Research Presentation Blog:
By: Jyl Mason
Summary of discussion question and meeting regarding my topic and a summary of the task that your classmates did.
The question I asked my peers after presenting on brain research, was an application question that basically asked how people could use the information from brain research in order to lead better lives right away and in the future. The brain research I studied, continued to reiterate the benefits of exercise to brain function, so I concentrated my task around helping my classmates to experience these benefits.
Evaluation of presentation-based on rubric and include a letter grade and a justification. (What were my strengths? What would I do differently)
I read through the “Assessment of Research in to Teaching & Learning” before I completed the research and created my presentation so I had a good idea about the final product I wanted to create. After reviewing the presentation I made, I feel my presentation is easy to follow, clear, concise, thorough, and very interesting. I hope I made it interesting, but the research was definitely interesting, and very applicable to everyday life as well as teaching. As I poured over the research, I felt like the information was like having access to a really great “life-hack!”
In order to make it interesting, I chose to incorporate information that I personally found interesting. The video I incorporated of a teacher running her whole-brain classroom captured the imagination of other teachers by inspiring similar strategies that would produce that much engagement. In addition, I incorporated several varied examples including a physical product of brain research from mind-control prosthetics that allows my audience to realize the gains that have been made through tapping into how the brain works, and how we can use brain research to our advantage.
In order to provide more visuals, I incorporated several videos that would elaborate on more brain research relevant to graduate students and educators in order to enhance their understanding. For these reasons, according to the rubric, I would give myself an A for being on target.
Quality of question & task
Reflect on your learning regarding the topic researched, creating the presentation and observing the comments from others on both the task and the question.
I learned so much from my investigation on current brain research. I was able to correct the misunderstandings and myths I believed about brain research, and gain new understandings that will help me everyday and in my classroom. For my task, I wanted my classmates (and myself) to begin to experience the benefits coming out of brain research that I was finding, and I wanted them to be able to apply it and reap the benefits.
The question I asked my classmates on how the brain research could benefit them, was to get them to think about all of the different ways they could apply the research. The comments and conversations I heard from my classmates, were similar to my own as I combed through the research, and it appears as though I chose the sources that would be helpful in correcting their misconceptions and helping them to dream about the possibilities coming forth with brain research. Libby, discussed having the same misconceptions I did, and the awe of where brain research has brought us thus far. Allison, said she really liked seeing the whole-brain classroom in action and she made a connection between the whole-brain classroom to the perceptual modalities we learned about previously. I was never able to watch Laurie’s video, it was unavailable every time I checked in to view it.
In our group conversation today, we all chose different types of physical activity, yet we all experienced similar results. Everyone benefited from the physical activity and mentioned more focus, less restlessness while working, and increased comprehension. Libby did mention one negative account of mistyping more than usual possibly due to fatigue in her hands from her physical activity. Laurie was pleased to spend time with her kids and seeing the change for the better in their behavior due to the physical activity. Allison’s bike ride yielded the same positive effects of more focus and less restlessness. Allison talked about using brain-breaks for her students for the same purpose we utilized physical activity for ourselves.
-consider your learning based on your prior experiences-how does it link or what did it make you realize, and how might it relate to what you have been thinking about doing.
During the school year, I have a class that is connected to an advisory period where students are potentially in their desks for 80 minutes straight. The first 30 minutes was the advisory period where students would work silently, while I conferenced with them individually and then we would begin class for the remaining 50 minutes. On test days especially, sitting for 80 minutes was visibly uncomfortable for my students, so I would have what I called, “Brain-Breaks!” During this time, they could get up, move around, talk to a friend, or we would do something more structured and active. Sometimes I would lead a game, and other times we used my discussion ball for some “non-silent, silent-ball” with some background music they would enjoy.
I always called these brain breaks, and my students always enjoyed them, but I had no idea they were backed up by brain research. As it turns out, they are backed up by brain research in a couple of different ways. First of all, the brain breaks provided activity (shown to be beneficial to increase brain function) and the brain breaks provided something new and interesting to the students (also backed up by brain-research). In addition, the brain breaks provided an enjoyable experience (also backed up by brain research to do something enjoyable before an obligatory task, helps you to perform the obligatory task better).
The change I am currently thinking about making since I have inherited a large classroom, is to experiment with the benefits of flexible seating. Dr. Judy Willis talked about new environments exciting the brain, and a classroom that offers structure with an inviting atmosphere might be a helpful change from single file desks.
-Think about your learning as you prepared. As you read the discussion of your questions with your classmates, what was new, what did you think that your colleagues need to know should be addressed?
Throughout the process of gathering brain research, I wanted to find information that would ultimately give my classmates and I tools and information to become even better teachers. I wanted to find proven research (which is difficult to do, with brain research) that we could use to benefit our students and increase what they are learning in our classrooms. In addition, I wanted to give my peers and myself the opportunity and permission if you will, to experiment and apply current brain research. My classmates enjoyed getting active, reaped the benefits, and I hope we all take time to continue to act on what we now know.
