds of speech. Phonics and Word Recognition refers to the sounds in spoken words relate to the patterns of letters in written words in predictable and often generalized ways. Phonics involves teaching the relationship between letters of written language and the sounds of spoken language. Listening Comprehension refers to the ability to make sense of spoken language. It involves several processes like recognizing speech sounds, understanding what words mean, understanding sentence structures, and making sense of what is heard. Vocabulary refers to the words we must understand to communicate effectively. Fluency The ability to read orally with speed, with accuracy and proper expression Writing and Composing Formulate ideas into texts and represent them in the conventional orthographic patterns of written language

17. Region 4A grade 3 levels on English literacy (September 2022) using The Rapid Literacy Assessment –English (RLA-E) Cannot identify alphabet Can identify letters and sounds Can blend letters and recognize words Can read with comprehension

18. Region 4A grade 3 levels on Filipino literacy (September 2022) using The Rapid Literacy Assessment – Filipino (RLA-F) Cannot identify alphabet Can identify letters and sounds Can blend letters and recognize words Can read with comprehension

19. Recognize some letters such as the letters in their names Know the front and the back of a book Recognize rhymes Can name most or all the letters in uppercase and lowercase Can give sounds of letters (mostly consonants and some vowels ) May start to decode simple consonant-vowel-consonant (CVC) words For Mother Tongue, may blend specific letters to form syllables and words May still have spelling errors especially the middle sounds/letters Dependent on pictures and sentence context Listening comprehension is better than reading comprehension Can decode common two-syllable and some multi-syllable words Faster fluency development (can read texts with faster accuracy) Improvement in spelling Can generally decode familiar and unfamiliar words Fluency is well-established Can decode common one-syllable words Spelling reflects sounds in the word (e.g., “Krismas” for Christmas) Less dependent on pictures and context clues when decoding unfamiliar words Listening comprehension is still better than reading comprehension Grade 3 End of Grade 2 End of Grade 1 to Beginning of Grade 2 After Kindergarten to Beginning of Grade 1 STAGES OF READING DEVELOPMENT Before Kindergarten

20. Word recognition Language comprehension

21. How do you teach the subject while teaching reading? Content-Based Language Instruction or CBLI is a pedagogical approach to language teaching. "people learn a second language more successfully when they use the language as a means of acquiring information , rather than as an end in itself" (Richards & Rodgers, 2001, p. 207). – interleaving approach Therefore, language is best learned when taught in the context of learning other learning areas.

22. Content-Based Language Instruction 2 competencies being developed at the same time Language competency Content competency

23. There are 3 models of CBLI: A. Theme-Based Model - This model is learner-centered. Teachers choose interesting topics with consideration on learners’ language development needs. Booking a flight Identifying letters of airplane model Writing words of objects found in the airplane Fluency on the procedure for booking Answering WH questions on the procedure on booking

24. B. Sheltered model - adapted to accommodate students’ limited proficiency in the language instruction. Sheltered courses are closely in keeping with the tradition of elementary and secondary immersion education in which L2 learners are separated or “sheltered” from native-speaking students. Non-readers With comprehension and can write Give answers orally Write answers in a paper

25. C. Adjunct Model - students are enrolled in two linked courses, one a content subject and one a language subject, with both subjects sharing the same content base but differ in their focus of instruction. The language teachers emphasize language skills, while content teachers focus on academic concepts. Such a program requires a large amount of coordination between the language and content teachers, and usually language teachers make the extra efforts to become familiar with the content. Science English Explain the water cycle Reading comprehension: Noting details about the water cycle

26. Collaboration Teacher in other learning areas Language teacher Identify and present lesson Content is shared with the language teacher Uses the vocabularies and sentences to teach language structures Teacher comprehension strategies for the target content

27. Makabansa G2Q3 Naipaliliwanag ang tungkulin ng mga taong bumubuo sa paaralan tulad ng punongguro , guro , doctor, nars , dyanitor , mag- aaral at iba pa

28. Bawal Magkalat

29. P: Magpakita ng larawan ng dyanitor na naglilinis ng bakuran ng paaralan . Naglalagay ng babala ang isa pang dyanitor sa larawan . Sino ang makikita sa larawan ? Ano ano ang ginagawa nila ? Bakit mahalaga ang kanilang Gawain? Ano ang nakasulat sa babala ? Isulat sa pisara ang nakasaad sa babala Ituro ang letra mula kaliwa papuntang kanan at sabay sabay basahin .

