Engagement & the Brain

Engagement & the BrainJen Madison, ESU 6

Fact / Myth Game

While we wait for everyone to arrive, please work with a colleague to sort the statements into the best category: fact or myth.

Hello!

Please share:

•name

•teaching assignment

•…one other thing!

Objectives

You will be able to…

Apply active participation techniques to engage students and boost retention

Key Concepts:

verbal responses

structured partners/groups

written responses

Objectives


Identify and explain research-based ways to boost retention

Key Concepts Clear Objectives

Information Processing Model

Primacy-Recency

Sense & Meaning

VAK

Rehearsal

Closure

The questions that p____________ face as they raise

ch_______ from in________ to adult life are not easy to

an______. Both fa________ and m_________ can become

concerned when health problems such as

co___________ arise any time after the e__________

stage to later life. Experts recommend that young

ch_________ should have plenty of s__________ and

Nutritious food for healthy growth. B________ and g _______

should not share the same b__________ or even sleep in the

same r__________.

Now try this...

Objective: Identify issues that poultry farmers face.

The questions that p____________ face as they raise

ch_______ from in________ to adult life are not easy to

an______. Both fa________ and m_________ can become


co___________ arise any time after the e__________


ch_________ should have plenty of s__________ and

Nutritious food for healthy growth. B________ and g _______

should not share the same b__________ or even sleep in the

same r__________.

The questions that poultrymen face as they raise

chickens from incubation to adult life are not easy to

answer. Both farmers and merchants can become


coccidiosis arise any time after the egg


chicks should have plenty of sunshine and

Nutritious food for healthy growth. Banties and geese

should not share the same barnyard or even sleep in the

same roost.

Objectives(learning targets, outcomes, learning goals, benchmarks, goals, purpose)

Express what students should know (declarative) or be able to do (procedural) at the end of a learning episode

What should they know / be able to do?

How will they show me their learning?

Sharing Objectives(learning targets, learning goals, benchmarks, goals, purpose)

Stated explicitly very early in the lesson

Feedback tied closely to objectives

Clear purpose explained to students relevance to students previous or future learning, current

experience (sense & meaning)

Extensions: students prioritize, set personal goals, paraphrase, etc.

Partners A & B

Discuss why sharing clear objectives with students is important.

Write – Pair - Share

Write Record “sharing objectives” on your craft knowledge

record (name it, describe it, say why it’s good).

Pair Find a new partner

Share Compare your descriptions, check for accuracy and

thoroughness, revise as necessary

Objectives





Primacy-Recency

Sense & Meaning

VAK

Rehearsal

Closure


(Sousa, How the Brain Learns, 2007, p. 39)

My brain asks…

Does this new

learning make

sense?

Does this new

learning have

meaning?

Limbic System

• memory formation & storage

• regulating emotion

• processing smells

• arousal

Why should I be interested…?

Limbic system usually trumps frontal lobes (part of cerebral cortex) reasoning & rational thought impaired

Help! time movement deep, controlled breathing

Think-Ink-Link

Think - Prompt all and provide time to think.

Ink - Direct students to write; provide a structure.

Link - Provide structured opportunities to share.

What are some manifestations OR implications of this model in your classroom?

Sentence Stem Options:

•One manifestation in my classroom is____. For example…

•One implication in my classroom is ____, because…

Pause Procedure

1. Present information (~ 10 minutes)

2. Pause & Process (~2+ minutes) discuss & revise notes summarize answer focus question predict share own related experiences

Also 10/2 or 5/1 Ratio

Changing States

content related

non-content related (brief, occasional)

the intentional teaching action of periodically varying the students’ mode, task, or focus

Objectives





Primacy-Recency

Sense & Meaning

VAK

Rehearsal

Closure

Primacy-Recency Effect

“During a learning episode we remember best that which comes first,

second best that which comes last,

and least that which comes just past the middle.”

(Sousa, How the Brain Learns, 90)

Memory Task

Paper clips

Stapler

Marker

Sticky notes

Notepad

Pencil

Ruler

Calculator

White out

Glue

Primacy-Recency(Sousa, How the Brain Learns, 2007, p. 90)

Average Retention Rate after 24 hours

(adapted from David Sousa, How the Brain Learns, p. 95)

Boosting Retention

Trumps

Movement – Sitting

Talking – Listening

Images – Words

Writing – Reading

Shorter – Longer

Different -- Same

(Bowman, “The Six Trumps Slide Set” available 8.15.12 from http://bowperson.com)/

VAKMatch to what you’re teaching!

Visual Primary source of input More developed in digital natives

Auditory Both listening and speaking e.g., choral response

Kinesthetic Can be “small” movements E.g., acute & obtuse angles

Rehearsal

rote, elaborative

increase accurate student responses in class

provide quality feedback

distributed & cumulative!

PracticeMakes

Permanent!

VAKCloze Review

V__________ Primary source of i___________ More developed in digital natives

A__________ Both ____________and ___________ e.g., choral response

K__________ Can be s__________ movements E.g., acute & obtuse angles

Closure

Sense and meaning attached to new learning

Occurs at end of lesson or after sequence of instruction for an objective (3-7 minutes)

Directly involves learner processing

Relates directly to objective

ClosureTalk a Mile a Minute / Name that Concept / Password

Goal: Successfully communicate all items in one minute.

