Post on 26-Dec-2015
Linda L. JordanSenior Implementation Advisor
Six Strategies for Moving into Quadrant D
Session #91
AgendaWelcome &
Introductions
Brain Geography
Rigor, Relevance,
Relationships
Similarities and Differences
Questioning
Academic Discussion
Visuals, Concept Maps
Technology and Games
Closing
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Learning OutcomesGive a deeper understanding of the Rigor and Relevance Framework
Give some applications of the RR framework using the Neurosciences & instructional strategies
Create an action plan as a result of being here today.3
My Credentials
Senior Implementation Advisor
The International Center for Leadership in Education
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Resources
The Brain Will Be Our Guide
Brain Geography…
“Learning is the brains primary
function…”
• Frank Smith, Insult to Intelligence
Lobes of the Brain
Communication of Neurons
Photograph of Neurons
Amygdala
The psychological sentinel of the brain because it plays a major role in the control of emotion.
It is connected to many parts of the brain and plays a critical part in learning, cognition and emotional memories.
Amygdala-Almond
Hippocampus
It helps us remember events in recent past, as well as responsible for sending new information and experiences to be stored in the cortex in long-term memory.
Critical to learning and memory formation.
Hippocampus-FEED THE HIPPO!
Reticular Activating System
The RAS receives information from all over the body and acts as a central initial regulator for attention, arousal, sleep-wakefulness and consciousness.
It filters out distractions or trivial sensory information.
Reticular Activating System
The Filter…The Senses
• DISTRATCIONS
Instructional Strategy #1
The 3 R’sRigor, Relevance,
Relationships
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Rigor/Relevance Framework®
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Problem-based
Learning
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“A problem clearly stated
is a problem half
solved.”~ Dorothea Brande ~
Problem-based learning is:an instructional approach built upon authentic learning activities that engage student interest and motivation.
Problem-based learning is:based on activities designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.
Requires inquiry* to learn and/or create something newInquiry should lead to constructing something newAllows some degree of student “choice” and “voice”PBL can motivate students who might otherwise find school boring or meaningless. Students gain a deeper understanding of the concepts, standards, and skills at the heart of a project. Allows students to reflect upon their own ideas and opinionsProject-based learning develops and nurtures conceptual thinking.
What is PBL?
10 Steps of Problem-Based Learning
1. Explore the issues/problems.2. List “what do we know?”3. Develop, and write out, the problem statement in
your own words.4. List out possible solutions5. List actions to be taken. Include timeline.6. What do we still need to know?7. Write up solution with its documentation and submit
it.8. Presenting and defending your conclusions/solutions.9. Review performance10.Celebrate your work!
The Third RRELATIONSHIPS
The BrainBrain seeks patterns, connections and relationships between and among prior and new learning.When new learning has personal meaning it is more likely to be stored in long-term memory systems.
Instructional Strategy #2
Similarities and Differences
Compare and Contrast
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Compare and
Contrast
Compare and ContrastRaises RigorStudents think in complex waysWhat does not belong? What do they have in common?Analogies, Metaphors, SimilesPatterns
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The BrainWhen students see
relationships they generate greater cell activity which
forms new neural connections.
Instructional Strategy #3
Questioning
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Teacher Questions
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“It is not the answer that
enlightens, but the question.”
~ Decouvertes ~
Questioning StrategyIncreases student engagementEnhances the quality and depth of student thinkingDevelops a questioning attitude in students whereby they learn to ask questions and seek answers
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6 Major Types of Questions
1. Information2. Analytical3. Imaginative4. Follow-up5. Opinion6. Conversational
Which types of questions lead to the most learning?37
Most potential for creating learning conversations
Information QuestionsRequests for specific informationHave a narrow range of responseAlso called “closed-ended” questionsGood for simple recall of informationEasier for students to answer and may help to build confidence in oneself.
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Analytical QuestionsStimulates reflection and comparisonsOpen-ended questions (multiple appropriate responses-may not even be an answer!)Creates convergent thinking; bring large amounts of info to a logical response
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Question Quiz
1. What factors contributed to the American Revolution? ____________________
2. What is the square of 8? ________________3. How could we count quantities if there were
no numbers 6-10? __________________4. Do you really believe in global warming? _____5. Are you listening to me? ____________________6. Why do you think that happened? ___________
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Information Analytical Imaginative Follow-Up Opinion Conversational
Question Quiz - Answers
1. What factors contributed to the American Revolution? Analytical
2. What is the square of 8? Information3. How could we count quantities if there were
no numbers 6-10? Imaginative4. Do you really believe that garbage? Opinion5. Are you listening to me? Conversational6. Why do you think that happened? Follow-up
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Information Analytical Imaginative Follow-Up Opinion Conversational
Questions By QuadrantC
How are these similar/different?How is this like…?What’s another way we could say/explain/express that?What do you think are some reasons/causes?Why did…..changes occur?What is a better solution to…?How would you defend your position about that?
_____________________________________________A
What is/are…?How many…?How do/does…?What did you observe…?What else can you tell me about…?What does it mean…?What can you recall…?Where did you find that…?Who is/are…?How would you define that in your own terms?
