Willis Revised Power Point Format 6-14-2010

8/9/2019 Willis Revised Power Point Format 6-14-2010

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Judy Willis, MD, M.Ed

www.RADteach.com

With thanks to Nooha Ahmed-Lee, Head of Shipleyower and Middle Schools, for her dedication to

eaching, learning, and her colleagues. Noohas

uggestions and collaboration made this

resentation possible and pertinent.

QuickTime and aGIF decompressor

are needed to see this picture.

Motivating Students Minds with

Brain Research-Compatible RAD StrategiesUsing the Developments of Neuroscience for

The Shipley School

June 14-15 Workshop


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ScheduleSchedule

99--12: Mo i g sessio with b ea12: Mo i g sessio with b ea

1212--1: Lu ch ovided1: Lu ch ovided

11--3: Afte oo sessio3: Afte oo sessio


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DAY 1DAY 1

M: Atte tio = Cu iosity + P edictioM: Atte tio = Cu iosity + P edictio

PM: Emotio , Achievable Challe gePM: Emotio , Achievable Challe ge

Day 2Day 2M: Motivatio , Do ami e,M: Motivatio , Do ami e,

Memo y Co solidatio , Patte i gMemo

y Co solidatio , Patte i g

PM: Neu o lasticity, Mista es,PM: Neu o lasticity, Mista es,

Lo gLo g--te m Memo yte m Memo

y


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Goals for This PresentationGoals for This PresentationInvestigate and Apply ResearchInvestigate and Apply Research--

Compatible Strategies to:Compatible Strategies to:

Sustain students attention & memorySustain students attention & memorywithwith curiosity & predictioncuriosity & prediction

Motivate sustained interestMotivate sustained interest

IncreaseIncrease participationparticipationMemory consolidation & priorMemory consolidation & priorknowledge activationknowledge activation

--


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Knowing the NeuroscienceKnowing the Neuroscience

Helps YouHelps YouEvaluate BrainEvaluate Brain--Based ClaimsBased Claims

AVOID SELECTING BADAVOID SELECTING BAD

CURRICULUMCURRICULUM

RECOGNIZERECOGNIZE


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Teacher Myths & NeuroMythsTeacher Myths & NeuroMyths

TEACHER MYTHSTEACHER MYTHS

Great hours: Finished at 3pmGreat hours: Finished at 3pm

Summers offSummers off with paywith pay

Those who can, doThose who can, do

Those who cant, teachThose who cant, teach


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Which of the followingWhich of the followingpossible Neuromyths dopossible Neuromyths do

you think isyou think is TRUE ?TRUE ?

Predict with white boardPredict with white board


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PossiblePossible

NEUROMYTHSNEUROMYTHS


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K

nowing the NeuroscienceK

nowing the NeuroscienceHelps YouHelps You

Use strategies moreUse strategies moreeffectively & flexiblyeffectively & flexibly


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YOU WILL WORKYOU WILL WORK

SMARTER,SMARTER,NOT HARDERNOT HARDER

MOST O THESEMOST O THESE

NEURONEURO--LOGICALLOGICAL

STRATE ES ALREADYSTRATE ES ALREADY,


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becausebecause

Only the person whoOnly the person whothinks,thinks,

LEARNSLEARNS

becausebecause

Only the person whoOnly the person whothinks,thinks,

LEARNSLEARNS

Two Tasks toTwo Tasks to

Prepare forPrepare forActive ListeningActive Listening

Two Tasks toTwo Tasks to

Prepare forPrepare forActive ListeningActive Listening


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1. Look through your1. Look through your

handout to see thehandout to see thedetaildetail of the notes andof the notes and

locate major sectionslocate major sections

You will be prepared toYou will be prepared to

find pages that coincidefind pages that coincide

with the slideswith the slides

1. Look through your1. Look through your

handout to see thehandout to see thedetaildetail of the notes andof the notes and

locate major sectionslocate major sections

You will be prepared toYou will be prepared to

find pages that coincidefind pages that coincide

with the slideswith the slides


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2.Write down in your notes a2.Write down in your notes atopic or unittopic or unit you teach (consult,you teach (consult,

supervise) for which studentssupervise) for which studentshave difficulty sustaininghave difficulty sustainingattentionattention

Then hold up your white boardThen hold up your white boardwith the first letter of what youwith the first letter of what youwrote in your noteswrote in your notes


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R.A.D.R.A.D.

