DAY1_TOPIC2_brain-based strategies (pm session).pptx

teaching strategies.....

1. Brain-Based Teaching Techniques Brain-based teaching methods use insights from cognitive science and neuroscience to create more effective learning environments. These methods are grounded in how the human brain learns and remembers.

2. 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.

3. Spaced Repetition The Principle Spaced repetition is a learning technique that involves revisiting material at increasing intervals. It's based on the idea that our brains forget information over time. The Process Students first encounter a new concept. They then revisit the concept after a short interval and again after a longer interval.

4. Benefits of Spaced Repetition Increased retention Reduced learning time Stronger long-term memory Improved recall and fluency Spaced repetition effectively reinforces memories and knowledge by strategically spacing out review sessions. This method optimizes learning efficiency, leading to greater knowledge retention and improved recall.

5. Implementing Spaced Repetition 1 Initial Learning Introduce new concepts. 2 First Review Review material shortly after initial exposure. 3 Subsequent Reviews Gradually increase intervals between reviews. Spaced repetition involves revisiting material at increasingly longer intervals. This process strengthens memory retention by gradually reinforcing information.

6. Lesson Plan Subject: Araling Panlipunan Grade Level: 7 Topic: Naipaliliwanag ang sumusunod na konsepto : Nasyonalismo , Kasarinlan , Pagkabansa Strategy: Spaced Repetition 1. Introduction (10 minutes) Activity: Quick Recall Use flashcards with keywords or historical figures/events related to Nasyonalismo , Kasarinlan , and Pagkabansa . Ask students to share what they know or associate with the terms. Purpose: Activate prior knowledge and introduce the concepts.

7. 2. First Learning Session (15 minutes) Content Focus: Definitions and Historical Background Nasyonalismo : Definition and examples (e.g., Katipunan, People Power Revolution). Kasarinlan : Focus on independence from colonizers (e.g., 1898 Declaration of Independence). Pagkabansa : Nationhood and identity (e.g., symbols, language, unity). Activity: Guided Discussion with Visual Aids Present timelines and visuals to illustrate key events. Engage students in a discussion, asking reflective questions (e.g., "How did Nasyonalismo lead to Kasarinlan ?").

8. 3. Practice and Application (25 minutes) Spaced Repetition Session 1: Activity 1: Think-Pair-Share Think: Individually, students define the three concepts in their own words. Pair: Share their definitions with a partner and compare. Share: Groups share insights with the class. Spaced Repetition Session 2: Activity 2: Timeline Matching Students match historical events to the corresponding concept (e.g., "Philippine Independence Act" → Kasarinlan ).

9. 4. Second Learning Session (15 minutes) Content Focus: Contemporary Examples Explore how Nasyonalismo , Kasarinlan , and Pagkabansa apply today (e.g., OFW pride, sovereignty issues, cultural preservation). Activity: Group Discussion Divide the class into groups to discuss a specific contemporary issue (e.g., maritime sovereignty in the West Philippine Sea) and link it to one of the concepts. 5. Assessment (15 minutes) Spaced Repetition Session 3: Activity: Quiz with Explanation Explain nasyonalismo , kasarinlan and pagkabansa . Give an example of an event for each. Discuss answers as a class, emphasizing connections between concepts and events.

10. 6. Reflection (10 minutes) Activity: Concept Map Creation Students create a concept map showing the relationship between Nasyonalismo , Kasarinlan , and Pagkabansa . Wrap-Up Question: “How can you contribute to strengthening Pagkabansa as a student?” Homework/Extension Activity Title: "Exploring Nasyonalismo Today" Students write a short essay or create a multimedia presentation on a modern expression of Nasyonalismo in their community.

11. By repeating the content at spaced intervals throughout the lesson, students reinforce their understanding while actively engaging with the material in meaningful ways.

12. Interleaving Concept Interleaving refers to mixing different topics or skills within a learning session. Rather than focusing on one subject at a time, you switch between multiple subjects. Why it works Interleaving strengthens connections between different concepts and helps avoid rote memorization. By regularly switching between topics, you force your brain to work harder to retrieve information. Example Instead of practicing math problems for an hour, you could alternate between math, science, and history problems.

13. Benefits of Interleaving Interleaving different subjects or topics during learning can enhance retention and understanding. This technique promotes active recall and helps students make connections between concepts. Research shows that interleaving leads to better long-term retention compared to studying subjects in isolation. Interleaving forces the brain to work harder to retrieve information, which strengthens memory.

