The Brain in Health and Disease

CONTENTS OF CURRICULUM UNIT 09.06.05

  1. Unit Guide
  1. Introduction
  2. Demographics
  3. Rationale
  4. Objectives
  5. Brain Structure
  6. The Brain in action
  7. Connecting the regions to Literacy
  8. Strategies
  9. Classroom Activities
  10. Investigation One
  11. Investigation Two
  12. Investigation Three
  13. Appendix A
  14. Appendix B
  15. Appendix C
  16. Appendix D
  17. Appendix E
  18. Bibliography
  19. Notes

An Investigation into Learning Using the Regions of the Brain

Kathleen Geri Gormley

Published September 2009

Tools for this Unit:

Classroom Activities

My classroom lessons will follow the Understanding By Design, UBD, model. 13 The backward design model centers on the idea that the design process should begin with identifying the desired results and then work backwards to develop instruction. There are three main stages: Identifying desired outcomes, determine acceptable evidence of competency (assessment), and plan instructional strategies and learning experiences that bring students to this competency level.

In stage one, Wiggins and McTighe refer to it as "enduring understanding" and includes the following elements, enduring value beyond the classroom, resides at the heart of discipline, requires uncovering abstract or often misunderstood ideas, and offers potential to engage students. Furthermore by answering key questions, "essential question" students deepen their learning about content. The enduring understanding and essential question are discussed prior to each daily lesson and are used to set-up or "open" the lesson for the day. At the end of each daily lesson, I will return to the enduring understanding and essential question. We will discuss the content of the daily lesson and this will act as the "closure" for each lesson. 14

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