RR = R= REACH ATTENTIONEACH ATTENTIONRRETICULAR ACTIVATIN SYSTEMETICULAR ACTIVATIN SYSTEM

A = AA = ATTITUDE AND BEHAVIORTTITUDE AND BEHAVIORAAMY DALAMY DALA

DD == DDEVELOP MOTIVATIONEVELOP MOTIVATION

ITHITHDDOPAMINEOPAMINE


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Where We AreWhere We Are

Where Were GoingWhere Were Going

Novelty & curiosityNovelty & curiosityPrediction for ParticipationPrediction for Participation

Stress of boredom/frustrationStress of boredom/frustration

Emotional positivityEmotional positivity

Awareness of making progressAwareness of making progress

PreassessmentPreassessment

PersonalizationPersonalization


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Reachi g

Problem: Reachingstudents focused attention& engagement

Solution: Get throughRAS filter


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All learningAll learning

comes throughcomes through

the sensesthe senses


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Befo eBefo e anything can beanything can belearned and retained inlearned and retained in

memory it needs to bememory it needs to beattended to (selected) byattended to (selected) by

the brainthe brain


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The input must thenThe input must then

reach the higherreach the higher

brain for longbrain for long--termtermconscious memoryconscious memory

to be constructedto be constructed


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Qui i( )

i i ure.

Qui i e and aTIFF ( ncompressed) decompressor

are needed to see this picture.

a way o onsc ous n ng n e

Prefrontal Cortex


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Attention is a process of selection.Attention is a process of selection.

The things you dont attend to,The things you dont attend to,

dont are unlikely to becomedont are unlikely to becomeretrievable memoryretrievable memory

i

i

i

i


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a basil gimlet Ray of Light

i

ime a

a

e

m

ess

a

e

ee

e

t

see t

is

i

t

e.

i

ime a

a

e

m

ess

a

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ee

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t

see t

is

i

t

e.

i

ime

a

a

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m

ess

a

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ee

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t

see t

is

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e.

i

ime

a

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ess

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t

see t

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Millions of bits of sensory data available every secondMillions of bits of sensory data available every secondMillions of bits of sensory data available every secondMillions of bits of sensory data available every second

Only about 2000 bits of sensory data can getOnly about 2000 bits of sensory data can get

through the RAS each secondthrough the RAS each second

Only about 2000 bits of sensory data can getOnly about 2000 bits of sensory data can get

through the RAS each secondthrough the RAS each second


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Whatis primary purposeWhatis primary purpose

of a brain?of a brain?

Keep the body aliveKeep the body alive

Preserve the speciesPreserve the species


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Why a sensory filter?Why a sensory filter?

To limitinformationTo limitinformation

intakeintake

Preserve the brainsPreserve the brains

survival functionsurvival function


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For SurvivalFor Survival

What would that filterWhat would that filterselect for sensory intake?select for sensory intake?

Something thatSomething that

changed, is novelchanged, is novel


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For SurvivalFor Survival

First, is the novel inputFirst, is the novel inputa danger?a danger?

If not, can itimproveIf not, can itimprove

survival in the future?survival in the future?


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Su vivalSu vivalRAS filter isRAS filter is

programed toprogramed toalert toalert to novelnovel

input becauseinput because

it correlatesit correlateswithwith survivalsurvival

Su vivalSu vivalRAS filter isRAS filter is

programed toprogramed toalert toalert to novelnovel

input becauseinput because

it correlatesit correlateswithwith survivalsurvival


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Only when threat is not perceivedOnly when threat is not perceived

is other change/novelty admittedis other change/novelty admitted

through the RASthrough the RAS





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Strategiesthat

influence

RAS

information

intake andflow


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What i fo matio gets th ough

the RAS a d where does it go?


