Brain Dump

At a Glance

• Time: 1-2 minutes
• Prep: None (students need paper/device)
• Group: Individual writing
• Setting: Any classroom
• Subjects: Universal
• Energy: Low

Purpose

Clear working memory and provide cognitive closure by having students quickly write everything in their head about the current topic onto paper without filtering or organizing, freeing up mental space for new information while consolidating recent learning through brief written processing before transitioning to the next topic or activity.

How It Works

1. Cue (10 sec) - "Grab paper. You have 90 seconds to brain dump everything you know about [topic we just covered]."
2. Rapid writing (90 sec) - Students write continuously—words, phrases, concepts, questions, connections—whatever's in their head about the topic
3. Optional share (30 sec) - "Turn to partner: What surprised you about what came out of your brain?"
4. Transition (5 sec) - "Put it away. Clean slate. We're moving to something new."

What to Say

Opening: "We just spent 15 minutes on [photosynthesis]. Your brain is full of information. Before we move to something new, we need to clear out working memory. Grab paper or open a doc. You have 90 seconds to brain dump everything you just learned—words, phrases, diagrams, questions. Don't organize it, just get it out. Go."

During: [Silent. Let them write. Watch the clock.]

Closing: "Stop. Look at what came out of your brain. That's learning. Put it away—we're shifting gears to [new topic]."

Why It Works

Working memory has limited capacity (Cowan, 2001)—when full, new information can't enter efficiently. Brain dumping externalizes information, freeing cognitive load. Writing also consolidates learning through encoding; students process what they learned by articulating it. The act of dumping creates psychological closure—students aren't carrying the previous topic into the next segment. This is especially crucial when lessons cover multiple unrelated topics; without a brain dump transition, concepts blur together.

Research Citation: Working memory capacity (Cowan, 2001)

Teacher Tip

Use brain dumps as transitions BETWEEN topics within a lesson—not just at the end of class. When you're teaching Topic A for 15 minutes, then shifting to Topic B, insert a 90-second brain dump between them. It creates a mental reset that improves encoding of both topics.

Variations

Different Prompts

• Factual: "Everything you learned about [topic]"
• Metacognitive: "Everything you're thinking/feeling about [topic]"
• Questions: "All questions you still have about [topic]"
• Connections: "How [today's topic] connects to things you already knew"

Different Formats

• Written: Lists, paragraphs, diagrams on paper
• Typed: Digital doc or form
• Visual: Quick sketch/concept map
• Verbal: Turn-and-tell to partner (oral brain dump)

Different Ages

• Elementary (K-5): 30-60 seconds; accept drawings + words
• Middle/High School (6-12): Standard 90 seconds; written or typed
• College/Adult: 2-3 minutes for denser content; can add reflection layer

Online Adaptation

Tools Needed: Digital doc or chat/form

Setup: None needed

Instructions:

1. "Open a blank doc or the chat—you have 90 seconds"
2. "Type/write everything you know about [topic]—don't stop typing"
3. Timer on screen
4. Optional: Submit to shared doc or private form
5. "Close that window. We're shifting to something new."

Pro Tip: Google Doc where everyone types simultaneously—see collective brain dump happening live—powerful visual of class learning.

Troubleshooting

Challenge: Students stare at blank page, can't think of what to write Solution: Prompt: "Write 'I don't know what to write' until something comes. Or start with 'Today we learned...' and keep going." The act of writing itself triggers recall.

Challenge: Students finish in 20 seconds, claim they're done Solution: "Keep writing. If you run out of facts, write questions you have. If you run out of questions, write how this connects to other topics. Keep your pen moving for the full 90 seconds."

Challenge: Brain dumps feel disconnected from learning—students don't see the point Solution: Explain WHY: "Your brain is like a computer with limited RAM. We're emptying the cache so new information can load efficiently. This isn't busywork—it's brain science."

Extension Ideas

• Deepen: "Brain dump + categorize": After dumping, students circle themes/categories in their dump (facts vs. questions vs. connections)
• Connect: Keep brain dumps in notebook section; review before assessment to see growth over unit
• Follow-up: "Compare brain dumps": Pair students—how were your dumps similar/different? What did your partner include that you forgot?

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Related Activities: Exit Tickets, Quick Write, Processing Pause