A BRAIN-friendly checklist for lesson planning Have I (Check 2 for Right hemisphere. What is there inthis lesson to engage the intuitive, holistic, fanciful faculties Is there an opportunity for students to visualise situations, to see the ‘big picture’ not just a smal item of target information, Are we using colour for underlining, highlighting? If we are doing skills work, such as summarising or giving talks, (3), are we Using non-linear note taking (mind maps Have I includes establish moods (high energy/calming) and to work in conjanction with @ angage ult me pave reve of eson cone, o Sige Check 3 or he Reflex bela. Where ar he ocasions fr breaking the inched over desl’ posur sng heart and ptt goed supe of Oy cnyeen pope around thei Have | hough about rch eso il Check 4 or the Umble system. Memory and emotion are closely associated so what Jes this ech ages a ach ea pny fr ten tang, work? are the expections I give about the get mate encoursping (ee NOT Tim sony we've got todo this because ifs difialt and not much use QD but t's prt ofthe sylbus? re my comeciontecbmigus conduct to My building bal Inner earning enutonment sbowtng rept or he (Check 5 for the neo-cortex (new brain), The brain likes to say ‘Thank you a Jor that input ~ now I want to ‘lain’ the new knowledge for mse.’ Docs the lesson contain opportunities for students to be original with the target concepts through role play, tasks etc Is there a chance for students to experiment and find out how the rules/boundaries operate? (check 6 for learn that auditory, visu 4g styles. Can I look at this lesson and say ‘Yes. There sa built in safety net so ‘and kinaesthetc learners wall all be able to get hold ofthe conten?