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youyou

i flue cei flue ce

what getswhat getsth oughth ough

youyoustude tsstude ts

RAS?RAS?

youyou

i flue cei flue ce

what getswhat getsth oughth ough

youyoustude tsstude ts

RAS?RAS?


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RASInte ventionsRASInte ventions

Help students feelHelp students feel

SAFE!SAFE!

Then stimulate theiThen stimulate theiccu iosityu iosity withwith changechange &&noveltynovelty

SS


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ow cu os y a e s eow cu os y a e s e

RASRAS

to attend to otheto attend to othechanges and novel inputchanges and novel input

ow cu os y a e s eow cu os y a e s e

RASRAS

to attend to otheto attend to othechanges and novel inputchanges and novel input

Because changes andBecause changes and

novel input may alsonovel input may alsoimprove survivalimprove survival

Because changes andBecause changes and

novel input may alsonovel input may alsoimprove survivalimprove survival


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When students are notWhen students are not

paying attention to thepaying attention to the

lessonit

doesnt

meanlessonit

doesnt

meanthey arethey are inattentiveinattentive


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They are payingThey are paying

attention to sensoryattention to sensoryinpu

t,

inpu

t,jus

tno

tthejus

tno

tthesensory input ofthesensory input ofthe

lessonlesson


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The RAS gives priority toThe RAS gives priority to

threa

tening

inpu

t

threa

tening

inpu

t

If students feel threatened orIf students feel threatened or

stressed, their RAS prioritizes thestressed, their RAS prioritizes the

threatening inputthreatening inputatthe expenseatthe expense ofof

any academic content you wouldany academic content you wouldprefer they absorbprefer they absorb


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The RAS is to the brainThe RAS is to the brainasas a gold panning tray is toa gold panning tray is to

river siltriver silt

The RAS is to the BrainThe RAS is to the Brain

asas a Password is to aa Password is to a

WebsiteWebsite


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SummarizeSummarize

withwith

COMIX.comCOMIX.com


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ove y cur os yove y cur os y


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ove y cur os yove y cur os y

Prediction forPrediction for

ParticipationParticipation


Emotional positivityEmotional positivity

Achievement PrimingAchievement PrimingAwareness of making progressAwareness of making progress




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Using Novelty orUsing Novelty or

Change to promote RASChange to promote RASSelectionSelection


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MusicMusicChanged roomChanged room

CostumeCostumeColorColor

FontFontVoiceVoice


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Captivate attention andCaptivate attention and

curiosity with......curiosity with......

SUSPENSE UL PAUSSUSPENSE UL PAUS

SILENCE IS NOVELSILENCE IS NOVEL

significant pause before sayingsignificant pause before saying

omething important buildsomething important buildsnticipation as the students wondernticipation as the students wonder

hat you will say or do nexthat you will say or do next

Captivate attention andCaptivate attention and

curiosity with......curiosity with......

SUSPENSE UL PAUSSUSPENSE UL PAUS

SILENCE IS NOVELSILENCE IS NOVEL

significant pause before sayingsignificant pause before saying

omething important buildsomething important buildsnticipation as the students wondernticipation as the students wonder

hat you will say or do nexthat you will say or do next


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Have some examples be

memorably ridiculous

Marco threw the ball 3000meters further than thepitching machine. How

far did Marco throw theball?

Have some examples be

memorably ridiculous

Marco threw the ball 3000meters further than thepitching machine. How

far did Marco throw theball?


