23 Themes of Teaching Talent

Adapted for the Rutherford Learning Group’s Developing the Artisan Teacher,

for use in PETLL©

1. Clear Learning Goals: 2. Congruency: 3. Task Analysis: 4. Diagnosis: 5. Overt Responses: 6. Mid-Course Corrections: 7. Conscious Attention: 8. Chunking: 9. Connection: 10. Practice: 11. Personal Relevance: 12. Locale Memory: 13. Mental Models: 14. First Time Learning: 15. Neural Downshifting: 16. Enriched Environments: 17. Success: 18. Performance Feedback: 19. Stagecraft: 20. Complimentary Elements: 21. Time and Timing: 22. Personal Presence: 23. Delight:

The Skill of TeachingThe first 6 themes are the skills to enhance learning that every teacher can learn and use.

Clear Learning Goals: Congruency:

Task Analysis: Diagnosis:

Overt Responses: Mid-Course Corrections:

The Science of Teaching

The following 12 themes are the discoveries about the human brain that can be harnessed by the teacher to enhance learning in the classroom and with the individual.

Conscious Attention: Chunking:

Connection: Practice:

Personal Relevance: Locale Memory:

Mental Models: First Time Learning:

Neural Downshifting: Success:

Performance Feedback: Enriched Environments:

The Art of Teaching

The last 5 themes are the artistic application of the skills and science that seamlessly produce enhanced learning for the individual and the class.

Stagecraft: Complimentary Elements:

Time and Timing: Personal Presence:

Delight:

1. Clear Learning Goals:

The ability of the teacher to identify and precisely express what students will know and be able to do as a result of a lesson.

Key Terms: Micro Goals (20 minute goals), content clarity (expressed as nouns), performance clarity (expressed as verbs).

The theme of Clear Learning Goals examines the knowledge and skills necessary to effectively manage time in the classroom. A valuable and useful learning goal must have two parts- content and Level of thinking/doing.

We often only consider only the first half of this combination and when asked about our learning goals of the day respond with: “the plot of Romeo and Juliet”, “addition of fractions” or “the water Cycle”. The full potential of a learning goal cannot be gained until we combine this content with the level of thinking/doing we desire from each student. If the content is addition of fractions, we must ask ourselves “what do I want the learners to be able to do with additions of fractions?” Do I want them to identify a fractional addition expression, explain the addition of fractions in their own words, solve fractional addition problems, and outline the steps to solve fractional addition problems or evaluate various strategies for solving fractional addition problems? These are vastly different goals but they all deal with the same content.

This theme often begins with the use of Posted Learning Targets in each class but continues throughout the class and unit. These goals become pieces of mastered content that come together as building blocks of overall knowledge of the subject. There should be a direct connection between these goals and the eventual assessments of learning. Blooms Taxonomy can guide the levels of thinking/doing as can the Program of Studies and Core Standards (see next page).

Content Levels of Thinking/Doing

Clear Learning Goals

Adapted from Bloom’s Taxonomy of Thinking Skills, Benjamin Bloom

Knowledge RememberMastery

Recall or recognize information, ideas and principles in the approximate form in which they are learned.

The teacher should present information about the subject to the student. The teachers should ask questions that require the student to recall the

information presented. The teacher should provide verbal or written tests about the subject that

can be answered by recalling the information the student has learned.Comprehension UnderstandMastery

The teacher should provide verbal or written tests about the subject that can be answered by recalling the information the student has learned.

Understand the main idea of the material heard, viewed or read. Interpret or summarize the ideas in their own words.

The teachers should ask questions that students can answer in his/her own words by stating facts or by identifying the main idea.

The teacher should give tests based on classroom instruction. The student may not completely understand the subject. Requires Knowledge

Application ApplyMastery

Apply an abstract idea in a concrete situation to solve a problem or relate in to prior experience.

The teacher should provide opportunities for the student to use ideas, theories, or problem solving techniques and apply them to new situations.

The teacher should review the students work to ensure that he/she is using problem solving techniques independently.

The teacher should provide questions that require the student to define and solve problems.

Requires Knowledge and ComprehensionAnalysis AnalyzeMastery

Break down a concept or idea into parts and show relationships among the parts.

The teachers should allow time for students to examine concepts and ideas and to break them down into basic parts.

The teachers should require students to explain why they chose a certain problem solving technique and why the solution worked.

Requires Knowledge and Comprehension. Application is not required.

Evaluation EvaluateMastery

Make informed judgments about the value of ideas or materials. Use standards and criteria to support opinions and views. (next page)

The teacher should provide opportunities for students to make judgments

based on appropriate criteria. The teacher should have students demonstrate that they can judge, critique,

or interpret processes, materials methods, etc. using standards and criteria. Requires knowledge, comprehension, application, analysis and works in

relation with synthesis.Synthesis CreateMastery

Bring together parts (elements, compounds) of knowledge to form a whole and build relationships for new situations.

The teacher should provide opportunities for students to assemble parts of knowledge into a whole using creative thinking and problem solving.

The teacher should require students to demonstrate that they can combine concepts to build new ideas for new situations.

Requires knowledge, comprehension, application, analysis and works in relation with evaluation.

This structure can guide your thoughts as you create Clear Learning Goals.

Performance ContentGeneral

Specific

Some sample websites with more information about clear learning goals:

http://www.marzanocenter.com/blog/article/clear-learning-goals-set-students-up-for-success-part-1/

http://teaching.berkeley.edu/what-are-learning-goals

http://www.ascd.org/publications/books/108049/chapters/Module-2@-Establishing-and-Communicating-Learning-Goals.aspx

2. Congruency:

The ability of a teacher to design classroom activities that are accurately matched to the clear learning goal.

