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In this presentation, we explore a framework for effective instruction: emotion, movement, modeling, and memory. Master teachers know how to use all four elements to their utmost to maximize learning.
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Emotion, Movement, Modeling, and Memory: A Framework for Effective
Instruction
Willy Wood
EMOTIONS(Implicit Memory) Associated With:
(Explicit Memory) Associated With:
The Learning Environment (Classroom Climate) The Learning of Content
Positive climate leads to: Endorphins in blood, which –Give feelings of euphoria
--Stimulate frontal lobes
Negative climate leads to: Cortisol in blood, which --Raises anxiety level --Refocuses frontal lobes
to fight or flight
What instructional activities will get
students emotionally connected to the content
of the learning?
Ways to Positively Impact the General Learning Environment
• Acknowledgements• Affirmations• Celebrations• Music • Movement• Choices
1. Movement
Use regular movement to increase blood flow to the brain and to reset the attentional clock
EMOTIONS(Implicit Memory) Associated With:
(Explicit Memory) Associated With:
The Learning Environment (Classroom Climate) The Learning of Content
Positive climate leads to: Endorphins in blood, which –Give feelings of euphoria
--Stimulate frontal lobes
Negative climate leads to: Cortisol in blood, which --Raises anxiety level --Refocuses frontal lobes
to fight or flight
What instructional activities will get
students emotionally connected to the content
of the learning?
“Emotions drive attention, create
meaning, and have their own memory pathways. They
regulate behaviors, and they help us
organize the world around us. You can’t get more related to learning than that!
-Eric Jensen
“An emotionally
charged event…is the
best-processed
kind of external
stimulus ever measured.”
-John Medina
Emotionally charged events persist much longer in memory and are recalled later with greater accuracy
In some emotional states, the body releases extra amounts of adrenaline, which helps the hippocampus to form long-term memories
2. Emotion
Use emotional “hooks” to frame relevance and provide context for the content
“The more attention the brain pays to a given stimulus, the more elaborately the information will be encoded—and retained….Better attention always equals better learning. It improves retention of reading material, accuracy, and clarity in writing, math, science—every academic category that has ever been tested.”
-John Medina
PPPP
• Prime• Present• Pause• Process
Whole-Group Discussion is Deadly Because…
Some Ways for Students to Process
Information Include…
Benefits of Pausing to Process-Raises Energy Levels
Benefits of Pausing to Process-Raises Energy Levels-Clarifies and Refines Thinking
Benefits of Pausing to Process-Raises Energy Levels-Clarifies and Refines Thinking-Stores Information in Long-term Memory
Benefits of Pausing to Process-Raises Energy Levels-Clarifies and Refines Thinking-Stores Information in Long-term Memory-Clears Working Memory
Long-term Memory Begins with Long-term Memory
We Use Prior Knowledge to Tell Us Where We Should Focus Our Attention
We Scan the Environment for Similarities, and We Tend to Remember Things Better If We Have Seen Them Before
The Brain also Gives Special Attention to Items that are Deemed Interesting or Important
On the Negative Side, if Previous Experience with the New Subject Matter Produced Failure, the Student Will Shift Attention to Other Stimuli
3. Memory
Use a Focus-Diffusion that Matches the Way the Brain Learns Best
Limit Input to One Main Idea and Its Details
Engage All Students Immediately After Input
Allow Students Time to Process the Information
Regularly Review and Consolidate Over Time
4. Modeling:
Whenever Explaining How to Do Something, Show, Don’t Tell!
Putting It All Together:
Context-Content-Context