DHow would you design a…to …?How would you compose a song about…?How would you rewrite the ending to the story?What would be different today, if that event occurred as…?Can you see a possible solution to…?How could you teach that to others?If you had access to all the resources, how would you deal with…?What new and unusual uses would you create for…?__________________________________________
_BWould you do that?Where will you use that knowledge?How does that relate to your experience?What observations relate to…?Where would you locate that information?Calculate that for…?How would you illustrate that?How would you interpret that?How would you collect that data?How do you know it works?
The BrainThe brain responds to high challenge and continues to strive based on feedback.
Instructional Strategy#4
Academic Discussion
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Socratic Seminar
Socratic Seminar
Useful when the desire is for students to gain a
greater depth of understanding of an
issue or topic46
Benefits of a Socratic Seminar
Involves in-depth discussions, problem-solving, and clarification of complex issuesBuilds a collaborative learning cultureDevelops in all students the capacity to participate and learnEnhances student knowledge and research skillsTeaches respect for diverse ideas, people, and practices
Conducting a Socratic Seminar
Four Independent Elements:1.Text being considered2.Question raised3.Seminar leader4.Participants
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TextRich in ideas, issues, and valuesAbility to stimulate, extend thoughtful dialogCan be drawn from many subject areasMay generate more questions than it answers
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Question
Posed by leader or solicited from participantsHas no “right” answerReflects curiosity of questionerLeads participants back to the textEvolves “On-the-spot”
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LeaderPlays dual role; leader and participantDemonstrates habits of mindFocuses questions on text, asks follow-up questions, helps clarify positions when confusion develops, involves more reluctant participantsMust know text well to anticipate interpretations
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ParticipantsShare the responsibility for the quality of the seminar w/leaderStudy text closely in advanceListen activelyShare idea and questionsSearch for evidence in text to support ideasPractice good seminar behaviors and habits of mind
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Room ArrangementModifications often necessaryStudents need eye contact with one another and must appear equal to leaderArrange desks in circle-teacher at one deskIdeal size-15 to 20 studentsIf classroom is too small, make two circles-one inner and one outer. Inner participates, outer observes. Can rotate in and out of circles. 53
The BrainThe brain is social.Collaboration facilitates understanding and higher order thinking.
Instructional Strategy#5
Visuals and Concept Maps
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Artistic Expression
Visuals Aids-Teacher UsesWhite Board
Power Point showElmo Flip chartsPostersBulletin boards
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Visuals Aids-StudentsIllustrationsVocabularyNote takingTechnology
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Graphic Organizers
For students:Learn and express ideasIdentify and isolate important informationOrganize information into a meaningful
structureIntegrate information and draw patterns
and relationshipsClarify concepts that cannot be
communicated well with words60
Purpose of Graphic Organizers
Purpose of Graphic Organizers
For teachers:Teach thinking skillsReach visual learnersOffer opportunitiesProvide stimuli for right-brain
thinkingSupport visual, linguistic and
logical/ mathematical intelligences* 61*Howard Gardner’s Theory of Multiple Intelligences
Use of Graphic Organizers
All subjectsStructured note-takingShare ideas with othersDraw knowledge out from the learnerProvides visual alternative to note-taking 62
Sequence Organizers
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Event 1 Event 5Event 4Event 3Event 2
First Second Third Fourth Fifth
Rank or Steps
Event
Event
Event
Event
Topic
19601910 1920 1930 1940 1950 1970 1980 1990
Compare/Contrast Organizers
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A BAB
Not A or B
A
BC
AC AB
BC
ABC
Concept Development Organizers
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Direction
MINDMAP
arrows
Connection
color
Key WordsALL CAPS
Bold
Bra
nch
es
Symbols
$
♥
☺
©
Concept Charts
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Who?
What?
Where?
When?
Why?
Looks
Tastes
Feels
Smells
SoundsKnow Wonder Learned
Relational Organizers
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Effect
Cause
Cause
Cause
Cause
Cause
Cause
Part
Part
Part
Whole
Fishbone
Pie Chart
The BrainThe brain responds to wholes and parts.All learners need to open “mental files” into which new learning can be hooked.
Instructional Strategy#6
Technology & Gaming
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Instructional
Technology- Independen
t
Technology Used for Assistance
OLD VIEW: Schools, for the most part, use technology as an addition to existing curriculum and instructionNEW VIEW: Current innovations are defining technology as a unique instructional strategy.
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Significant innovations in computer technologyConnectivityMultimediaUnlimited storage
Instructional Technology
Independent Strategy
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MM
US
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We need to view students as information
detectives who think, explore, and make meaning from the
mass of information that the Internet makes available.
Instructional TechnologyAny Time
Instructional Technology: Any TimeClassroom BloggingVirtual CommunitiesWikisPodcasts Social Media
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The BrainIf you don’t use it, you lose it.Practice and rehearsal makes learning “stick”After repeated practice, working memories are set down as permanent neuronal circuits to be activated when needed.“Cells that fire together, wire together.”
Action Plan
As a result of being at this session what will you
implement?
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