Key Terms: Congruent vs. Correlated or imposter activities.

The term congruent, from Webster’s, means to coincide exactly. The theme of Congruency means to achieve an exact match or agreement between the clear learning goals and the chosen learning activity. When Congruency is present, information a learner is hearing or reading, the questions asked, the responses to questions raised, and the learning activities in which the learner is engaged directly and clearly lead to the accomplishment of the clear learning goal.

Congruent or Correlated? It is important to recognize the difference between congruency (an exact match) and correlation (an approximate match). Congruency often requires the self-discipline to ensure that the activity is a match for the goal. Correlated and Imposter Activities (look congruent but are only correlated) are great wasters of learning time. Just as weeding a garden requires that we remove undesirable plants to allow more potential for the desired plants and know the difference between the two, we must look at our activity in class to remove activities that are not congruent to allow additional time for those congruent activities.

Another thought… High aptitude students don’t seem to suffer greatly for learning activities that are not congruent. The often accomplish the goals by just getting close. It is the lower aptitude students, which need some extra time to understand, that suffer the most when we fail to practice congruency.

A sample website with more information about congruency:

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CCkQFjAA&url=http%3A%2F%2Feducation.ky.gov%2Fschool%2FDocuments%2FCongruent%2520vs%2520Correlated%2520Curriculum.ppt&ei=CsSDUqHfI8S_kQeh1ICoAg&usg=AFQjCNE4DSowZgIXY3uS7utm9cO3TBezog

3. Task Analysis:

The ability of the teacher to identify and sequence all the essential steps necessary for the mastery of a learning goal.

Key Terms: roadmap, dependent sequence, independent sequence, essential sub-learning.

A helpful way to understand Task Analysis is to think of it as a “roadmap” used to reach a destination. In this case the destination is a clear learning goal. Once you have the clear learning goal, the task analysis supplies the step by step directions for reaching the goal. When used effectively, a task analysis serves to continuously match the level of the learning task with the student’s level of readiness. This produces at least two valuable effects. First, the learning progresses at the maximum rate that each individual student can handle. Secondly, since the task difficulty and effort are matched, the student experiences success.

Think of taking a vacation by car.

What is your destination?

What are some stops along the way?

Put the stops in sequence…

3 Steps to a Task Analysis1. Begin with a Clear Learning Goal.

2. List the Essential Sub-Learning’s.

3. Sequence the identified sub-learning’s

A sample website with more information about task analysis:

http://www.ttacnews.vcu.edu/2012/08/task-analysis-teaching-multistep-skills-made-easy/

4. Diagnosis:

The ability of the teacher to verify what the students already know and can do for the purpose of determining where to begin instruction.

Key Terms: formal, informal, inferential

Diagnosis is finding out what a student already knows and can do in relation to a learning goal, so teaching and learning can begin at the level for which the student is next ready. Too often classroom time is used teaching students what they already know and if we miss in the other direction, teach above their previous knowledge, it leads to frustration, failure and can lead to reduced effort.

There are three methods for diagnosing a student’s readiness for learning, each requiring different levels of time and effort and yielding different results.

Formal Diagnosis involves using standardized tests and assessments to acquire information about a child’s level of achievement in several areas. Formal evaluations are time consuming and usually have limited availability but supply an abundance of valuable information.

Informal Diagnosis involves a much faster “Checking the pulse” type of information gathering. A few questions, a trial math problem or “first of five” technique can supply enough information to make a good decision on where to begin teaching/learning.

Inferential Diagnosis can be called “informed guessing”. The teacher can predict what the learner should know based on experiences and go from there. It is the quickest method but is the least accurate.

Some sample websites with more information about diagnosis:

http://www.apa.org/education/k12/student-thinking.aspx

http://www.ascd.org/publications/books/111011/chapters/Knowing-Our-Students-as-Learners.aspx

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=8&ved=0CFsQFjAH&url=http%3A%2F%2Fteachingasleadership.org%2Fsites%2Fdefault%2Ffiles%2FRelated-Readings%2FIPD_Ch2_2011.pdf&ei=kL-MUq_tE8Kc2gXg_oG4Cw&usg=AFQjCNEA3yXFy0AVCFrFXUvEJoZkl7aXng

5. Overt Responses:

The ability of the teacher to regularly obtain evidence of student learning for the purpose of determining the next steps for teaching/learning.

Key Terms: all students, overt responses, during instruction not after.

Overt Responses are what skilled teachers use to check learning during the teaching. It’s been compared to checking the oil in the car by using the dip stick. You must place the dipstick in the oil to gain the information. You can’t tell from looking at the paint or at listening to the engine, it must be measured. Students, unlike cars, can send misleading messages about how learning is going. They have some good reasons to keep the messages coming back to their teachers positive. It protects their self-esteem, keeps the teacher from being disappointed and gets them on the next activity faster. This skill of “masking” develops with age and is very apparent during adolescence. We must check learning progress but must avoid the masking; therefore, we cannot use, “do you understand?” to elicit the response. We must use an overt response based on the clear learning goal of the lesson. If the goal is using commas correctly we might ask every student to write three sentences using a comma and be prepared to explain why you think each is correct.

Overt Responses…Critical Attributes All – all of the students are involved, no sampling or guessing Overt – Must be able to see, hear, touch, taste or smell to verify During – Not at the end of the day, week unit, chapter but during

the learning

Must measure both content and level of performance of the learning goal.

