BRAIN BASED STRATEGIES

1. Involving students in real-life or authentic

problem solving

 Sometimes students ask us when and where they

need this and that they are learning in school.

 Implies that students hardly see the relevance and

practical application of what they’re taught in school
 Ex:

Students in fifth grade class were challenged by

their teacher to determine whether public opinion in
their city matched that of the country in public poll
regarding the selection of a presidential candidate.
2. Using projects to increase meaning and
motivation

Projects may not necessarily be based on problems

Ex: The class will work together on a presentation of

World War II memories and produce an extremely
poignant recording of a song from the era and
display collages of photos and other memorabilia.
3. Simulations and role plays as meaning makers

- Not all curriculum topics can be addressed through

authentic problem solving and projects.

- At times these activities are not feasible, so

simulations which are not real events, are our resort
 Ex:

A sari-sari store to give elementary students

experience in making budget, stay within budget
and counting change for bills.
 4.Classroom strategies using visual processing

“A picture is worth ten thousand words.”

This being the case we make it a point to have

visual aids. Visuals are powerful aids in retention as
well as in understanding.
GRAPHIC ORGANIZERS FOR
CLASSIFICATION
FIGURE 9
Categories
FIGURE 10
FIGURE 11 FOR ANALOGY

people as plants

oxygen carbon dioxide

FIGURE 12
 Hierarchical Topical Organizer
FIGURE 13
FACT

FACT
FACT

TOPIC

FACT FACT
FIGURE 14
Web

Topic
Concept
Theme
FIGURE 15 EPISODE PATTERN ORGANIZER

Duration
Place

Time
EPISODE Effect
Cause

Person Person Person

FIGURE 16
CONCEPT PATTERN ORGANIZER

Example

Characteristic

Characteristic Concept

Example Characteristic

Example Example Example

Example
Example
FIGURE 17
TIME-SEQUENCE PATTERN IN ARBITRATION

Step 1: A dispute between two parties .

Step 2: Both parties agree to have another person
listen to their arguments and make a decision for
them.
Step 3: The court appoints an arbitrator.
Step 4: In a setting much less formal than a trial, the
arbitrator listens to both sides.
Step 5: The arbitrator makes his or her final decision,
and the parties must abide by it.
 5. Songs, jingles and raps-

Content can be more easily learned when they give

it a tune or make it into rhyme

Adding movement to the music or rhyme provides an

extra sensory input to the brain and probably
enhances learning
 6. Mnemonic strategies –

assist students in recalling important information.

Ex: We count the peaks and valleys of our

knuckles.

StalaCtites - found on the Ceiling

StalaGmites – found on the Ground
7. Writing strategies –

Make students write their own word problems and

make them ask their classmates to solve them or
by the use of incomplete statements

Ex: I think calculators… Factoring is easy if… I am

hard up in…
In Social Studies, you make them write dialoggues,
speeches,letter, newspaper eulogies.
8. Active Review -

Instead of the teacher conducting the review,

students are given their turn.

Review days are planned and organized to give

enough time for students to prepare for the holding
of a review. It also strengthens synapses.
9. Hands-on-activities –

Concrete experience is one of the best ways to make

long-lasting neural connections. Aristotle said:
“What we have to learn to do, we learn by doing.”