Partner A:

Provide clues to your partner without using the actual words, derivatives, or rhymes.

definitions, examples, descriptions, contexts

Partner B:

Name the concept or component or say “pass” to move on to the next item.

Ways to Boost Retention

(Sharing) Objectives


Sense & Meaning

Primacy-Recency

VAK

Closure

Active Participation Structures

Cloze Review

State Change (Changing States)

Think – Ink -- Link

Choral Response

Partners A & B

Pause Procedure (or 10/2, 5/1)

Think-Ink-Link

Think - Prompt all and provide time to think.

Ink - Direct students to write; provide a structure.

Link - Provide structured opportunities to share.

What the name of the system governing emotions, memory, and arousal & what helps “get out” of it?

Sentence Stem Options:

•The system governing emotions, memory, and arousal is called the ___________.

(Study) Tell – Help – Check

Study: optional each studies topic/question for a few minutes

Tell: teacher designates partner to recall information

Help: (other partner) assists (asks questions, gives hints, tells more) respectfully agrees or disagree with reasons, confidence

level

Check: together check notes / display, each corrects written record

Objectives


Apply active participation techniques to engage students and boost retention

Key Concepts:

verbal responses

structured partners/groups

written responses

Checking for UnderstandingYes - No – Why? & Sentence Stems

Having students raise their hands to respond to questions/prompts is an effective and efficient teaching behavior.

Yes, I agree with this assertion because…

or

No, I don’t agree with this assertion because…

Yes - No – Why?

posing a stimulating question or statement for which students must take a position and formulate reasoning

Why Active Participation?

Opportunities to respond related to increased academic achievement increased on-task behavior decreased behavioral challenges

Caveat only successful responding brings these results

initial instruction (80% accuracy) practice/review (90% or higher accuracy)

Reception CheckCell Phone Reception Check

Full Bars…

or

No Signal?

Show Me!

Augment effectiveness of perception check

How well do you know…? perception check (e.g., Fist to Five)

Show Me! each student demonstrates response boards, written response

Ways Students Can Respond

Say

Write

Do

more students responding accurately

more often

Choral / Unison Response

prompting students to respond together on cue when answers are short and the same

Why? focus tool

provides thinking time

all students responding

students using academic language (vs. teacher-talk)

repetition of important terms/concepts

accurate pronunciation (safe rehearsal)

provides feedback for teacher

Response Slates/Cards

Prompting students to write responses on “slates” (personal whiteboard) or point to responses on prepared cards

Why? Monitor ALL student responses Reusable materials Slates: longer, divergent answers Cards: limited answers, quick probes

Structured Partner Response

teacher-structured activity when student pairs share/discuss specific information

Why? elaborative response or to review recently learned

information increase focus, attention, academic language use, etc. provides scaffold Increases opportunity for students to look good

Structured Partner Response

How?

teacher-selected partners gracious middle with low alternate ranking (readiness, social skills) use base groups / assign roles (A and B / 1 and 2)

clear expectations specific prompt/task structured academic language (i.e. sentence starters) on-the-clock monitor, provide scaffolding and feedback

Tips for Structured Partners

“If you want it, teach it!” (APL)

Look – Lean – Whisper

tape numbers on tables (#1, #2 with arrows pointing to partners)

change partnerships occasionally (3-6 weeks)

Sentence Stems

teacher prompt to use specific academic language or syntax when responding to prompts orally or in writing

Why? beyond chatting accurate rehearsal students using academic language and syntax provides scaffold to competently discuss topic

Sentence StemsExamples

I predict ___ because ___.

One consequence of the invention was a rise in __.

My favorite color is ___.

…your response must include the words “sacrament” and “baptism”

Somebody (people)…

wanted (motivation)…

but (conflict)…

so (resolution)…

Somebody (people)…

wanted (motivation)…

but (conflict)…

so (resolution)…

Something (independent var.)…

happened (change)…

and (affect on dependent var.)…

then (conclusion)…

Something (independent var.)…

happened (change)…

and (affect on dependent var.)…

then (conclusion)…

Interaction Sequence1. Prompt / ask ALL

students.

2. Pause (adequate wait time).

3. Put students on-the-clock.

e.g., “You have 30 seconds to share your answer with your partner.”

4. Students share their thoughts with a partner.

5. Select student(s) to respond.

Monitor & Conference

• Check student answers• Probe• Provide answers when missing• Take note of good responses

1. Intentional Selection2. Random Selection3. Volunteer Selection

(Sharer, Anastasio, & Perry, 2007, p. 80-85)

Pass Option

Best as temporary exit “Tell me one thing you heard _(the previous responder)_

say.” “Tell me the best answer you’ve heard so far.” Look it up in notes

Requires teaching Explain why Teach what it looks like / sounds like Communicate its temporary nature

Craft KnowledgeThink – Ink – Link

Think– What strategies/routines have you learned today that are applicable to your teaching assignment? Name it. Describe it. Say why it’s good.

Ink– Record at least two in your Craft Knowledge Record

Link– Give One – Get One (2-3 people)

Two Stars and a Wish

Please share two of the most important or relevant ideas you learned or were reminded of.

Please record something you wish: a question or a comment about something you

heard something you need to know to understand

better a resource you would like posted something to help make the in-service more

engaging, relevant, accurate

Documents

Engagement & the Brain