30. T: Ano ang dapat gawin pag Nakita itong babala ? Sino sino pa ang ibang mga nagtatrabaho sa paaralan ? Ano ang kanilang Gawain? Magbigay ng salitang kasingkahulugan ng “Gawain” Isulat sa pisara ang salitang “Gawain” Isulat ang nakuhang kasingkahulugan Kung babala ang ginagawa ng dyanitor , ano naman ang itinatala ng guro ? Ituro ang itinala ng guro dito sa loob ng paaralan . Sino sino pa ang mga nagtatrabaho sa paaralan ? Ibigay ang mga tungkulin .

31. Instructional Model using CBLI Effective Reading In the Content Area (ERICA)

32. EO: Itala sa pisara ang mga manggagawa sa pisara at kanilang tungkulin Pagmasdan ang talaan sabihin muli ang tungkulin ng bawat isa Larawan ng bawat manggagawa Mgat tungkulin

33. T: Magpakita ng talaan ng mga manggagawa sa pisara at kanilang tungkulin pero mga salita ang nakalagay ( hindi na larawan ) Ipabasa ng sabay sabay sa mga mag- aaral . Magbigay ng mga salitang kasingkahulugan nga mga salitang nakatala

34. Effective Reading In the Content Area (ERICA) 1. Preparing for Reading (Before Reading). It includes vocabulary and reading schema activation A. Unlocking of Difficulties/Drills on Phonics B. Motivation C. Motive Question for the lesson 2. Thinking through Information (During Reading). Introduce the concept knowledge and diagnosis. A. LEVEL 1(Basic/Literal level). Check if the learner can perform the reading task. B. LEVEL 2 (Critical level). Ask questions about the text or word. C. LEVEL 3 (Applied level). Expand the meaning and interpretation of the word or text. 42

35. Effective Reading In the Content Area (ERICA) Extracting and Organizing Information (After Reading). Extracting text elements and developing literacy skills. In this part of the lesson, learners can make graphic organizer to filter out the information a text is conveying. Noting details in the learning area can also be used. Translating Information. This involves expressing ideas and experiences of the learner. In this part of the lesson, learners are provided with spoken and/or guided writing activities / tasks that require then to create or compose their own texts (spoken/guided writing) by applying language competencies and content knowledge learned from earlier lessons. 43

36. LEARNING CONTENT STANDARDS, AND LESSON COMPETENCIES   Content The content is correctly specified Content Standards The content standards are correctly specified. Performance Standards The performance standards are correctly specified Learning Competencies The learning competencies are correctly specified. Anchors (theme and values) The anchors are completely specified Budget of Work The budget for work is completely specified in minutes

37. II. TEACHING AND LEARNING PROCEDURES Before the Lesson / Pre-Lesson Proper   Activating Prior Knowledge   The activity clearly showed the connections from the previous learning and introducing the new lesson. The activity uses learners background knowledge, personal experiences, exposure to events, ideas previously read Lesson Purpose / Intention (Preparing for reading) The activity motivates the learner to engage in the new lesson by asking questions, sharing their ideas about the new concepts, and cases demonstrating social and emotional learning Lesson Language Practice (Thinking through) An initial exercise is provided to determine learners’ ability to read given words, phrases, sentences, and text that is relevant to the content of the lesson

