We enjoyed Dr. Stevenson's short talk on neuoscience and its applications in everyday life.
Here are some of the links she mentioned:
Neuroscience for kids
Facts about the brain
The brain and illusions BBC programme (watch it now before it is removed from iplayer)
Thanks to Dr. Stevenson for giving up her time, and to you for your interest and your questions!
Tuesday, November 9, 2010
Wednesday, September 8, 2010
Neuroscience for beginners Session B1
1. What do you know about your brain? How do you think it functions during sport?
2. It's a no-brainer! You might be surprised by how the brains of top sportsmen and women work. Look at the images and Johnny Wilkinson's description of how he focusses during a match.
3. Brain vs Computer. Is your brain really an amazing computer? What are the similarities adn differences (think about functions performed, energy, speed, evolution, memory, damage and repair)?
4. There is much we do not understand about the brain, and people compare the brain to many different things to try to communicate its characteristics. Choose some comparisons from the metaphors sheet and develop some ideas.
5. Next session we will have the chacne to ask a neuroscientist some questions. Brainstorm some questions - about what we have read today or anything about the brain.
2. It's a no-brainer! You might be surprised by how the brains of top sportsmen and women work. Look at the images and Johnny Wilkinson's description of how he focusses during a match.
3. Brain vs Computer. Is your brain really an amazing computer? What are the similarities adn differences (think about functions performed, energy, speed, evolution, memory, damage and repair)?
4. There is much we do not understand about the brain, and people compare the brain to many different things to try to communicate its characteristics. Choose some comparisons from the metaphors sheet and develop some ideas.
5. Next session we will have the chacne to ask a neuroscientist some questions. Brainstorm some questions - about what we have read today or anything about the brain.
Thursday, June 24, 2010
What do you think of it so far?
Last Thursday was the final braincandy session of the year and students filled in evaluation sheets for the sessions they had attended. Games had been popular, as well as the Multiple Intelligences quiz, learning a new language, and lateral thinking by asking questions. Students then attempted a more creative way of feeding back, by constructing a "straw statue" about something significant they learnt this year. Have a look at Laura and Jessica's model above, with their thought-provoking explanation below. Well done to everyone on participating with such enthusiasm and originality - and see you next year for more braincandy.
Thinking out of the box
"There is a square box, and within the box are lines running straight and hitting the sides. This represents thinking within the box; the lines run straight, and so are not very interesting, and hit walls, signifying restrictions which do not allow you to expand. There are also lines running outside the box, which go in different directions, and match up with more thoughts running off. These thoughts span a larger area. This signifies that thinking outside the box permits you to expand, and reach a higher level of explanation and understanding."
Sunday, April 18, 2010
Monday, March 29, 2010
Session Eight
Today's session is all about the "support" part of our values, or we could call it the "network" part. You are going to create a blog on a topic of your choice and use it to bring together media related to your chosen interest as well as perhaps beginning to create a little learning network. I'll post the links when you have set them up so you can visit one another's. Meanwhile, have a look at the animation above to see what blogging is all about.
Friday, March 12, 2010
Session Seven
As this is our last session before Easter we are playing a game today. Your teacher will explain the rules of "Thought Exchange".
Before you start, have a go at one example of each card to get used to the format.
Now divide into a maximum of six teams (preferably fewer, say four teams) and take a coloured person for each team. Draw a "Route Planner" card and put your person on the Start circle. Take three counters to hand in when you change lines. Remember to change lines you must stop at an interchange, even if that is fewer moves than the number you rolled. If you answer correctly within the time you may roll again, and then await your next turn.
After you have been playing for ten minutes, stop and discuss what techniques you are using to meet the different challenges: you may well learn something from another group.
And at the end, some more braincandy: is there a difference between playing and learning?
Before you start, have a go at one example of each card to get used to the format.
Now divide into a maximum of six teams (preferably fewer, say four teams) and take a coloured person for each team. Draw a "Route Planner" card and put your person on the Start circle. Take three counters to hand in when you change lines. Remember to change lines you must stop at an interchange, even if that is fewer moves than the number you rolled. If you answer correctly within the time you may roll again, and then await your next turn.
After you have been playing for ten minutes, stop and discuss what techniques you are using to meet the different challenges: you may well learn something from another group.
And at the end, some more braincandy: is there a difference between playing and learning?
Thursday, February 25, 2010
Filtered thinking
1. Look through the colour filters. What do you notice? Can you explain it? Today we're going to look at how your brain filters information and how you can use that understanding to advantage.
