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The idea of being left or right brain is too simplistic, although hemispheres have localized functions, they are still connected and pass information (neural impulses) between them. As teachers, we should not teach to students' assumed brain preferences.

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Environmental Factors that arouse & maintain student's attention-->
1. Importance= Students identify what is the most important phrases in a word problem
2. Novelty= Showing students real word examples of shapes when discussing geometry
3. Intensity= Creating graphic organizers that help students visually understand long division with the use of arrows.
4. Movement= Asking students to move around the classroom to work with different partners

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Because of neuroplasticity of the brain, its has the capacity to change its structure & function as a result of experiences, therefore learning happens through experiences both environment (visual & auditory) and personal mental activities (thoughts).

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Process of stabilizing and strengthening neural (synaptic) connection through organization (labeling points on a graph), rehearsal ( teacher demonstrates and guides students through problem solving on the board, students then work with a partner to solve similar problem, student goes home and does homework independently), elaboration (real life math application).

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Motivation happens when the brain perceives a reward for a desired action.

The brain creates its own "reward" dopamine in response to completed goals.

Teachers must recognize because of varying brain structures, some rewards will not be of interest to others

Thus reward system must accommodate changes in students' preferences.

Teachers should create a motivational and emotional interest in their lesson. Bring in real life examples in math to peak interest and learn what different motivators and rewards each student has.

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Text readability-length and number of complex sentences & vocabulary

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3-Part Model of Determining Text Complexity

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3-Part Model of Determining Text Complexity

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1. Qualitative Dimensions/Factors= levels of meaning or purpose, structure, language conventionality & clarity, & knowledge demands.
2. Quantitative Dimensions/Factors= word length or frequency, sentence length, & text choice --> measure by computers
3. Reader & Task Considerations= variables specific to a particular reader, i.e., motivation, knowledge, & experiences

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Teachers should model how to read text and show their thinking process to make visible & tangible for all to hear and see. In Math, teachers can read word problems and model how we segment different information to make sense of components of the question.

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Teachers need to NOT assume students' experiences with complex texts and background knowledge on the topic. It is important that we frontload enough content before we begin a lesson to not assume all students are able to interact with content in the same way.

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Combined with text-dependent questions, accountable talk promotes collaborative reflection, invite students to reread & collect more evidence, & create culture of critical examination of knowledge & learning. As a group, students can identify key words in a math word problems that will facilitate deeper understanding of what the teacher has already modeled.