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is necessary tois necessary to

pursue newpursue new

experiencesexperiences

YY


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LEARNIN ONESLEARNIN ONESENVIRONMENTENVIRONMENT

LEARNIN ONESLEARNIN ONESENVIRONMENTENVIRONMENT

TextTextIS NECESS ARY ORIS NECESS ARY ORSURVIVALSURVIVALIS NECESS ARY ORIS NECESS ARY ORSURVIVALSURVIVAL

EXPERIENCES &EXPERIENCES &EXPLORINEXPLORIN

EXPERIENCES &EXPERIENCES &EXPLORINEXPLORIN


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P di ti I


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Prediction Increases

Curiosity, Attention, & Memory


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To remain interested inTo remain interested in

the curiosity provokingthe curiosity provokingexperience or questionexperience or questionbeyond the moment,beyond the moment,students must make astudents must make apredictionprediction


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Prediction increases attentionand interest to now if their

prediction is correct

This increases li elihood of

RASSELECTION


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Curiosity withCuriosity withPrediction =Prediction =

AttentiveAttentiveParticipationParticipation


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Curiosity withCuriosity withPrediction =Prediction =

BetterBetter

Memory BuildingMemory Building


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SS


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ADVERTISE

to promote

ADVERTISE

to promote

CCUURRIIOOSSIITTYY

&&

PREDICTIONPREDICTION

CCUURRIIOOSSIITTYY

&&

PREDICTIONPREDICTION OS OOS O


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URIOSITY ABOUTURIOSITY ABOUT

ADVERTISEMENTSADVERTISEMENTS

whatwhatADVERTISEMENTSADVERTISEMENTS have to dohave to dooming lessonoming lesson

on investment to find out ifon investment to find out if

ion is correction is correct

Ad ti i Ad


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Advertise in Advance

for Curiosity

PREDICT WHAT THESE

PICTURES MIGHT ADVERTISE


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AdvertiseAdvertisefor curiosity andfor curiosity andprediction withprediction with

videosvideos


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Animoto.comAnimoto.com

to ma e yourownto ma e yourownvideos tonightvideos tonight

Animoto.comAnimoto.com

to ma e yourownto ma e yourownvideos tonightvideos tonight

....


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memorymemory

2. Review learning from day 12. Review learning from day 1

3. Build resource foryourchallenge3. Build resource foryourchallengeunitunit

4. Model sharing and scoring with4. Model sharing and scoring with

feedbac that informs without threatfeedbac that informs without threat

memorymemory

2. Review learning from day 12. Review learning from day 1

3. Build resource foryourchallenge3. Build resource foryourchallengeunitunit

4. Model sharing and scoring with4. Model sharing and scoring with

feedbac that informs without threatfeedbac that informs without threat


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SustainSustain

AttentionAttention

SustainSustain

AttentionAttention


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Discrepant

Events

Discrepant

EventsAre Novel & Unexpected so RAS lets &Are Novel & Unexpected so RAS lets &

they Promote Predictionthey Promote PredictionAre Novel & Unexpected so RAS lets &Are Novel & Unexpected so RAS lets &

they Promote Predictionthey Promote Prediction


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Show or tell things that challenge

students assumptions or prior beliefs.


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For sustained attentionFor sustained attention

and relational memoryand relational memory

Students relate newStudents relate new

information with somethinginformation with somethingunusual & make predictionsunusual & make predictions

throughout the lessonthroughout the lesson

For sustained attentionFor sustained attention

and relational memoryand relational memory

Students relate newStudents relate new

information with somethinginformation with somethingunusual & make predictionsunusual & make predictions

throughout the lessonthroughout the lesson

Sustain Curiosity UsingSustain Curiosity Using


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Sustain Curiosity UsingSustain Curiosity UsingESSENTIAL QUESTIONSESSENTIAL QUESTIONS

Based on survival instincts animals andBased on survival instincts animals andhumans have:humans have:

-- Instinctual curiosity for their world andInstinctual curiosity for their world andnatural desire to learn abouttheirnatural desire to learn abouttheirsurroundingssurroundings