Some sample websites with more information about overt responses:

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CCkQFjAA&url=http%3A%2F%2Fwww.catawbaschools.net%2Fschools%2FStartown%2FLCS_In_Action%2FOvert%2520Responses%2520Handouts%2FOvert%2520Responses%2520Guide.pdf&ei=hsiMUrCtG4GN2gWQwICgBw&usg=AFQjCNGacHKAv2B3Hp6JcrVDXIfVZJHA6w

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CCkQFjAA&url=http%3A%2F%2Fwww.ets.org%2FMedia%2FTests%2FTOEFL_Institutional_Testing_Program%2FELLM2002.pdf&ei=ecOMUqGePOGC2QW0rIHQBw&usg=AFQjCNHjCMn9jWcr8F9KOhfSQQL_xuPO4ghttp://www.nwea.org/blog/2012/have-my-students-learned-what-i-taught-today/

6. Mid-Course Corrections:

The ability of a teacher to quickly adapt instruction to meet the learning needs based on overt student responses.

Key Terms: practice, re-teach, temporarily abandon, move on, extend, and connect.

One of the key skills that separate effective from ineffective teachers is the ability to make timely mid-course corrections during the teaching/learning time. Since it impossible to anticipate every facet of what will happen and prepare for all of the variables we encounter in a classroom, the skilled teacher reacts with appropriate changes to instruction as barriers arise.

Many very complex tasks begin by starting in the right direction and then make adjustments along the way. For example, when an airplane flies from Los Angeles to New York the pilot sets the course but constantly adjusts the course to avoid poor weather, to take advantage of tail winds, etc. It is similarly true in teaching and learning. We start in the right general direction by choosing a clear learning goal but success, in the end, is determined by our ability to be flexible and adapt to the learner’s responses.

To make effective mid-course corrections, a teacher must first elicit overt responses. These quality overt responses from the child are the key to effective Mid-Course Corrections. Think of Mid-Course Corrections as a two part process. Fist we have to interpret and then, secondly, we act. The interpret stage asks the question: is this response I’ve just received from the students good enough. This depends on the content since some learning goals must be mastered perfectly, like numerals, while others answers like a complex, multi-step math problem might be looking for an understanding of the process rather than the perfect answer. Now we Act, our interpretation suggest what we need to do next. The list below illustrates 6 possible actions that can keep the learning on course for success.

6 options for Mid-Course Corrections

1. Practice 2. Re-teach 3. Abandon

4. Move on 5. Extend 6. Connect

Some sample websites with more information about mid-course corrections:

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=4&ved=0CDwQFjAD&url=http%3A%2F%2Fwww.arkansased.org%2Fpublic%2Fuserfiles%2FHR_and_Educator_Effectiveness%2FTESS%2FTESS%2520Teacher%2520Support%2520Training%2FDomain%25203%2520docs%2F3d_%2520PowerPoint_Revised%2520041913_logo.pdf&ei=QtGMUv77LMOw2AXR_4CYCQ&usg=AFQjCNF1uiFqhwQtcYy1H4EXuxAVz0a5og

http://www.education.com/reference/article/Ref_Using_Classroom/?page=4

7. Conscious Attention:

The ability of the teacher to gain then focus student’s attention on a relevant learning activity.

Key Terms: invitation, discrepancy, emotional hook, finite attention, and temporary attention.

The theme of Conscious Attention asserts that the first step in learning is to pay attention. DUH, right! However, a healthy brain is adept at not paying attention to almost all of the information coming its way.

The average person’s brain receives 40,000 inputs per second that bombard the brain’s sensory receptors. The brain, therefore, is very selective about which of these bits of information actually gains our conscious attention. The brain focuses our consciousness on an incoming bit of sensory information only of one of three criteria is met:

1. Intentional Invitation… we can pay attention to things by simply making ourselves do it.2. Discrepancy… the brain always pays attention to something different or unexpected.3. Emotional Hook… anything that has an emotional appeal or arouses our curiosity.

Basically, attention drives learning … invitation, discrepancy and emotion drive attention.

Some sample websites with more information conscious attention:

http://busyteacher.org/6047-15-tricks-get-your-class-attention-hold-it.html

http://www.edutopia.org/classroom-student-participation-tips

http://www.teachingenglish.org.uk/language-assistant/teaching-tips/strategies-keeping-attention

Understanding how the brain acquires and processes knowledge.

http://www.nwlink.com/~donclark/hrd/learning/memory.html

8. Chunking:

The ability of the teacher to segment the curriculum and learning into manageable portions to avoid working memory overload.

Key Terms: working memory overload, serial processor and limited capacity.

Our brains seem to be organized such that, in our working memory, we have limited storage capacity. Our conscious memory does not have the ability to process unlimited pieces or chunks of information but rather, only a few pieces or chunks. At about age 15 and beyond we are able to process about seven chunks of information. Children can accommodate fewer chunks depending on their age and development. These chunks of information may be very simple (a word or a number) or very complex (how to drive a car). The learning principle “Chunking” refers to the study of how to get the most memory and learning potential from the number of working memory chunks a learner has available.

Consolidating simple chunks into larger ones – or building the sophistication and complexity of single chunks can greatly increase the potential of learning and memory for each individual.

Working Memory Overload: “A state of rapid forgetting induced by a learning task that exceeds the capacity of working memory.”

When learners are presented with two simultaneous tasks, they often attempt to process both of them. This almost always leads to poor performance on both tasks. A possible solution is to separate the tasks in time or to rehearse one task to “automaticity”, freeing up working memory for the learning the other task.

