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

Holland, Michigan4

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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ljordan@leadered.com518-703-0114

ICLE 518-399-2776www.leadered.com