-- Seek outSeek outpatternspatterns, anomalies, &, anomalies, &relationships to create meaningrelationships to create meaning

Transfer these instinctsTransfer these instincts


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Transfer these instinctsTransfer these instincts

into your classroominto your classroom

Encourage studen

tsto askEncourage s

tuden

tsto ask

questions and askthem openquestions and askthem open--

ended questions so they retainended questions so they retain

their instinctual curiositytheir instinctual curiosity

Wiggins and McTighe (1998)Wiggins and McTighe (1998)


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AS WE GO THROUGH THE UNIT,

MAKE PREDICTIONS ABOUT

WHAT THE RADISH HAS TODO WITH WHAT YOU LEARN.

MAKE PREDICTIONS ANY TIME AND

AS WE GO THROUGH THE UNIT,

MAKE PREDICTIONS ABOUT

WHAT THE RADISH HAS TODO WITH WHAT YOU LEARN.

MAKE PREDICTIONS ANY TIME AND

PersonalizedPersonalized


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PersonalizedPersonalized

Active LearningActive Learning

BCC Nursing Instructor Mary A. challenged

her Nutrition students to make a hypothesis(prediction):

What will an unwrapped, unrefrigerated

Twinkie look like at the end of the semester?

Whats YOUR prediction? Green and moldy,

or completely unchanged, or ??

BCC Nursing Instructor Mary A. challenged

her Nutrition students to make a hypothesis(prediction):

What will an unwrapped, unrefrigerated

Twinkie look like at the end of the semester?

Whats YOUR prediction? Green and moldy,

or completely unchanged, or ??


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Novelty/Curiosity Costs

Time off task

Disturbs focus of some

students

Your extra planning time

Novelty/Curiosity Costs

Time off task

Disturbs focus of some

students

Your extra planning time


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Novelty Payback

Once students practiceOnce students practiceguided behavior for noveltyguided behavior for noveltyand understand aboutand understand aboutpredictions.....predictions.....

Novelty Payback

Once students practiceOnce students practiceguided behavior for noveltyguided behavior for noveltyand understand aboutand understand aboutpredictions.....predictions.....


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Behavior management improves overallBehavior management improves overall

because attentive focus is sustained bybecause attentive focus is sustained bycuriosity and personal meaningcuriosity and personal meaning

LongLong--term memory increases due toterm memory increases due to

memorable engagementmemorable engagement

Information becomes more than aInformation becomes more than a

school subject isolated from students livesschool subject isolated from students livesand becomes conceptual and transferableand becomes conceptual and transferable

Behavior management improves overallBehavior management improves overall

because attentive focus is sustained bybecause attentive focus is sustained bycuriosity and personal meaningcuriosity and personal meaning

LongLong--term memory increases due toterm memory increases due to

memorable engagementmemorable engagement

Information becomes more than aInformation becomes more than a

school subject isolated from students livesschool subject isolated from students livesand becomes conceptual and transferableand becomes conceptual and transferable

Novelty & curiosityNovelty & curiosity


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Prediction for ParticipationPrediction for Participation

Stress ofStress of

boredom/frustrationboredom/frustrationEmotional positivityEmotional positivity





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ParticipatingParticipating in new learningin new learningrequires students to take risksrequires students to take risks

beyond their comfort zonesbeyond their comfort zones

Before students can attend toBefore students can attend to

higherhigher--order thinkingorder thinkingthey mustthey must

meet lowermeet lower--level needs likelevel needs like

survival and safetysurvival and safety (MASLOW'S HIERARCHY OF NEEDS)

Survival and Safety FirstSurvival and Safety First

AmygdalaAmygdala --Directs input flowDirects input flow


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Wang,Jiongjionget al. (2005)Proc. Natl. Acad.Sci 102,17804-17809.

AmygdalaAmygdala Directs input flowDirects input flow

CC AmygdalaAmygdala


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Wang, Jiongjiong et al. (2005) Proc. Natl. Acad. Sci 102, 17804-17809.