14. Implementing Interleaving Mix Up Topics Instead of focusing on a single subject for a long time, introduce different concepts throughout a learning session. Vary Practice Sessions For example, after reviewing a chapter on fractions, move to a section on geometry. Spaced Out Practice Return to the first topic later, and then revisit the second topic, integrating both into your next lesson. Active Recall This helps students create a stronger mental framework, making information easier to recall.

15. Lesson Plan Subject: Science Grade Level: 7 Topic: Explaining the Processes of Heat Transfer: Convection and Conduction Using the Particle Model Teaching Strategy: Interleaving 1. Introduction (10 minutes) Activity: Warm-Up Brainstorm Pose the question: “How does heat travel from a flame to your hand when you touch a metal rod or hold it above the flame?” Students share their initial thoughts. Briefly introduce conduction and convection as two ways heat energy transfers. Purpose: Activate prior knowledge and introduce key concepts.

16. 2. First Interleaving Session: Conduction (15 minutes) Content Focus: Conduction of Heat Explanation: Use the particle model to show how heat moves through a solid. Explain that particles vibrate faster when heated and transfer energy to neighboring particles. Example: Metal spoon in hot soup. Activity: Hands-On Experiment Materials: Metal and wooden spoons, hot water, butter with beads. Procedure: Attach beads with butter to each spoon, place the spoons in hot water, and observe which melts the butter faster. Students record observations and link to the particle model.

17. 3. Second Interleaving Session: Convection (15 minutes) Content Focus: Convection of Heat Explanation: Use the particle model to describe how heat transfer occurs in fluids (liquids and gases). Explain that particles in heated areas move faster, become less dense, and rise, while cooler, denser particles sink. Activity: Visual Demonstration Materials: Beaker, water, food coloring, and a candle. Procedure: Heat one side of the beaker's base and drop food coloring. Observe how the color moves, illustrating convection currents.

18. 4. Practice and Application (20 minutes) Activity 1: Compare and Contrast Students work in pairs to create a Venn diagram comparing conduction and convection. Activity 2: Application Scenarios Students rotate through stations with different scenarios (e.g., boiling water, touching a hot pan, feeling warmth from a heater). At each station, they determine if conduction or convection is at work and explain their reasoning using the particle model.

19. 5. Assessment and Reflection (15 minutes) Interleaving Review: Present mixed questions alternating between conduction and convection. Example: "Why does the handle of a frying pan get hot (conduction)?" "Why do you feel warm air rising near a heater (convection)?" Activity: Exit Ticket Students write one example of conduction and one of convection from their daily life, explaining each using the particle model. Homework/Extension Activity Title: Heat Transfer in Action Students observe and document two examples of heat transfer at home (one for conduction, one for convection). They explain the process using the particle model in their science journals.

20. Retrieval Practice Active Recall Retrieval practice involves actively recalling information from memory, rather than passively re-reading it. This can be achieved through quizzes, self-testing, or explaining concepts to others. Strengthening Connections Retrieval practice forces the brain to work harder, strengthening the neural connections associated with the information being retrieved. Improved Retention Retrieval practice significantly improves long-term memory retention, leading to deeper understanding and better application of learned material.

21. Benefits of Retrieval Practice Retrieval practice strengthens memory retention and deepens understanding. Students recall information more effectively and develop a deeper comprehension of the subject matter. 20-30% Improvement Retrieval practice can boost exam scores by 20-30%. 50% Retention Students retain information for longer when using retrieval practice. 60% Performance Students outperform peers who don't use retrieval practice. Students who actively retrieve information during learning experience long-term benefits, including improved academic performance and enhanced cognitive skills.

22. Implementing Retrieval Practice 1 Self-testing Ask yourself questions about the material. 2 Flashcards Create flashcards to review key concepts. 3 Quizzes Give yourself regular quizzes on the content. Retrieval practice is a powerful technique for boosting memory. When you retrieve information from your brain, you strengthen the neural pathways associated with that information, making it easier to recall in the future.

23. Lesson Plan Subject: Mathematics Grade Level: 8 Topic: Solving Problems Involving the Volume of Cones and Spheres Teaching Strategy: Retrieval Practice

24. 2. Guided Retrieval Practice (15 minutes) Activity: Solve Together Present a sample problem: Example (Cone): “A cone has a radius of 4 cm and a height of 9 cm. What is its volume?” Example (Sphere): “A sphere has a radius of 6 cm. What is its volume?” Solve step-by-step as a class, emphasizing units and proper substitution of values. 3. Independent Retrieval Practice (20 minutes) Activity: Practice Problems Provide students with mixed problems (cones and spheres) to solve on their own. Examples: Find the volume of a cone with r=5 cm h=12cm. A sphere has a diameter of 10 cm. Find its volume. Compare the volumes of a cone and a sphere with the same radius of 7 cm and height equal to the radius. Peer Check: After solving, students exchange papers and check each other’s work using an answer key.

