Ginotti/CFF Keynote 1 So what’s new in understanding adolescent learning? Making sense of the research and building applications to practice

Ginotti/CFF KeynoteGinotti/CFF Keynote 11

So what’s new in So what’s new in understandingunderstanding

adolescent learning?adolescent learning?

Making sense of the research Making sense of the research and building applications to and building applications to

practicepractice


Consider…Consider…

““We know more about learning than ever We know more about learning than ever before…To not apply this knowledge in the before…To not apply this knowledge in the classroom is nothing short of professional classroom is nothing short of professional

negligence.”negligence.”

Neil Pitches, Ph.D.Neil Pitches, Ph.D.

New Zealand, Ministry of EducationNew Zealand, Ministry of Education


Examining BeliefsExamining Beliefs

We test too much. T/F

Standardized Testing improves student learning. T/F

Technology positively impacts student engagement. T/F

Student achievement is most closely related tohow much and how widely a student reads.

T/F

Student talk improves student learning. T/F


A look at the brain researchA look at the brain research

Why does it matter?Why does it matter?

““How the brain works has a significant How the brain works has a significant impact on what kinds of learning impact on what kinds of learning

activities are most effective. activities are most effective. Educators need to help students have Educators need to help students have appropriate experiences and capitalize appropriate experiences and capitalize

on those experiences.”on those experiences.”

Renate and Geoffrey Caine in Renate and Geoffrey Caine in Making Connections: Teaching and the Human BrainMaking Connections: Teaching and the Human Brain


Start with a great sourceStart with a great source

How People Learn:How People Learn:Brain, Mind, Experience, Brain, Mind, Experience,

and Schooland School

fromfrom

The National Research The National Research

CouncilCouncil


Key Findings in Brain-based LearningKey Findings in Brain-based Learning

Students come to the classroom with Students come to the classroom with prior knowledgeprior knowledge and and preconceptions. If initial understanding is not preconceptions. If initial understanding is not engaged engaged (connection (connection made), learning will be superficial or non-existent.made), learning will be superficial or non-existent.

A A metacognitivemetacognitive approach stressing regular approach stressing regular formative assessmentsformative assessments will help students better control, monitor and deepen their learning.will help students better control, monitor and deepen their learning.

To develop competence in an area of inquiry or study, students must:To develop competence in an area of inquiry or study, students must:a. Understand the a. Understand the larger context or larger context or conceptual framework. conceptual framework.

b. Develop a b. Develop a deep foundation of factual deep foundation of factual knowledge, skills or strategiesknowledge, skills or strategies.. c. c. Organize and reconstruct knowledgeOrganize and reconstruct knowledge in ways that in ways that facilitate retrieval and application of learnings.facilitate retrieval and application of learnings.


The Implications for EducatorsThe Implications for Educators

Teachers must design classroom Teachers must design classroom environments that are:environments that are:

1.1. Learner-centered – Learner-centered – engaged and active classrooms that engaged and active classrooms that stress student collaboration and cooperative learning activities, stress student collaboration and cooperative learning activities, rich in applications of technology.rich in applications of technology.

2.2. Knowledge-centered – Knowledge-centered – defining what is taught, why it is defining what is taught, why it is taught, and what competence or mastery looks like.taught, and what competence or mastery looks like.

3.3. Assessment-centered – Assessment-centered – built around ongoing and regular built around ongoing and regular formative assessment making student thinking visible and formative assessment making student thinking visible and accountable and leading to success on pre-designed summative accountable and leading to success on pre-designed summative assessments.assessments.


Another great source…Another great source…

Organizing Instruction and Study to Improve Organizing Instruction and Study to Improve Student LearningStudent Learning

fromfromThe National Center for Educational Research The National Center for Educational Research

andandThe Institute of Education SciencesThe Institute of Education Sciences

September, 2007September, 2007

Committee:Committee:Janet Metcalfe, Janet Metcalfe, Columbia UniversityColumbia University

Arthur Graesser, Arthur Graesser, University of MemphisUniversity of MemphisKenneth Koedinger, Kenneth Koedinger, Carnegie Mellon UniversityCarnegie Mellon University

Harold Pashler, Harold Pashler, University of California, San DiegoUniversity of California, San Diego


Key Findings and RecommendationsKey Findings and Recommendations

Space learning over time: Space learning over time: revisit, review, reapply learnings revisit, review, reapply learnings over weeks and months after initial presentation. Requires a over weeks and months after initial presentation. Requires a focus on big ideas and larger concepts.focus on big ideas and larger concepts.

Combine multiple modalities: Combine multiple modalities: combine graphics, visual, combine graphics, visual, auditory descriptions, readings, and presentations. Provide auditory descriptions, readings, and presentations. Provide opportunities for authentic uses of technology when opportunities for authentic uses of technology when appropriate.appropriate.