Some sample websites with more information chunking:

http://thepeakperformancecenter.com/educational-learning/thinking/chunking/chunking-as-a-learning-strategy/

http://lifehacker.com/5946606/improve-your-memory-with-the-chunking-technique

http://www.brainpickings.org/index.php/2012/09/04/the-ravenous-brain-daniel-bor/

http://clomedia.com/articles/view/in-practice-want-learning-to-stick-chunk-it

9. Connection:

The ability of the teacher to establish a mental link between the intended learning and past learning experiences.

Key Terms: neural schema, neural network and misconception

Connection improves learning by seeking to link new information to learning or experiences already present in the learner’s memory. The brain seems to search through new experiences and information for what’s similar to the experience and information already acquired. If no match or similarity is found the new information is often seen as unimportant and usually not remembered. If a match or similarity is found, the brain sees the information as important and has a place to put it and recalls better where to go when the information needs to be retrieved.

Tips for making connections and avoiding misconceptions:1. The connection must be in the past learning and experience of the

learner.2. The connection should be made through active participation.3. Watch for unexpected misconceptions.4. The critical attributes of the connection must match the crucial

attributes of the learning.

Some sample websites with more information connection:

http://www.teachthought.com/learning/why-brain-based-learning-means-always-connecting-old-knowledge-with-new/

http://www.dialogueonlearning.tc3.edu/model/constructingmeaning/cm-connectionsgraphics.htm

http://www.sciencedaily.com/releases/2012/02/120219143214.htm

10. Practice:

The ability of the teacher to improve recall and application of learning through effective rehearsal, repeated effort, drill, repetition, study and review.

Key Terms: duration, amount, frequency, quality and cusp of mastery.

An age old strategy of driving something into long term memory is to simply, repeat it over and over again. Practicing something, or rehearsing it repeatedly, strengthens the neuron to neuron connections used in the practice session.

Learning something by practicing it repeatedly is like cutting a path through a dense wood. The first time through is tough going and takes much energy. Subsequent trips become progressively easier as the path becomes worn. Eventually you could remark, “I could walk that path with my eyes closed.” because you know it so well.

Learning through drill and practice takes considerable time and effort, it is important to know the principles for maximizing the results of practice time.

Four Questions to ask when designing a practice session:1. How long should a practice last? (Duration)2. How much should be practiced at one time? (Amount)3. How often should practice occur? (Frequency)4. How well should practice be conducted? (Quality)

Some sample websites with more information practice:

http://www.edutopia.org/neuroscience-brain-based-learning-neuroplasticity

http://lifehacker.com/the-science-of-practice-what-happens-when-you-learn-a-510255025

11. Personal Relevance:

The ability of the teacher to embed the intended curriculum into issues and contexts that are linked to students’ survival or immediate well-being.

Key Terms: interesting vs. personally relevant and two-step process.

A portion of our brain’s natural survival instinct is to pay very close attention to any incoming information that is connected to self. Think of trying to ignore a nearby conversation where you just heard your name mentioned. Could you? There is a subtle, but powerful difference between simple relevance and personal relevance. Simple relevance describes information in which a person is naturally interested (a hobby, a team, etc.). The powerful, brain focusing effect of personal relevance occurs only when the brain perceives incoming information as important to survival or immediate well-being. Using a child’s name and personal context for a word problem in math would invoke more attention than simply using a generic problem found in a textbook.

Strategies for application1. Identify personally relevant issues and contexts for the students in the

class.A. Universal or common issues and contextsB. Unique or individual issues and contexts

2. Embed the intended curriculum into the personally relevant issues and contexts.

Some sample websites with more information personal relevance:

http://www.cmu.edu/teaching/solveproblem/strat-lackmotivation/lackmotivation-01.html

http://www.edutopia.org/neuroscience-brain-based-learning-relevance-improves-engagement

http://edglossary.org/relevance/

12. Locale Memory:

The ability of the teacher to enhance learning by organizing information around the learning position or “locale” in three dimensional space.

Key Terms: spatial memory, navigation memory, and map learning

The brain seems to have at least two different long-term memory systems. Taxon memory is the brain system responsible for remembering pieces of information that are relatively disconnected, but important. Phone numbers, relative’s birth dates, what happened in 1812, multiplication tables, etc. are all examples of taxon memory. Taxon memory learning depends on drill, rehearsal, and regular practice/use of information. Taxon memory learning has been the primary focus of schooling for centuries.

The brain has also had another memory system running concurrently with taxon memory that has potential in both the quantity and quality-locale memory. Sometime called spatial memory, the brain’s locale memory system connects information with the body’s current position or locale in space. For example remember a specific place you’ve been sometime in the past …now, try to remember any connected information that the brain recalls along with this location memory. Most people report that this connected information comes back pretty easily… and with no practice or rehearsal.

Locale memory produces rapid acquisition of content, recall on demand with little practice or rehearsal and broad creative transfer. Application of locale memory principles can be helpful for leaners with attention deficit problems, some learning disabilities or those who simply struggle with traditional drill and practice work.

Some sample websites with more information locale memory:

http://dalelyles.com/nx/ETCweb/etcmemory.htm

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&ved=0CDIQFjAB&url=http%3A%2F%2Fwww.catawbaschools.net%2Fschools%2FStartown%2FLCS_In_Action%2FFaculty%2520Summary%2520Handouts%2FLocale%2520Memory%2520Summary%2520Handout.pdf&ei=Qo6PUuqJIIfMkQfI94DwBQ&usg=AFQjCNGH_tWgPeucqDDSj0EkOxRe8CoQCA

http://www.edutopia.org/blog/matching-teaching-student-learning-ben-johnson

13. Mental Models:

The ability of the teacher to create a structure for learning using images, models, sensory experiences, symbol systems and creative processing methodologies.

