Engagement & the Brain
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Transcript of Engagement & the Brain
![Page 1: Engagement & the Brain](https://reader036.fdocuments.us/reader036/viewer/2022062422/568132ba550346895d997836/html5/thumbnails/1.jpg)
Engagement & the BrainJen Madison, ESU 6
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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.
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Hello!
Please share:
•name
•teaching assignment
•…one other thing!
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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
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Objectives
You will be able to…
Identify and explain research-based ways to boost retention
Key Concepts Clear Objectives
Information Processing Model
Primacy-Recency
Sense & Meaning
VAK
Rehearsal
Closure
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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__________.
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Now try this...
Objective: Identify issues that poultry farmers face.
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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__________.
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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
concerned when health problems such as
coccidiosis arise any time after the egg
stage to later life. Experts recommend that young
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.
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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?
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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.
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Partners A & B
Discuss why sharing clear objectives with students is important.
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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
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Objectives
You will be able to…
Identify and explain research-based ways to boost retention
Key Concepts Clear Objectives
Information Processing Model
Primacy-Recency
Sense & Meaning
VAK
Rehearsal
Closure
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Information Processing Model
(Sousa, How the Brain Learns, 2007, p. 39)
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My brain asks…
Does this new
learning make
sense?
Does this new
learning have
meaning?
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Limbic System
• memory formation & storage
• regulating emotion
• processing smells
• arousal
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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
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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…
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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
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Changing States
content related
non-content related (brief, occasional)
the intentional teaching action of periodically varying the students’ mode, task, or focus
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Objectives
You will be able to…
Identify and explain research-based ways to boost retention
Key Concepts Clear Objectives
Information Processing Model
Primacy-Recency
Sense & Meaning
VAK
Rehearsal
Closure
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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)
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Memory Task
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Paper clips
Stapler
Marker
Sticky notes
Notepad
Pencil
Ruler
Calculator
White out
Glue
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Primacy-Recency(Sousa, How the Brain Learns, 2007, p. 90)
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Average Retention Rate after 24 hours
(adapted from David Sousa, How the Brain Learns, p. 95)
Boosting Retention
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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)/
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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
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Rehearsal
rote, elaborative
increase accurate student responses in class
provide quality feedback
distributed & cumulative!
PracticeMakes
Permanent!
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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
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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
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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.
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Ways to Boost Retention
(Sharing) Objectives
Information Processing Model
Sense & Meaning
Primacy-Recency
VAK
Closure
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Active Participation Structures
Cloze Review
State Change (Changing States)
Think – Ink -- Link
Choral Response
Partners A & B
Pause Procedure (or 10/2, 5/1)
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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 ___________.
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(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
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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
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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…
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Yes - No – Why?
posing a stimulating question or statement for which students must take a position and formulate reasoning
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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)
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Reception CheckCell Phone Reception Check
Full Bars…
or
No Signal?
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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
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Ways Students Can Respond
Say
Write
Do
more students responding accurately
more often
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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
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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
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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
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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
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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)
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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
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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)…
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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)
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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
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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)
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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