Interweave modeling and problem-solving: Interweave modeling and problem-solving: alternate alternate between worked examples (teacher led) to problem-solving between worked examples (teacher led) to problem-solving exercises (student centered) emphasizing student centered exercises (student centered) emphasizing student centered work over time.work over time.

Connect and integrate abstract and concrete Connect and integrate abstract and concrete representations: representations: root concrete examples to the prior root concrete examples to the prior knowledge and experiences of the students and the classroom.knowledge and experiences of the students and the classroom.


Key Findings and RecommendationsKey Findings and Recommendations

Use quizzing to promote learning: Use quizzing to promote learning: generate answers and generate answers and connect language to understanding in both pre- and post-connect language to understanding in both pre- and post-learning experiences.learning experiences.

Teach study skills: Teach study skills: help students allocate study time help students allocate study time effectively in cooperative learning activities, emphasizing effectively in cooperative learning activities, emphasizing research-based strategies (i.e., notemaking, outlining, research-based strategies (i.e., notemaking, outlining, paraphrasing, summarizing, reciprocal teaching, etc.) and paraphrasing, summarizing, reciprocal teaching, etc.) and appropriate technology skills in support.appropriate technology skills in support.

Ask deep questions: Ask deep questions: require both verbal and written require both verbal and written responses utilizing student collaboration and cooperative responses utilizing student collaboration and cooperative learning groupings often to develop, test, and deepen learning groupings often to develop, test, and deepen responses.responses.


and another valuable resource…and another valuable resource…

Brain Research and Education:Brain Research and Education:Neuroscience Research Has Impact for Neuroscience Research Has Impact for

Educational PolicyEducational PolicyAn Education Commission of the States Report, 2004An Education Commission of the States Report, 2004

Lead Contributors and Researchers:Lead Contributors and Researchers:

University of California, BerkeleyUniversity of California, Berkeley

Northeast and Islands Regional Educational LaboratoryNortheast and Islands Regional Educational Laboratory

at Brown Universityat Brown University


Key findings andKey findings and recommendationsrecommendations

What can a classroom teacher do?What can a classroom teacher do?

As a As a stimulating environmentstimulating environment creates more connections and creates more connections and capacity in the brain, teachers should provide an environment that capacity in the brain, teachers should provide an environment that is is student-centered, language rich, technologically student-centered, language rich, technologically appropriate and engaging.appropriate and engaging.

As the brain makes the most neural connections when it is As the brain makes the most neural connections when it is actively involvedactively involved, teachers should design , teachers should design active, multi-active, multi-sensory learning activities that build and build on student sensory learning activities that build and build on student engagementengagement..

As activities that involve As activities that involve emotionemotion trigger chemicals that trigger chemicals that strengthen memory, teachers need to provide strengthen memory, teachers need to provide opportunities for opportunities for students to build personal connections to learning.students to build personal connections to learning.


What can a classroom teacher do?What can a classroom teacher do?

As the brain strives to As the brain strives to create connectionscreate connections, teachers must look to , teachers must look to build learning on build learning on prior knowledgeprior knowledge..

As the brain’s hierarchy of tasks starts with physical survival, As the brain’s hierarchy of tasks starts with physical survival, moves to emotional survival, and only then turns to thinking and moves to emotional survival, and only then turns to thinking and learning, creating a learning, creating a safe, secure and nurturing classroom safe, secure and nurturing classroom environmentenvironment is a precursor to all learning. is a precursor to all learning.

As the brain has evolved to being accustomed to rapidly changing As the brain has evolved to being accustomed to rapidly changing environmental stimuli, shorter periods of learning prove most environmental stimuli, shorter periods of learning prove most effective – effective – short bursts of accountable activityshort bursts of accountable activity..


The Learning/Literacy ConnectionThe Learning/Literacy Connection

Adolescent Literacy Resources:Adolescent Literacy Resources:Linking Research and PracticeLinking Research and Practice

bybyJulie MeltzerJulie Meltzer

with Nancy Cook Smith and Holly Clarkwith Nancy Cook Smith and Holly Clark

fromfrom

The LAB at Brown UniversityThe LAB at Brown UniversityThe Education AllianceThe Education Alliance

andandThe Center for Resource Management at LABThe Center for Resource Management at LAB

Supported by the Office of Educational Research and ImprovementSupported by the Office of Educational Research and Improvement


A Word About Literacy ResearchA Word About Literacy Research

Of course, “the research” is not monolithic, either in how it is conducted or Of course, “the research” is not monolithic, either in how it is conducted or in what it suggests. Researchers in various academic fields view literacy in what it suggests. Researchers in various academic fields view literacy itself quite differently…Researchers have explored behavioral, cognitive, itself quite differently…Researchers have explored behavioral, cognitive, and, more recently, sociocultural theories of reading [and literacy]. It is and, more recently, sociocultural theories of reading [and literacy]. It is important to note, however, that for more than a decade, research in the important to note, however, that for more than a decade, research in the area of adolescent literacy shows constancy in the findings despite the area of adolescent literacy shows constancy in the findings despite the diversity of approaches and theoretical premises.diversity of approaches and theoretical premises.