Key Terms: artifact replication, image-text model, sensory-symbol model, and L-R hemispheric processing model.

You’ve heard, “a picture is worth a thousand words.” That’s true where the brain is concerned. More correctly, scientifically speaking, “a sensory representation connected to a verbal or written label activates both hemispheres of the brain and creates enhanced memory, recall and application.”

You’ve probably heard the brain described as left hemisphere and right hemisphere or Left Brained-Right Brained before. Though an extreme oversimplification of some of the functions of a complex organ, the two hemispheres of the brain do seem to process information differently. The right side appears to process visual, emotional, sensory and simultaneous information while the left side of the brain prefers verbal, written, logical, symbolic, and sequential information.

The learning theme of mental models is applied when information is presented in a manner that appeals to both hemispheres instead of just one. Reading about how heat is transferred through conduction (a more left brained activity) is combined with touching a spoon that has been heated by being placed in hot soup ( a more right brained activity) will exhibit a mental model, or whole brained learning experience.

Mental Models

A. Pictures + WordsB. Sensory + LabelsC. Right Brain + Left Brain

A sample website with more information Mental Models:

http://www.lexiconreadingcenter.org/what-is-multisensory-teaching-techniques.html

14. First Time Learning:

The ability of the teacher to capitalize on the brain’s tendency to attend to, process deeply , and recall information that is presented as new, original, or as an initial experience.

Key Terms: degree of original learning, imprinting, accurate, complete and connected to reality.

“A kitten can walk across wet cement and leave footprints but after the cement is dry, an elephant could pass and leave no trace.”

First time learning is similar in that our brain creates more powerful memories with information it perceives a new. Have you ever learned a name incorrectly on a first meeting each time you meet the person, even after many meetings, you struggle not to use the incorrect name. This is an example of first time learning. It is as if the brain, whenever it anticipates something new and important, throws out “memory fertilizer” so that the memory grows deep roots.

This first time learning is happening all the time as a child or adolescent learns. Harnessing this principle, then, is not being able to turn it on and off. Rather, recognizing when a bit of learning is new or “first time”, avoiding crucial mistakes (remember the incorrect name example) and being sure that enough time and energy is available to learn well and as completely as possible-the first time.

Knowing the principle of first time learning, a teacher would not introduce the concept of long division fifteen minutes before lunch time. They would wait until there is enough time, attention and energy (both the child’s and the teacher’s) to learn this important concept well. Most of us can remember an incident from our own schooling when we suffered from poor first time learning and often those deficits are still with us.

Keys to enhancing First-Time Learning1. First time learning should be accurate.2. First time learning should be complete.3. First time learning should connect to reality.

Some sample websites with more information First Time Learning:

http://www.wired.co.uk/news/archive/2009-08/12/why-we-dont-learn-from-our-mistakes

http://www.scientificamerican.com/article.cfm?id=ask-the-brains-learn-something-incorrectly

15. Neural Downshifting:

The ability of the teacher to reduce stress and threat in the classroom environment to avoid “survival mode” thinking and to increase higher order thinking.

Key Terms: limbic system, amygdala, fight or flight response, survival thinking, physical threat, psychological threat and loss of control threat.

The brain, at an unconscious level, is continually performing its survival function of environmental monitoring. These survival parts of the brain are forever scanning the physical and emotional landscape and asking the questions: Is this a safe situation? If the answer is yes, the thinking parts of the brain get the go ahead to do their stuff – planning, creating, analyzing …thinking. If the answer is no, and either the emotional or physical setting is threatening to self, the thinking parts of the brain get put on hold and the survival centers of the brain take over. Run, fight, make up an alibi, lie, go along with the crowd, withdraw …these are all behaviors created in the survival centers of the brain. This shift to survival mode is called Neural Downshifting.

The key is to avoid Neural Downshifting during teaching/learning time so the thinking parts of the brain can be in control. Avoiding physically threatening situations like temperature extremes, hunger, thirst or violence is obvious. It is also important to look for and avoid psychologically threatening situations like fear of failure, embarrassment, test anxiety, appearing different from respected peers, appearing to be slow or appearing too smart can be threatening to many students.

The brain will also downshift when it feels a loss of control in its current situation. A teacher who is over-controlling the learning situation can cause the same downshifting response that a physical threat might cause. Sharing control of what’s happening in the classroom can be a powerful strategy for keeping the thinking brain engaged.

Appropriate Level of Concern of the learner is also important and related to Neural Downshifting. The teacher wants to create a learning zone where there is enough stress to make the student want to learn and acquire skills but does not create so much stress so that the students feels they cannot operate and neural downshifting occurs.

Four areas for adjusting the level of concern

1. Teacher Proximity- the closer the teacher is to the learner the greater the level of concern. The teacher can adjust and monitor the level of concern to maintaining the appropriate proximity.

2. Time-time limits can raise the level of anxiety. Appropriate use and amounts of time should be monitored

3. Materials- the difficulty level of the resource material related to the work can influence the level of anxiety of the learner.

4. Visibility- the feeling of being in front of an audience can raise the anxiety of most learners. The more this feeling persists the greater the impact on the learner.

Each learner is unique so equal treatment of these four areas will not necessarily be equitable.

Some sample websites with more information Neural Downshifting:

http://janebluestein.com/2013/stress-and-the-brain/

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=6&ved=0CEgQFjAF&url=http%3A%2F%2Fpeople.virginia.edu%2F~rf2c%2FVESA03Hpart1.ppt&ei=vFm0UvjQCs6-kQeQrIHICg&usg=AFQjCNHV_XYxdOTf7JLDmtDwPfUYnnM2Ug

16. Enriched Environments:

The ability of the teacher to shape the physical and social environment of the classroom to enhance learning.