38. Reading the Key Idea / Stem   A strategy is provided where learners are provided with the opportunity to read the key ideas or stem of the lesson Developing an Understanding of Key Idea / Stem (extracting and organizing information)   The lesson clearly explains and unlocks new concepts, principles, and procedures using various strategies. Formative assessment is provided to check learners progress on the learning competency Deepening Understanding of Key Idea / Stem   The lesson is built around a set of critical questions allowing the learners to deepen their learning competency by demonstrating other examples, putting two or more ideas together, and specific real-life applications

39. After the Lesson / Post-Lesson Proper   Making generalizations   and abstractions (translating information) An activity is provided to conclude the lesson that draws any of the following: Generalizations New concepts and procedures Learning strategies (metacognition) reflection Evaluating Learning (formative assessment) Formative assessment is provided aligned with the learning competency followed by support for learners such as: Re-teaching Review Providing additional instructional resource Feedback Instructional correctives If the formative assessment is a performance task, initial practice and feedback are provided to the learners stating the criteria to be used in the rubric

40. Additional activities for application, remediation, or differentiation   Additional activities that are aligned with the learning competency were provided for additional practice, or differentiation, or to those demonstrating difficulties with the lesson. Summative Assessment Summative assessment is provided after the formative assessment and additional activities that are aligned with the learning competency with appropriate form either written or performance.   If the performance-based task is provided, the instructions include what learners are supposed to do and rubrics containing specific criteria aligned with the learning competency

41. G1Q1 Content: Number and Algebra Content standard: addition of numbers with sums up to 20. Performance Standard: count, recognize and represent whole numbers up to 100. (NA) Learning Competency: Solve problems (given orally or in pictures) involving addition with sums up to 20.

42. Activating prior knowledge: Let’s practice solving the following: 11+5= 10+2= 8+7= Purpose of the lesson (Preparing for reading) : Who among you have visited a farm? What can you plant in the farm? Show a picture of a farm to students. Point out what vegetables are seen in the farm Count each set of vegetables seen in the farm

43. Lesson language practice (Thinking through): Teacher writes on the board a tabulation of each vegetable with counts If I put together the carrots and cabbages, how many vegetables will I put in my container? Demonstrate abstraction of adding the carrots and vegetables. If I put together the eggplants and squashes, how many vegetables will I put in my container? Putting together means…. Other statements that means putting together are joining, adding, sum, combine… If I put join the eggplants and carrots, how many vegetables will I have? Here are the spelling of the words “ put, together, join, add, sum, combine”

44. Key Idea: I you see and hear statements like putting together, joining, adding, sum, combine.. Its means that you have to add the numbers Putting them in a statement would look like this.. (abstraction) Developing understanding (extracting information) I will read to you this problem, listen carefully: Jose and Aida both have colored pencils. Jose have 6 colored pencils and Aida have 7 colored pencils. Jose placed his colored pencils in Aidas case. Their colored pecils were combined. If you open the pencil case, how many pencils were combined?

45. Cont. Extracting information Show how colored pencils and a pencil case look like. How many colored pencils does Jose have? How many colored pencils does Aida have? Draw the colored pencils of Jose and Aida then count each. Write the number of each colored pencil. Add the two numbers? What is being asked in the problem? What procedure should you use to obtain the sum? What will the number statement look like? What is the answer?

46. Deepening understanding Read another problem to the students Demonstrate another way of solving the problem Abstraction (translating information) What are the different ways how we solve problems involving combining numbers? When you have a money and you will combine it with your sibling’s money to buy a toy, what method will you use and why? When you have old clothes and you classmates also combined their clothes to be donated to charity, what method will you use and why? What type of problems can you use counters? What type of problems can you use the graphical method?

47. Evaluating (formative) Give 5 items of problems to be solved and check Reteaching Show other methods to solve the problem Summative assessment Give 5 items of problems to be solved

48. workshop Select one learning competency other than language, reading, English, filipino Integrate the reading in the learning competency in the DLL