ReactiveReactive braibrai

PFCPFCReflectiveReflective

brainbrain

AmygdalaAmygdala

AmygdalaAmygdala

determinesdetermines

where inputwhere input

goesgoes

Prefrontal Cortex


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Conscious,

Reflective,

THINKINGBrain

Reactive, Lower Brain

Fight/Flight/Freeze

u en s emo onau en s emo ona


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u en s emo onau en s emo ona

states (comfor

tors

tates (comfor

tor

stress) impact pathwaystress) impact pathway

through amygdalathrough amygdala

ReflectiveReflective oror

ReactiveReactive brainbrain


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egativity & Stressegativity & Stress blocknformation transport for processing in

he thinking brain (PFC) so students areot engaged in & dont remember the

sson


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Images ofthreatening faceor friendly facesviewed beforememory task.


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B: Stressed subjects show heightened activityin the amygdala and much less cortical activity

: During the relaxed state increased activity inprefrontal cortex and memory storage regions.Wang, J., et al (2005) Proc. Natl. Acad. Sci. 102, 17804-9.

Subjects performing a memory recognition activity

AMYGDALAPFC


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PFC

AMYGDALA

BB:: STRESSED STATESTRESSED STATE FF NO PASSAGE TO PFCNO PASSAGE TO PFC= LOW MEMORY= LOW MEMORY

AA: POSITIVE EMOTIONAL STATE: POSITIVE EMOTIONAL STATE FF OPENS AMYGDALAOPENS AMYGDALATO PFC = MEMORYTO PFC = MEMORY Adapted from HammanHamman, et al., Cognitive Neuroscience

BB:: STRESSED STATESTRESSED STATE FF NO PASSAGE TO PFCNO PASSAGE TO PFC= LOW MEMORY= LOW MEMORY

AA: POSITIVE EMOTIONAL STATE: POSITIVE EMOTIONAL STATE FF OPENS AMYGDALAOPENS AMYGDALATO PFC = MEMORYTO PFC = MEMORY Adapted from HammanHamman, et al., Cognitive Neuroscience

AMYGDALAAMYGDALA


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NEGATIVE EMOTIONSNEGATIVE EMOTIONSFearFear

STRESS FROM frustrationSTRESS FROM frustration

Stress from boredoMStress from boredoM

AMYGDALAAMYGDALA blocks Entry toblocks Entry toPFC in Response toPFC in Response to

S i l Fi t


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Survival First:

React with

Fight-Flight-Freeze

Fear/StressFear/StressFear/StressFear/Stress


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Amygdala toAmygdala to

LowerBrainLowerBrainforFight,forFight,

Flight, orFlight, or

FreezeFreeze

Amygdala toAmygdala to

LowerBrainLowerBrainforFight,forFight,

Flight, orFlight, or

FreezeFreeze


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82

uic Ti e andaTIFF nco pressed)deco pressorareneeded to see this picture.

Causes of Stress in School


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Causes of Stress in School

FEAR OF BEING WRONG

TEST-TAKING ANXIETY

PHYSICAL AND LANGUAGE DIFFERENCES

FRUSTRATION WITH DIFFICULT MATERIAL

BOREDOM FROM LACK OF STIMULATION


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Consequences offlight from

Boredom orF

rustration


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The U.S. is now the onlycoun

try

inthe developedworld where youngpeople are less likely tograduate than theirparents


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Dropouts Reason #1

BOREDOM5% Material wasntinteresting 9% Material wasntrelevanttoe1% Bored in class because theyave No interactions



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Achievable Challenge &Achievable Challenge &Awareness of Incremental ProgressAwareness of Incremental Progress


Emotional PositivityEmotional Positivity



Positive Mood Induction


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Positive Mood Induction

In an experiment students were askedto think aboutthe happiesthappiestday oftheir lives and then given math

problems.

The number of math problems solvedaccurately in five minutes was greaterin the group that remembered thehappy time.

