Regular readers are familiar with my recent series of posts about my “growing your brain” lessons. These are ones where students learned why physically happens to their brains when they learn.
I just made a very “quick and dirty” slideshow of a few examples of my students’ culminating activity — showing how they perceive the brain when it’s not learning and when it is learning using either literal or figurative language.
I’m putting together an article that will probably run in “Teacher Magazine” to summarize the whole series of what we did. You can also read about its progression in these four posts:
Reading Logs — Part Two (or “How Students Can Grow Their Brains”)