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Brain-Based Practices
Never Sweat the Small Stuff
Skills vs. Tears
Stylish Learning
ADD/ADHD Stats
100
The seven-layer NTL pyramid with percentages, demonstrating the effectiveness of certain teaching methods.
What is passive? Lecture (5%), Reading (10%), Audio-Visual (20%), Teacher Demonstration (30%). What is active: Group Discussion (50%), Practice (75%), and Teaching Others (90%).
100
This ADD/ADHD problem is revealed by 1. difficulty following directions 2. not registering when homework is assigned during a lecture 3. inability to pick out key points when taking notes on a lecture
What is Listening Comprehension?
100
1. Taking longer on assignments or tests. 2. Negative emotions that disrupt thinking, memory, and learning, and should not be present in a classroom. 3. Logorrhea, volubility, compulsive talking about self-selected topics. 4. Reluctance to speak in class.
1. What is poor access to memory (an Executive Function Deficit)? 2. What are anxiety, fear, sadness, and anger? 3. What is a Language Deficit Characteristic of ADHD? 4. What is a Language Deficit Characteristic of ADD?
100
At this time, 15% more blood and oxygen get to the brain.
What is standing up after fifteen minutes of sitting, which puts large amounts of blood into your students' feet and butts?
100
Percentage of students with ADD/ADHD who have problems with written expression. Percentage of ALL students who prefer visual learning strategies. 47
What is 65%?
200
Creative and Practical Triarchic Patterns of Intelligence
What are the two Triarchic Patterns of Intelligence described by psychologist Robert J. Sternberg in which ADD/ADHD students might ultimately excel? (The three are: Analytical Intelligence, which analyzes, critiques, and evaluates; Creative Intelligence, which invents and discovers; and Practical Intelligence, which applies, utilizes, and implements.)
200
Difficulty with 1. rules of grammar in English, 2. learning a foreign language, 3. remembering math facts and algebra formulas, and 4. memorizing historical dates and facts.
What is Slow Processing Speed?
200
When learning is affected by ADD/ADHD, the mistaken primary focus of most school interventions.
What are behavior problems?
200
This style of writing requires less memory than cursive.
What is printing, often used by students with ADD/ADHD?
200
1. 56% of ADD/ADHD children have problems with this supposedly simple, ordinary function of life. 2. 50% of ALL students are frustrated with this supposedly simple, ordinary type of assignment. 3. 100% of students benefit from this simple, ordinary activity know to make your brain feel better by increasing endorphins (the peptide hormones that stimulate the frontal lobes and produce a sense of well being), releasing the neurotransmitters dopamine and serotonin (these increase attention and improve mood), and, lastly, the neurotropin BDNF (Miracle-Gro for brain cells).
1. What is restful sleep? 2. What are traditional left-brain, sequential assignments? 3. What is exercise?
300
1. Spatial/Visual and Kinesthetic 2. In three parts: Prime Time 1= students best remember what comes in first. Prime Time 2 = students remember next what comes in last. Prime Time 3 = students least remember what comes in the middle.
1. What are the two primary ways ADD/ADHD students learn? 2. What is the "best-practices," ideal division of a lesson?
300
ADD/ADHD problems revealed by low scores on the PS Index (PSI) and Symbol Search portions of the Wechsler Intelligence Scale for Children-IV (recently updated to WICS-V).
What are poor hand-eye coordination or slow speed in processing information?
300
According to Dr. Marc Atkins, the miracle cure for many serious academic and behavioral problems is this.
What is one-on-one tutoring?
300
Small, hard-to-read handwriting indicative of this symptom of ADD/ADHD.
What is poor fine-motor coordination?
300
Vocabulary for the ADD/ADHD difficulty with remembering information in the here-and-now, say, for 20 seconds.
What are Working Memory problems, an aspect of Executive Function Deficit?
400
1. Linguistic, 2. Logical/Mathematical, 3. Visual/Spatial, 4. Body/Kinesthetic, 5. Musical, 6. Interpersonal, and 7. Naturalist
What are Howard Gardner's Types of Intelligence, summarized by Sandra Rief in our text?
400
Not necessarily present in ADD/ADHD, errors and misinterpretations when reading silently, or, when reading out loud, skipping words, phrases, or lines and not self-correcting; or losing your place in the midst of reading silently or out loud.
What is the Specific Learning Disability associated with reading comprehension?
400
Difficulty in listening; daydreaming; careless mistakes in punctuation; not noticing changes in positive to negative signs in math; difficulty finishing tasks; lack of awareness of grades...
What are some key symptoms of ADD/ADHD that interfere with learning?
400
1. Orchestrated immersion! 2. Relaxed alertness that eliminates fear while still challenging students! 3. Lesson content that connects to prior learning!
What are three important interactive teaching strategies advocated by Renate and Geoffrey Caine of the Caine Learning Institute?
400
Number of items high school students are expected to handle in working memory. Number of items ADD/ADHD students can handle in working memory.
What is seven? What is five or fewer?
500
1. Glucose and oxygen. 2. Water. 3. Hands-on activities that incorporate visual cues.
1. What is the food of the brain? 2. What hydrates the lungs, enabling oxygen to get into the blood, which then helps move neuron signals through the brain? 3. What helps ADD/ADHD students master challenging academics such as math or writing essays or book reports?
500
Dr. Tom Brown compares these important strategies to what a conductor does with a symphony orchestra: 1. Organizational skills. 2. Working memory. 3. Ability to maintain a constant state of alertness in academic, business, or other daytime environment. 4. Ability to perform analysis that leads to synthesis. 5. Self-monitoring internal language that urges action. 6. Control of emotions 7. Effective transitioning from one activity to another (compartmentalization)
What are Executive Functions, deficits in which are often overlooked in examining ADD/ADHD learning problems?
500
Taking shortcuts in written work; doing math in your head; not reading the whole problem before giving an answer; jumping to conclusions about the ends of stories to avoid reading them; never proofreading essays or checking answers on tests....
What are more key symptoms of ADD/ADHD that interfere with learning?
500
1. Sociability and adaptivity of the brain! 2. Search for meaning! 3. Positive emotions! 4. Spatial organization of memory! 5. Challenges vs. threats! 6. Uniqueness of every student's brain!!
What are some brain-based principles that Renate and Geoffrey Caine ask teachers to consider using as they teach?
500
1. Takes forever to complete. 2. Is produced in small amounts. 3. Presents difficulties in organizing and ordering. 4. Chief lacks are analysis, sequencing, and synthesis. 5. Its chief cause is lack of working memory.
What is the nature of ADD/ADHD written output?