Brain Friendly Learning in Math

  Yesterday, I discussed associated learning in general. Today, I'm going to look at it with specific applications to math.  I do this because I've had people discuss wonderful topics and techniques but I had to figure out how to use them in mathematics. The presenter had no idea.

Remember that math builds on itself so its important to create a situation so the brain itself moves the information from short term to long term memory. 

In mathematics or any topic, teachers can use a seven step process to help brains move from passive to active learning.

Step one is to reach students because if you don't reach them, you can't teach them.  One way to do this is to create a question or hook of some sort to grab their attention.  The hook might be a movie trailer designed to spark their attention. 

Step two is to give students an opportunity to reflect on the material so their brains can begin to make connections between prior knowledge and current material.  This can be done through a journal entry, a reflective question, or having two students discuss it.  Nothing wrong with using journal entries to incorporate writing into the math classroom because it helps develop student ability to express their thinking.

Step three is to have students put the ideas into their own words.  Have students write down a short summary of what's been discussed.  Teachers need to make sure they have the correct information because its at this point that the material is still in the temporary memory and must be correct before it moves to long term memory. This is important because students need practice in expressing mathematical ideas in their own words, especially if they are English Language Learners.

Step four is to reinforce the learning.   As students write down their understanding of the material, it is important for the teacher to provide immediate feedback either through positive reinforcement if correct or providing correction if its not correct.  Everything I've read indicates immediate feedback is important.  If the misconception reaches long term memory, its difficult to correct it so this is extremely important.

Step five is the stage where differentiation happens.  If students need reinforcement, this is where the teacher provides a new hook or reflection while those who have a better grasp will study the topic in more depth or practice it more.  If the topic is brand new, you might have additional rehearsals

Step six is the review stage where students play games, write, draw, create mind maps, or perhaps include a practice test to see where they are in understanding the material.  I use Jeopardy, Kahoot, play videos with music on the topic.

Step seven is when students show if they can retrieve the material.  The more practice students have, the less stressful this step is.  This can be done through a test or by having students create the assessment they thing would show what they know.

All of these steps are easy to incorporate into the math classroom. I always like things like this that are done in a step by step manner so I can incorporate it immediately rather than figuring out how to include it.

Let me know what you think.  I'd love to hear.