Chapter 1

1. Taking the information you read in this chapter, what should we be doing differently in our classrooms and schools? In what ways might you suggest we start making the changes needed if we are to meet the needs of ALL students?
I am working from the book How the Special Needs Brain Learns, by David Sousa. I think one of the comments that hit me the most so far was actually in the introduction and summarizes answers to this question. It was "As we gain a greater understanding of the human brain, we may discover that some students designated as 'learning disabled' may be merely 'schooling disabled'". Often the environment and teaching methods we use frustrate them and put blocks in their way. If we can change our approach we can make them more successful learners.

For example, students need enough time to process and reprocess new learning. Many of our special needs students need more time than their peers.

Also, new learning requires first of all focus and secondly rehearsal (practice) to transfer from working memory to long term memory. Focus requires meaning and relevancy, and focus in itself can be especially difficult for some of our special needs students due to differences in the neurochemical and physiological make-ups of their brains. So we need to do what we can in our classes to make learning relevant and meaningful to all students.

The first chapter also talked how the chanages in the environment, technologies, culture have impacted how students learn, and that today's students' brains need more novelty. Our schools can feel dull and nonengaging for today's students if there is not enough novelty.

2. In what ways might you translate the principles presented in the chapter into practical, everyday useful methods of teaching?

In the area of providing enough time for learning, building in extra time for students who need it (extra enrichment activities for those who don't need the extra time, or time built into the day/week for catch up).
In order to increase relevance and meaning for all students, spend time in the beginning of the year getting to know students' interests and passions, work to build in those interests into assignments (ex: passion about whales, use whales in math word problems, use books about whales, etc...). Also, help students bridge the gap between learning and relevance of what they learn in everyday activities.
The need to adjust our educational style and environment to incorporate novelty would include use of modern technology, pop music and culture, multi-modal teaching, offering choices. Include different ways of showing what they've learned to allow them to use different learning styles that have the most meaning for them.

3. If you were to plan your next steps for making your curriculum more brain compatible what would I see you do differently in your classes?
Offer more options within assignments
Give more time for students to complete projects
Give students more opportunities and guidance to our special needs students for what the author calls "elaborative rehearsal" (associating new learning with prior learnings to create associations)
Include more novelty.