The PULL of the Achievable Challenge of


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Video Games

Hes so close to Level 10 to evencare about going for pizza

Li idLi id


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Li e video gamesLi e video games

achievable challengeachievable challenge

with incremental progresswith incremental progressis motivatingis motivating

F A hi t P i iF A hi t P i i


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ForAchievement PrimingForAchievement Priming

Just Follow theJust Follow the ComputerComputer

ame Modelame Model


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Realistic ZPD)Realistic ZPD)

Include feedbac ofInclude feedbac ofincremental progressincremental progress

Achievable: Can be achieved iAchievable: Can be achieved i

the student isthe student is appropriatelyappropriately



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pp


Emotional positivityEmotional positivityAchievement PrimingAchievement Priming

Awareness of making progressAwareness of making progress



Planning Units forPlanning Units for


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gg

Achievable ChallengeAchievable Challenge

PreassessPreassess

Coordinate your goal withCoordinate your goal with

studentsinterestsstudentsinterests

Authentic goalsAuthentic goals -- city council,city council,

editoraleditoralFrequent OnFrequent On--going Assessmentgoing Assessment

Forma

tiveF

eedbackF

ormati

veF

eedback

Benefits of Pre-tests of Content Knowledge


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Preview of core conceptsPreview of core concepts

Predictions (hypotheses, answers) motivatePredictions (hypotheses, answers) motivateinterestin knowing ifthey are correctinterestin knowing ifthey are correct

Memory of correct answer more sustainedMemory of correct answer more sustainedbecause of predictionbecause of prediction

Stimulate circuits for core ideas that relateStimulate circuits for core ideas that relateprior knowledge with new learning (conceptsprior knowledge with new learning (conceptsthrough core ideas)through core ideas)


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YYou Have Informa

tion for Plann

ingou Have Informa

tion for Plann

ing

MisconceptionsMisconceptions

Mastery or deficiency in prerequisiteMastery or deficiency in prerequisiteconcepts, facts, procedures and/or skillsconcepts, facts, procedures and/or skills

quizzes in classquizzes in class


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quizzes in classquizzes in class

-- Immediate corrective feedbackImmediate corrective feedback

-- Insight abouttheir ownInsight abouttheir own

foundational knowledgefoundational knowledge -- whattheywhatthey

need to review in preparation for theneed to review in preparation for the

unitunit

--Accountability: possibility of sameAccountability: possibility of same


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Personalization forPersonalization forActive, MemorableActive, Memorable

LEARNINGLEARNINGPARTICIPATIONPARTICIPATION

MOTIVATIONMOTIVATION



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The So What FactorThe So What Factor

tudents need to valuetudents need to valuehe information so they...he information so they...

WantWant to Learnto Learnwhat youwhat youHaveHave to Teachto Teach

On those bad days, how canOn those bad days, how can


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you keep yourenthusiasm up or

at least believable by yourstudents?

you keep yourenthusiasm up or

at least believable by yourstudents?

YOU CAN BE AMYGDALA POSITIVEYOU CAN BE AMYGDALA POSITIVEYOU CAN BE AMYGDALA POSITIVEYOU CAN BE AMYGDALA POSITIVE


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YOU CAN BE AMYGDALA POSITIVEYOU CAN BE AMYGDALA POSITIVE

Students are more motivated when youStudents are more motivated when youshow your personal connection to ashow your personal connection to a

topic, especially when it relates to atopic, especially when it relates to a

hobby or special interest.hobby or special interest.

The more enthusiastic andThe more enthusiastic and

knowledgeable you are about your areaknowledgeable you are about your area

of special expertise, the more youof special expertise, the more youmodel the joy of lifelong learning.model the joy of lifelong learning.

YOU CAN BE AMYGDALA POSITIVEYOU CAN BE AMYGDALA POSITIVE

Students are more motivated when youStudents are more motivated when youshow your personal connection to ashow your personal connection to a

topic, especially when it relates to atopic, especially when it relates to a

hobby or special interest.hobby or special interest.