Key terms: physical-attractive, engaging, changing, social-unconditional positive regard, relaxed alertness, positive rituals, special treatment and collaboration

Enriched environments, over time increase the brain’s ability to connect, communicate internally and to learn, while, impoverished environments have the opposite effect – they shrink the brain’s ability to connect and communicate which limit learning potential.

Physical Setting can be:Enriched Interactive Organized Welcoming Comfortable Print Rich Small groups Bright Colorful Hands on Student work displayed

Impoverished Cluttered Disorganized Bland Seats in rows Commercial wall postings Permanent bulletin boards Crowded Smells

Attractive - sight, inviting, inquisitive, friendly, greenery (alive), lights and rugs (homey),

Engaging – something to do and do with, sounds, smells, bathtub (reading is special), live bunny (safe place), touch (continued on next page)

Changing - varied, changes every week or unit to support the current learning, mood settings

Social/Emotional Setting can be:Enriched

Student Centered Risk free Non-threatening High Expectations Friendly Respectful Valued Supportive Cooperative Smooth transitions Creative Collaborative

Impoverished Tense Favorite students No rituals Threatening Low expectations Screaming Rude Confusion Stressful Competitive Intimidation

Unconditional Positive Regard - student believes they are liked by teacher and students for who they are, not what they wear or what they can do, fun to be here, personal actions that indicate “I like you”

Relaxed Alertness - measure of the anxiety level, students are focused, but not stressed, accountable talk

Special Treatment - degree to which students feel that the classroom is individualized, where their special needs are met, selecting students to be leaders (where all get the opportunity to lead), prizes, coupons, starfish story “make a difference for this one”

Positive Rituals - how teachers intentionally embed social shaping messages into everyday life – being present, being on time, moving in an orderly manner, process for dismissal, waiting your turn

More collaboration, less competition - build classroom climates that are cooperative, collaborative, sharing, team building, communicating (21st century skills)

Some sample websites with more information Enriched Environments:

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&ved=0CDQQFjAB&url=http%3A%2F%2Fwww.ok.gov%2Foctp%2Fdocuments%2FClassroom%2520Environment%25201.pdf&ei=x160UsfYLIi0kQe2zoHgCw&usg=AFQjCNFWjpjY-UdhKsmprqmneEUzb5rWDA

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=5&ved=0CEMQFjAE&url=http%3A%2F%2Fwww.cfs.purdue.edu%2FITSI%2Fdocs%2Fbriefs

%2FEnrichedEnvironments.pdf&ei=6l-0UrSwO9O1kQfppYCICg&usg=AFQjCNEss1Yb0VeqtCHkE66S4q8HIHekTA

17. Success:

The ability of the teacher to increase and sustain student effort by designing and adapting learning tasks to ensure that students experience success.

Key Terms: aptitude, persistence, perception, prior experience, value and consequences.

Success is the most powerful motivator known to man. Nothing causes a student to be more focuses, pay attention, work hard or work long like good old-fashioned success. It’s natural to give effort to things we do well and withhold effort from things we think we can’t do. Creating learning settings where students are successful - and know they are successful – is an essential strategy for high levels of attention, effort and learning.

One helpful of looking at success is to see it as the intersection of two important variables: 1. Learner Effort and 2. Task Difficulty. Whenever these two variables match success is possible.

Some sample websites with more information Success:

http://www.ntuaft.com/TISE/Stakeholders/Student%20Level%20Factors/Motivation/Introduction%20-%20Student%20Motivation.htm

http://cnx.org/content/m45000/latest/?collection=col11446/latest

18. Performance Feedback:

The ability of the teacher to increase the student’s persistence at a task by providing knowledge of results regarding student’s work.

Key Terms: abundant, immediate, specific, and successive approximation

Timely and specific performance feedback is an important element for maintaining sustained student effort over the time necessary for learning (persistence). It is difficult to maintain focus and effort if the student is unaware of their progress.

Two keys to motivational feedback are: 1. the feedback must be immediate. Waiting until the end of the book or chapter, or allowing the students to work on twenty-five math problems with

feedback held until the end can be counterproductive. Provide feedback immediately, especially with new learning tasks. 2. The feedback must be specific. Non-specific feedback is statements like “that’s great” or “You can do better’. “You can do better by making your opening and closing sentences more to the point” is a more specific form of feedback.

Have you ever noticed that children, even those with short attention spans, can plan a video game for hours and stay focused on the game for the whole time? One possible reason is that that video games provide immediate and specific performance feedback, continuously. The player always knows what level they’re on, the time they have left, points they’ve obtained or energy they have left. This ongoing feedback produces focus, effort, attention and persistence.

Some sample websites with more information Performance Feedback:

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=3&ved=0CD0QFjAC&url=http%3A%2F%2Fcte.unt.edu%2Fcontent%2Ffiles%2F_AAVTC%2FAAVTC_BestPractices%2FFeedback%2FFeedback_all.pdf&ei=u260UpKYEpTnkAfQwIC4Cg&usg=AFQjCNF4C_QBK3k3lEkdB9BhYGoTPRfNTA

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=4&ved=0CDsQFjAD&url=http%3A%2F%2Fletsgetengaged.wikispaces.com%2Ffile%2Fview%2Ffeedback.ppt%2F41132905%2Ffeedback.ppt&ei=d2-0UqHbHpOPkAfHv4HYAw&usg=AFQjCNEQ66fUCbCeowLsy7Eg19T9jbG5bw

19. Stagecraft:

The ability of the teacher to enhance, deepen or prolong student engagement by utilizing a theatrical treatment.

