Thoughtful Education Getting Comfortable with The New American Lecture

June 9, 2010

Reflecting on What We’ve Learned

What do you know about the Thoughtful Classroom strategies?

What do you know about the New American Lecture strategy?

What questions do you have?

Functions of Memory

Short Term Memory

Is this important?Will I use this?Is it worth the risk?

AttentionWorkingMemoryMultiple ExposureVariety of StrategiesIntensity of Thought

Engagement

Learning

Long Term Memory

StoredRetrieved

Getting Comfortable with the New American Lecture

Goal 1 Relevance: Help students find personal meaning by

connecting to prior knowledge or experiences to new learning.

Goal 2 Organization: Model research based techniques for

organizing information.Goal 3 Note-taking: Guide students toward more effective

note-taking skills.Goal 4 Memory: Improve memory and comprehension.

Assets of the NAL

Teacher can impart multitudes of information! Allows students to question and practice. It is short and to the point. The teacher is very knowledgeable. The class is under control. It really helps auditory learners.

Liabilities of Lecture

Lecture can be boring. It is teacher-centered. Lecture has a negative connotation. It can often overwhelm young listeners. There can be a lack of student participation and

ownership of learning. There is often no way for the teacher to know

exactly what the students are absorbing from the lecture.

Making it BETTER!!!

P – Make it PERSONAL

R – Make it RELEVANT

I – Use their INTERESTS

C – Spark their CURIOUSITY

E – Appeal to their EMOTIONS

InteractiveTransitionsAnecdotesAttention grabbers

What is the New American Lecture

What can the NAL do for you and your students?

CONNECTION

Purpose:

Techniques:

Phase I: Preparation

CONNECTION

Purpose:

Techniques:

Phase I: Preparation

• attention

• hook

• bridge

• kindling

ORGANIZATION

What is it?

How is it used?

Principle:

Present Visual Organizer

ORGANIZATION

Purpose: • Chunk informationto fit the Memory

Techniques: •Visual Organizers• Say It and See It

Present Visual Organizer

What are some organizers you use? When? How?

Step 1

Step 2

Step 3

Step 4

D EEP

PROCESS

Phase III: Collecting Information

Purpose: •Multiple Memory Pathways

Techniques: • Dual Coding• Non-Linguistic• Primacy and Recency

Phase III: Collecting InformationD

EEP

PROCESS

•Dual Coding

EXERCISE

Phase IV: Review Questions

Phase IV: Review Questions

EXERCISE

Purpose: • Rehearsal Rote ElaborateTechniques:• Questions in Style• Stop 3-5 minutes (5-7 for high school) to pose questions and process information

4 Thought Learning Styles

Remember, Recall

•summarize

• retell

• sequence

Reason

• compare &contrast

• prove & disprove

• cause & effect

Relate

• connect personally

• evaluate

• empathize

Recreate

• suppositions, what if

• make and explain metaphor

• create, invent or design

4 Thought Learning Styles

Remember, Recall

• What are the phases of the New American Lecture?

Reason

• Why is the New American Lecture more effective in building lasting memories than traditional lecture?

Relate

• What new insights did you gain about the NAL and how to use it in the classroom?

Recreate

• How is the New American Lecture a key to improving students’ academic performance?

Let’s look at a teacher using the NAL

Hook: Have you ever achieved something that you didn’t

get credit for?

How did it make you feel?

What might you do next time to make sure credit is given for your accomplishment?

continued

Today, we are going to examine the question, “Who should get credit for discovering America?”

Who do you think should get the credit and why do you think so?

Early Man and Co. Leif Erikson and Co. Columbus and Co.

Exploration Dates

What was the culture like?

What were their motives for exploration?

What were some discovery processes they used?(technology)

What were some effects of the discoveries?

Who Discovered America?

30,000 B.C.

Hunters, gatherers; whole families and tribes traveled together.

Food: following caribou herd to New World.

Feet to walk across land bridge.

People spread over 2 continents; established over 200 different cultures and languages; adapted well to all environments. Sophisticated cultures-limited communication

1200 A.D.

Raiders and Traders

Booty and easily transported goods.

Knorr, slender flexible vessel using wind, man-power.

Keel, 2/3 of length; Word of mouth culture and no maps.

Small settlements in the new world that disappeared mysteriously; sagas in 1250 AD, moved from a pagan culture to a Christian culture.

Paleo Americans Vikings Southern Europeans

What do you remember about the Paleo American’s discovery of America?

Compare and contrast the Paleo Americans’ discoveries and the Vikings’ discoveries.

Talk with a partner to discuss the people or person you believedeserve credit for

discovering America?

What if the southern Europeans had never

come to America? What effects might this have

had on America?

Synthesis

Many people disagree about who should get credit for discovering America.

A. Identify at least THREE groups that should be considered.

B. Select the group whom you think deserves the credit and explain why.

Review NAL

Principle 1 – The stronger the connection, the stronger the memory.

Principle 2 – The clearer the organization, the stronger the memory.

Principle 3 – The deeper the processing, the stronger the memory.

Principle 4 – Memories are like muscles; they develop with exercise.

PHASE 1 – Connect

PHASE 2 – Organization

PHASE 3 – Deep Process

PHASE 4 – Exercise