The research consistently reinforces several points about effective The research consistently reinforces several points about effective adolescent literacy development:adolescent literacy development:

• The role of engagement and motivation in literacy developmentThe role of engagement and motivation in literacy development• The requirement that students be actively involved in making meaning The requirement that students be actively involved in making meaning

from textfrom text• The interconnectedness of reading, writing, speaking, listening, and The interconnectedness of reading, writing, speaking, listening, and

thinkingthinking• The need to integrate both generic and discipline-specific literacy and The need to integrate both generic and discipline-specific literacy and

technology strategies throughout the content areas to maximize technology strategies throughout the content areas to maximize learninglearning

This astounding consensus is both an indication and confirmation of This astounding consensus is both an indication and confirmation of core concepts…and indicate where to pay particular attention to teaching core concepts…and indicate where to pay particular attention to teaching practices and learning environments. practices and learning environments.


What We Know…What We Know… To engage students, we must help them see connections between To engage students, we must help them see connections between

their lives and their work in school. their lives and their work in school.

We must create responsive and inclusive learning environments We must create responsive and inclusive learning environments that offer a choice of texts, opportunities for lively discussion, and that offer a choice of texts, opportunities for lively discussion, and many pathways for engagement with an emphasis on technology.many pathways for engagement with an emphasis on technology.

We know a variety of effective teaching and learning strategies:We know a variety of effective teaching and learning strategies:i.e., teacher modeling, teaching literacy skills in context, i.e., teacher modeling, teaching literacy skills in context, frequent assessment, and student collaboration.frequent assessment, and student collaboration.

Enhancing literacy skills and developing a facility with appropriate Enhancing literacy skills and developing a facility with appropriate technology will improve learning in the content areas.technology will improve learning in the content areas.

The success of any secondary reform initiative depends on The success of any secondary reform initiative depends on leadership, vision, ongoing professional development, and the leadership, vision, ongoing professional development, and the strategic use of resources – time, people, space, and materials.strategic use of resources – time, people, space, and materials.


What it looks like…What it looks like…When you walk into a secondary school that is truly focused When you walk into a secondary school that is truly focused on developing literacy, you see students everywhere on developing literacy, you see students everywhere engaged in reading, writing, and animated discussion. You engaged in reading, writing, and animated discussion. You encounter a high level of interaction between the students encounter a high level of interaction between the students and teachers, among the teachers themselves, and among and teachers, among the teachers themselves, and among the students. You see teachers and students using writing the students. You see teachers and students using writing for communication, reading a wide variety of books, and for communication, reading a wide variety of books, and constantly using computers for projects. Posted on the constantly using computers for projects. Posted on the walls, in the student paper, and on electronic bulletin walls, in the student paper, and on electronic bulletin boards are editorials, petitions, letters, and posters written boards are editorials, petitions, letters, and posters written by teachers and students to communicate messages by teachers and students to communicate messages important to the school community. In classrooms, you see important to the school community. In classrooms, you see video or dramatic interpretations, presentations, and video or dramatic interpretations, presentations, and critiques of presentations. These projects are occurring all critiques of presentations. These projects are occurring all the time, not just as special or one-time occasions. the time, not just as special or one-time occasions. Reading, writing, speaking, and listening are the lifeblood of Reading, writing, speaking, and listening are the lifeblood of the school, through which students and teachers explore all the school, through which students and teachers explore all manner of content, and everyone is engaged in the learning manner of content, and everyone is engaged in the learning process.process.


The Adolescent Literacy Support The Adolescent Literacy Support FrameworkFramework

The Framework, developed by the Center for Resource The Framework, developed by the Center for Resource Management a partner organization of the LAB at Brown Management a partner organization of the LAB at Brown University, provides a comprehensive overview of what needs to University, provides a comprehensive overview of what needs to be addressed to effectively support adolescent literacy be addressed to effectively support adolescent literacy development. development.

The Key Components are:The Key Components are:A. A. Address Student Motivation to Read and WriteAddress Student Motivation to Read and Write B. B. Implement Research-Based Literacy Strategies for Implement Research-Based Literacy Strategies for Teaching and LearningTeaching and LearningCC. Integrate Reading and Writing Across the . Integrate Reading and Writing Across the Curriculum Curriculum D. D. Ensure Support, Sustainability, and Focus Through Ensure Support, Sustainability, and Focus Through Organizational Structures and Leadership Capacity Organizational Structures and Leadership Capacity

(Embed the use and support of technology throughout) (Embed the use and support of technology throughout)


Where Is Your School?Where Is Your School?

StrengthsStrengths

NeedsNeeds


How Is The Research Helpful to You?How Is The Research Helpful to You?

NotesNotes

Documents

Ginotti/CFF Keynote 1 So what’s new in understanding adolescent learning? Making sense of the research and building applications to practice