25. 4. Application and Higher-Order Retrieval Practice (20 minutes) Activity: Real-World Scenarios Divide the class into small groups and assign each a real-world problem, such as: Cone: Designing an ice cream cone. Calculate the volume of the cone needed to hold a given amount of ice cream. Sphere: Determining the volume of a spherical water tank to hold a specified amount of water. Group Presentation: Each group presents their solution and explains their reasoning.

26. Homework/Extension Activity Title: Volume in Daily Life Students find an example of a cone or sphere at home (e.g., a traffic cone, basketball) and calculate its volume using measurements they take. Teaching Notes Retrieval Practice Justification: Repeatedly recalling and applying the formulas through various tasks strengthens memory and enhances problem-solving skills. Begin with simple recall and progress to real-world applications to build confidence and deeper understanding.

27. Combining SIR Techniques 1 1. Synergistic Effect Combining SIR techniques creates a powerful learning experience, amplifying their individual benefits. 2 2. Engaging Activities Retrieval practice can be incorporated into interleaving activities, making the learning process more engaging and effective. 3 3. Adaptable Approach The combination can be tailored to different subjects and learning styles.

28. Measuring Effectiveness Measuring the effectiveness of SIR techniques requires data analysis. Compare student performance using SIR techniques to those who do not. Metric SIR Technique Traditional Method Test Scores Higher Lower Retention Longer Shorter Time to Mastery Shorter Longer

29. Addressing Challenges Student Motivation Students may initially resist new learning strategies. Incorporate activities that build intrinsic motivation and reduce anxiety. Teacher Training Implementing SIR techniques requires ongoing professional development for teachers to gain confidence and mastery. Time Constraints Integrating SIR techniques effectively requires careful planning and consideration of time allocation in the curriculum.

30. Conclusion and Key Takeaways 1 Brain-Based Learning Brain-based teaching techniques improve student retention and engagement. 2 Effective Techniques Spaced repetition, interleaving, and retrieval practice promote deeper learning. 3 Ongoing Application Consistency in applying these techniques is crucial for optimal outcomes. 4 Future Research Further research is ongoing to explore and refine brain-based learning strategies.

31. Example Lesson Using SIR Techniques Here's a lesson example that incorporates SIR techniques: The lesson is a biology lesson about the human circulatory system. Introduce the circulatory system using a brief explanation and visuals. This is the initial retrieval practice. Students then complete a short quiz on the basics of the circulatory system, testing their initial retrieval. The teacher then introduces a new concept, such as blood flow through the heart. This interleaves with the previous concepts and promotes deeper understanding. Students then work on a more challenging quiz about blood flow through the heart. This retrieval practice reinforces the new concept while spaced repetition helps solidify the prior knowledge.

32. Lesson Topic: Days of the Week Grade Level: 1 Objective:By the end of the lesson, students will be able to: Identify and name the days of the week in the correct order. Recognize patterns and differences between weekdays and weekends. Materials Needed:Flashcards with days of the week, CalendarSong or rhyme about the days of the week Lesson Activities Using SIR Techniques Introduction (Spaced Repetition)Begin by singing a simple “Days of the Week” song.Show students flashcards with the days listed in order, reading them aloud together.Briefly discuss the concepts of weekdays vs. weekends. First Practice: Have students repeat the days in order twice. Key Feature: Use this activity daily over the course of a week to reinforce learning through spacing.

33. 2. Interleaved Activity Mix learning about days of the week with activities on weather or time. Example: Show a calendar and discuss today’s weather, day, and date. Ask questions like: “If today is Monday, what day comes next?” “What is the last day of the weekend?” Interchange these questions with non-linear tasks (e.g., counting objects or naming seasons). Key Feature: By mixing related yet distinct topics, students improve their ability to switch contexts and retain knowledge. 3. Retrieval Practice After reviewing the days of the week, ask students to: Arrange flashcards of the days in the correct order independently. Name the day that comes before or after a given day (e.g., “What comes after Wednesday?”).Recall which days are weekends.End with a quick quiz:Teacher : “If yesterday was Thursday, what is today? ”Student responds without looking at flashcards or calendars. Key Feature: Encourages students to actively recall information, strengthening their memory. Homework or Extension Have students draw or write about their favorite day of the week and explain why. Encourage them to practice saying the days aloud with a family member. Assessment: Observe students’ ability to correctly name and order the days during retrieval tasks. Use a checklist to track individual progress across spaced repetition activities throughout the week.

34. Workshop Group by subject area Select one learning competency for a level Prepare a DLL using the SIR