Key Terms: props, music, lighting, scenery, visual/audio effects, animation, costumes, body position, voice and choreography.

Teachers can make lessons significantly more impactful and memorable by applying theatrical elements. There is much to learn in observing how actors ply their craft, how choreographers

create a symphony of experience, how expert set designers create engaging scenery, how great lighting focuses attention, and how a good music underscores an unforgettable performance.

Classroom examples:• a geography teacher holds a globe while teaching longitude• a PE teacher using salsa music to enhance an aerobics routine• a literature teacher creating a mockup of the globe theater to enhance the reading of King Lear• a US history teacher positions himself on “center stage” as he delivers an introductory lecture on reconstruction• a science teacher freezes rubber balls in liquid nitrogen and then shatters them for effect

Some sample websites with more information Stagecraft:

http://blogs.kqed.org/mindshift/2013/07/teaching-as-acting-a-performance-profession/

http://www.youtube.com/watch?v=NsR377e802w

20. Complimentary Elements:

The ability of the teacher to sequence instructional experiences that build on the preceding and set the stage for the subsequent.

Key Terms: ying-yang, contrast, addition, generalization, categorization, essence, role swap, big-picture details and preliminary practice.

A chef creates a series of courses that fit perfectly in sequence…a tart salad followed by a savory 2nd course, followed by a sweet dessert.

• Certain foods are matches made in heaven…

• apple pie and vanilla ice cream• a hotdog with chili• a grilled steak and a baked potato• barbeque and Brunswick stew

Or… a composer creates an opening movement that slowly builds momentum then follows with virtuoso performances on individual instruments, then allows for a time of disharmony which is then, at the perfect time, reconciled into a triumphant chorus, followed by a time of whimsical introspection then back to the chorus again.

Classroom examples:A 3rd grade teacher begins the day with an individual reflective time of journaling, then transitions into a whole group movement oriented activity, then to a small group cooperative learning session, then back to

an individual time of elaboration and question generation, then to a whole group Q/A game, then a short break, then some more…just like a fine meal proceeds from course to course, the preceding sets the stage for the subsequent. The total effect is greater than the sum of the parts.

A sample website with more information Complementary Elements:

http://www.cpt.fsu.edu/eseold/in/strmain.html

21. Time and Timing:

The ability of the teacher to strategically manage the duration of the learning activities and the intervals between instructional elements in order to optimize learning.

Key Terms: Duration (Time), interval (Timing)- pauses, transitions, segues, wait time, readiness (timing) – cognitive readiness, emotional readiness, experiential readiness and energy readiness.

A comedian develops her “act” to last eight minutes and designs three short pieces into the act at 45 seconds each, two longer pieces at ninety seconds each and one ending piece that covers 2:45.

She begins with a 45 second piece, then uses the two 90 sec stories, then to another 45 sec. joke and then finishes with her best material after the audience is suitably warmed up, a brilliant 2:45 story with a wicked twist at the end. The audience screams for more but the comedian always leaves them wishing she would tell just one more joke… she never does.

The keynote speaker at a national conference designs his 45 minute speech for maximum effect. He conceptualizes his talk as a “string of pearls” and links them together with smooth and humorous transitions. The “pearls,” seven of them, consist of two personal stories, a quotation, a poem, one set of surprising data, a survey question, and a riddle.

The 45 minutes seem to fly by as the audience is caught up in the emotional roller coaster created by the speaker’s use of time and timing. He begins with a riddle and a bit of awkward silence as the audience contemplates its meaning.

• Then he follows with a story that lays out the essential issues of the talk, then a poem further crystallizes the issues and its irony gets a good chuckle from the group.

• The quotation makes the issue seem more important than before, then the set of data drive home the personal nature of the issue.

• The survey question provides active engagement just past the middle of the talk when energy usually falls a bit, then the final story builds to a poignant close with a final twist that reveals the second story as the answer to the riddle that began the speech.

• Bravo! The audience is enthused and moves into the breakout sessions of the conference with high energy and high expectations for what they will gain there

Classroom examples:

A middle school math teacher is teaching binomial factoring notes that many of her students already show mastery of the skill. She nixes her plan for further instruction and inserts a repetition exercise asking students to practice the skill five more times right away… good timing. Practicing a skill at the cusp of mastery optimizes recall and transfer.

A high school history teacher is teaching a 90 minute block. He views the block as four discreet 20 minute segments and makes sure that segment 3 has lots of active engagement and physical movement built in since this is the time in the block when energy ebbs to its lowest level. He places the most difficult learning tasks in segment 1 and 4 since it is natural for students to attend best to what comes first and last in a sequence.

A fifth grade teacher has given her students 25 minutes to finish an assignment. She notices that many of the students are not offering their best efforts at the task. She informs the class that she has changed her mind and now wants the assignment finished in 15 minutes. The new time constraint increases the students’ sense of urgency and their work becomes more robust. She also notes that two students who were working well before are now overly anxious about the new completion time. She communicates to each individually that they may use 10 minutes after lunch to complete if needed. Their work returns to a more relaxed and productive pace.

Some sample websites with more information Time and Timing:

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&ved=0CDIQFjAB&url=http%3A%2F%2Fwww.mass2020.org%2Ffiles%2Ffile%2FIncreased%2520Learning%2520Time%2520Partnership%2FSession%25201%2FS1%2520Presentation%2520-%2520Maximizing%2520Effectiveness%2520of%2520Time.pdf&ei=JJ-0UvbmJI6OkAe8xoDIAg&usg=AFQjCNHDCSLky5bWLK4QrHAMSeF3aVgtOQ

http://feaweb.org/time-on-task-a-teaching-strategy-that-accelerates-learning

22. Personal Presence:

The ability of the teacher to become a person of significance in the lives of students and use this position to enhance student engagement.

