TeachSMART+&+BrainSMART

term academic and behavior goals || -Name, Goal, What will I do to accomplish my goal? How well I am doing? -Teach goal setting explicity -Begin with daily goal setting - doesn't have to be intricate, could be academic or behavioral -Reflection on progress towards goal - can be as simple as thumbs up/down -need student "buy-in" to goal setting || memory. "My learning depends on memory." || -Teaching kids what memory is and how it impacts their learning. -Teaching kids strategies for helping them remember -Teaching kids different types of memory -//Teaching Smarter with the Brain in Focus// || =of Self= || I know how I learn best and I know what I like to learn about. || -self-assessments -choosing ways of using your learning modalities || =Self= || I know how my actions effect me and others. || -teaching emotional self-regulation -teaching being aware of how our actions impact others -4 to 1 (positives to negatives) -on task time, visible reminder -regulating with engagement ("when does it break down? how do I fix it?") -have kids determine how they tell when someone is paying attention- -everyone raises hand, but each student determines how prepared they are to answer by how they hold their hands || important, and what organizational methods work best for me. || -teach how organizational skills are relevant -teach strategies for organizing -students choose what method works for them -materials and work ||
 * || =Stands For...= || =Definition= || =Strategies to Promote this Area= ||
 * =Brain= ||  ||   ||   ||
 * =S= || =Setting Goals= || I can set realistic short term and long
 * =M= || =Memory= || I understand short term and long term
 * =A= || =Awareness=
 * =R= || =Regulating=
 * =T= || =Totally Organized= || I know what organization is, why it's

-call them a name students understand -determine how you will know targets are met (exit slips?) -classroom teachers start with certain subject area so it's not overwhelming || music are incorporated || -energizers -//Brain Breaks for the Classroom// -play music during work time or transition time -sing songs -have students come up with lyrics to popular songs to help them remember || -build in response (movement of some type) to the chunks of time || speak, read, write, and reflect || -build in movement to response -individual white boards -thumbs up/thumbs down || =Strategies= || brain language, connections, novelty, student goal setting, higher order thinking, activating prior knowledge, strong closure of lesson, visual memory, teach brain SMART activities || -teach a brain lesson -students need to understand their brains and believe that their brains can get smarter -conscience discipline breathing to focus or calm down (recognizing and doing something about it): STAR (smile, take a deep breath, and relax), Balloon, Drain, The Pretzel -//Teaching Smarter with the Brain in Focus (//3D Breathing//)// -United Streaming -stretch breaks -Brain POP -Brain Gems ||
 * || =Stands For...= || =Definition= || =Strategies to Promote this Area= ||
 * =Teach= ||  ||   ||   ||
 * =S= || =Set Clear Objectives= || learning objectives are stated || -posting objectives in kid friendly language using learning targets ("I can") or criteria for success ("I will") statements
 * =M= || =Movement & Music= || movement &
 * =A= || =Age Appropriate= || age appropriate chunks of instruction || -the age of the child +/- 4 minutes
 * =R= || =Response Times & Types= || opportunities for students to listen,
 * =T= || =Teach with BrainSMART=