What do we know about the brain?

Description

Students reflect on their learning about Neuroplasticity.

 

Learning Intention

We are finding out what we  know about the brain and how we learn now,  after lessons and activities about Neuroplasticity.

Success Criteria

I can reflect on my knowledge of the brain after completing the neuroplasticity unit.

Explicit Teaching

Neuroplasticity activities and lessons are completed, students repeat the ‘What I know about the brain?’ activity on the other side of the sheet. Have students compare each side of the activity sheet to measure the growth in their knowledge.

Younger students can then use the learning reflection to compare their learning on dotted thirds. Older students can record and respond to the following sentence starters on the back of their sheets.

“I now know…” “Something I didn’t realise is…”

 

Enabling Prompts

• What is something new you have learnt that isn’t on your first reflection?
• What was the most interesting fact you learnt and why?
• Have you found the answers to any of the questions you asked before starting the lessons?
• What surprised you to learn and why?

Extending Prompts

• How is this knowledge different to what you knew before learning about neuroplasticity?
• How could you teach this to someone who doesn’t know anything about neuroplasticity?
• Can you summarise everything you learnt?
• Was there anything in your first reflection that you discovered was not correct?

Reflection

Students sit in a circle and share their learning in a popcorn style, or calling out their responses by building off what others have already said. They do this by using the prompt YES and…, using their listening skills to make relevant statements. If students have difficulty taking turns, the teacher could monitor the order by asking students to raise their hand when they have something to add.

For example: I learnt that the neurons in our brain pass messages through the synapse (1st student) YES and the neurons sharing can have no, weak or strong connections (second student) YES and no connections are where we all start when learning something new and so forth
(third student).

Optional – The teacher could record what the students are saying and use the comments to make a class summary of neuroplasticity learning.

Curriculum Links

English

Speaking & Listening

Students use a variety of strategies to engage in class discussions. They contribute actively to discussions, taking into account different perspectives.

Personal and Social Capability

Self-Awareness       

Students understand themselves as learners.

Resources

• A4 size sheet with outline of two heads – What I know about the brain template
• Learning Reflection – dotted thirds