Key Terms: influence, persuasion, interpersonal connection, interest, respect, admiration, loyalty, importance, efficacy, unconditional positive regard, complex duality, unique, selling proposition, loss of self-consciousness, presence in the moment and being influence-able.

The Army captain asks for three volunteers from his platoon to in a dangerous rescue operation inside a small town in central Iraq. The captain, although barely older than the rest of the platoon members, commands much respect accompany him from his troops. During the previous three months he has proven himself to be not only a brave and disciplined soldier, but also a warm and approachable human. He is quick to admit his mistakes, slow to blame others, first to offer encouragement and leads through a quiet but strong, persuasive style. All twelve of the soldiers volunteer.

Perhaps the most endearing characteristic of Princess Diana was her ability to be, at once, royalty and a commoner. She was Diana, Princess of Wales and a kindergarten teacher… both. This “duality” is often a part of strong personal presence… someone who is intelligent- yet approachable, beautiful- yet humble, large- yet gentle, talented- yet other focused.

Ronald Reagan is often cited as an example of a person with great personal presence. Experts who analyze such things suggest that he had a unique opportunity to project strength and also warmth. His most amazing tool for communicating strength and warmth simultaneously was completely non-verbal. Experts agree… Reagan had a warm smile and steely- strong eyes and he used them in unison to cast a sense of personal presence.

Classroom examples:

A high school English teacher has the highest attendance rate of any teacher in the school. It seems that students who are absent will show up just to attend her class, then go back home to nurse their illness. Her secret? She has created a community within her classroom based on teamwork. “We’re not as smart a class when you’re absent” she insists to her students. When students are absent for any reason she notes their re-entry usually saying something like “I’m glad you’re back. It’s not the same around here when you’re gone.”

A middle school science teacher gets so engrossed in a good experiment that he loses track of time. He truly enjoys his work and often says to students “I have the best job in the world… I get to do science every day and share it with my friends.” In the school yearbook he receives the “I love my job” award.

A 6th grade teacher is known for innovative pedagogy. She is constantly… reading, attending workshops, and trying out new approaches to teaching. She often asks her principal to assign her students who are behind or need special help. Her greatest satisfaction comes from discovering a new way to teach difficult concepts to her students. Her students, especially her struggling learners, seem to bask in her calm confidence that she can lead them to learning.

Some sample websites with more information Personal Presence:

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=4&ved=0CEMQFjAD&url=http%3A%2F%2Fwww.mpsaz.org%2Frmhs%2Fstaff%2Fjcgowdy%2Finstruction%252520%2Ffiles%2Fqualities_of_effective_teachers.pdf&ei=E6G0UvuPOc_KkQf254DYBg&usg=AFQjCNGOHWaOKF4-uPSq3JwN8_5vJHw7dA

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&ved=0CC8QFjAB&url=http%3A%2F%2Fwww.ascd.org%2FASCD%2Fpdf%2Fjournals%2Fed_lead%2Fel_196211_nations.pdf&ei=naK0Ut2wBo6gkQeXwICICQ&usg=AFQjCNG1700idPuRYppIgtXRaYxc0AAETA

23. Delight:

The ability of the teacher to create instances of learning that are extra memorable by designing a “positive surprise”-something that is exceptionally pleasing and unexpected.

Key Terms: memory response to surprise, waypoints of learning, design delight, preparation delight, exceeds expectations, delight, random acts of positivity delight, twist of plot delight, and suspense resolution delight.

The first hotel chain to put a chocolate on a pillow gets the idea.

A writer weaves an interesting and entertaining plot into their novel, then delivers a delightful twist at the end taking the story in a completely unexpected direction. The reader immediately re-reads the chapter and smiles.

A business traveler enters the department store at 8:55pm looking for a clean shirt to wear the next day. “How late do you stay open?” he asks the salesperson. “As long as you need us” the salesperson replies. As the traveler hurries to make his purchase he thinks how unexpected that was and how he’ll plan to shop here more often.

A new car model has designed all the key controls for audio and climate control into the steering wheel, just inches from the driver’s fingertips. As the driver changes radio stations while keeping her eyes on the road she thinks how cool that is… a grin appears on her face.

Classroom examples:

A 3rd grade teacher creates a “current events quiz” station in her classroom. Students may stroll by and try their hand at answering news quiz items. When they are correct they receive goofy prizes.

A middle school teacher takes the time to mail a note home to all his students in the first week of school. The note says how pleased he is to have the student in class and includes a “get out of homework free” coupon and a small magnet to

hold the coupon on the family’s refrigerator. The parents see the coupon every day and often think “what a nice gesture” and smile.

A high school math teacher is introducing the unit on probability. At the end of the lesson the teacher announces that there are cards taped onto the underside of each student’s seat. Five of the cards say “you win free movie passes” the other twenty cards say “better luck next time.”

“Before you open the cards, write on the outside your odds of winning. If you are correct and you get a movie pass, you can keep it.” The students squeal like 2nd graders as they make their predictions and open the cards.

A sample website with more information Delight:

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=3&ved=0CDkQFjAC&url=http%3A%2F%2Fwww.corwin.com%2Fupm-data%2F46482_PECK_INTRO.pdf&ei=KaS0UrW2HITtkQf81YHoBQ&usg=AFQjCNHXX6Dq68TrpQvmroSNvPq4WR_3vA