2. How does your brain work? Which part of your brain deals with strong emotional reactions (fight or flight) and which with rational thinking? Do you know how your brain decides which of the almost infinite stimuli around you to notice? How could this filtering be a good thing? How could it be a bad thing?
3. Introducing De Bono's six thinking hats (image and mind-map).
4. Going back to our discussion last time - use the six hats to decide whether you would think it would be a good thing to be taught by a robot (take the hats in turn, everyone suggesting ideas).
5. What are the advantages of using the six hats technique, and why have we compared them to filters?
6. Now choose one of these questions and put on a hat. Have a discussion!
a) we should change assembly time to the end of the day
b) I should learn a new musical instrument
c) the government should impose a 1% charity tax
7. Can you think of lessons or study tasks where the six hats could be useful?
2. How does your brain work? Which part of your brain deals with strong emotional reactions (fight or flight) and which with rational thinking? Do you know how your brain decides which of the almost infinite stimuli around you to notice? How could this filtering be a good thing? How could it be a bad thing?
3. Introducing De Bono's six thinking hats (image and mind-map).
4. Going back to our discussion last time - use the six hats to decide whether you would think it would be a good thing to be taught by a robot (take the hats in turn, everyone suggesting ideas).
5. What are the advantages of using the six hats technique, and why have we compared them to filters?
6. Now choose one of these questions and put on a hat. Have a discussion!
a) we should change assembly time to the end of the day
b) I should learn a new musical instrument
c) the government should impose a 1% charity tax
7. Can you think of lessons or study tasks where the six hats could be useful?
Thursday, February 4, 2010
Session Five: Will robots take over the world?
1. Look at the slideshow of robotic toys. Which would be your preferred gift and why?
2. In groups draw three large circles on a sheet of A3. You have 5 minutes to write down firstly: possible uses of robots, secondly: possible drawbacks, and thirdly: questions it would be useful to answer about robots.
3. Read the extract about robots as carers. Does this answer any questions? Does it raise any additional questions?
4. Do you agree with this statement: "I would be happy to be cared for by a robot"? Take a sticky badge and indicate how you feel about the statement by writing ++ (if you completely agree) + (if you are fairly happy with it) ? (if you really don't know) - (disagree) or -- (disagree strongly).
5. Now find someone with views different to your own and try to persuade them of your view. You must also listen to theirs. If one of you changes their view, take a new badge, label it, and swap partners.
6. Plenary: what types of arguments made you listen most? Is it possible to make ethical judgements without discussion? Who is responsible for establishing ethics on an issue such as this?
7. Watch the clip: Robot Teacher. Will machines ever replace teachers?
2. In groups draw three large circles on a sheet of A3. You have 5 minutes to write down firstly: possible uses of robots, secondly: possible drawbacks, and thirdly: questions it would be useful to answer about robots.
3. Read the extract about robots as carers. Does this answer any questions? Does it raise any additional questions?
4. Do you agree with this statement: "I would be happy to be cared for by a robot"? Take a sticky badge and indicate how you feel about the statement by writing ++ (if you completely agree) + (if you are fairly happy with it) ? (if you really don't know) - (disagree) or -- (disagree strongly).
5. Now find someone with views different to your own and try to persuade them of your view. You must also listen to theirs. If one of you changes their view, take a new badge, label it, and swap partners.
6. Plenary: what types of arguments made you listen most? Is it possible to make ethical judgements without discussion? Who is responsible for establishing ethics on an issue such as this?
7. Watch the clip: Robot Teacher. Will machines ever replace teachers?
Tuesday, January 26, 2010
Language laboratory
Today we had a taster Japanese lesson and discussed similarities and differences between languages. We saw some languages lay more emphasis on precision, some on clarity, some on elegance, still others on issues of respect and social hierarchy. Not only is the vocabulary different, but the way each language is put together is unique. So as a language experiment we worked in small groups and chose our language priorities. We then communicated the following message in a language invented to reflect those priorities:
My name is .....
I am ... years old
My school is Woldingham
Listen to the recordings above and see what you think. Can you hear similarities to languages you know? Can you spot patterns? Are they pleasing to the ear? Obviously languages evolve over centuries, even millenia, but speeding the process up a bit was an interesting experience.
My name is .....
I am ... years old
My school is Woldingham
Listen to the recordings above and see what you think. Can you hear similarities to languages you know? Can you spot patterns? Are they pleasing to the ear? Obviously languages evolve over centuries, even millenia, but speeding the process up a bit was an interesting experience.
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