The more enthusiastic andThe more enthusiastic and

knowledgeable you are about your areaknowledgeable you are about your area

of special expertise, the more youof special expertise, the more youmodel the joy of lifelong learning.model the joy of lifelong learning.


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PersonalizationPersonalizationWalkWalk--aboutabout

PersonalizationPersonalizationWalkWalk--aboutabout

PERSONALLY


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PERSONALLY

MEANIN FUL PRIMINFOR

EXPECTATION OFPOSITIVE EXPERIENCE


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PERSONALIZE

APERSON OR PLACE

CONNECTED TO

THE UNIT

Book author anecdoteBook author anecdote


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Book author anecdoteBook author anecdote

about Charlieabout Charlie


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Kidwatching cards: usingstudents hobbies, sports

teams names, pets insample situations such

as math problems

Kidwatching cards: usingstudents hobbies, sports

teams names, pets insample situations such

as math problems

v zv zabout me...about me...Talk back to the TextTalk back to the Text))


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about me ...about me ...Talkback to the TextTalkback to the Text))

Before Reading PredictBefore Reading PredictWhat do I think youll be telling me?What do I think youll be telling me?

Tell the Book What You PredictTell the Book What You PredictI already know things about YOU so II already know things about YOU so Ipredict.....predict.....

Go back to your prediction noteGo back to your prediction notewhen the information is revealed. If youwhen the information is revealed. If you

change it, the book wont know, but YOUchange it, the book wont know, but YOU

As You Read Interact Use Your PFCAs You Read Interact Use Your PFC


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I see that you are similar to what II see that you are similar to what Ihave learned before, because youhave learned before, because you

remind me of...remind me of...

I would have preferred a pictureI would have preferred a picture

of...(or sketch or download your own)of...(or sketch or download your own)

I didnt know that and I like what youI didnt know that and I like what you

have to say (or Ill bet this will be onhave to say (or Ill bet this will be on

the test).the test).


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This is not what IThis is not what I

expectedexpected

This gives me anThis gives me anideaidea

I want to know more aboutI want to know more aboutthis than you have to offerthis than you have to offer

and I know how to do itand I know how to do it


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I know there is more than oneI know there is more than oneway to interpretway to interpret thisthisinformationinformation

I wont let you get away withI wont let you get away withanything, so Ill check youranything, so Ill check yoursource.source.


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What clues do you have toWhat clues do you have tohelp me answer the Bighelp me answer the BigQuestion?Question?

Ah, this could be one rightAh, this could be one right

here.here.


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Active Learning

Evidence of Active Learning and Participating(not what I saw in classrooms I visited)

Observing and noticing with focused attention

Discovering, thinking, questioning

Solving traditional and extended problems

Engaged, motivated, interested=self propelled

learners


P di ti f P ti i tiP di ti f P ti i ti


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Stress of boredom/frustrationStress of boredom/frustrationEmotional positivityEmotional positivity

Achievement PrimingAchievement Priming

Awareness of making progressAwareness of making progressPreassessmentPreassessment


A i t Ch ll S l ti iA i t Ch ll S l ti i


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Appropriate Challenge Selection isAppropriate Challenge Selection is

NeuroNeuro--logicallogicalfor Survivalfor Survival

Expending effort only whenExpending effort only when

there is a reasonably highthere is a reasonably high

probability of success isprobability of success is

more adaptive thanmore adaptive thanindiscriminately expendingindiscriminately expending

efforteffort

Achievement Priming


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Achievement Priming

Activates a goal to achieve and inhibits agoal to have fun in individuals with high-

achievement motivation

In students with low-achievementmotivation, a goal to have fun was

activated and a goal to achieve inhibited

Hart, W. (2009). The Effects ofChronic Achievement Motivation and Achievement Primes onthe Activation of Achievement and Fun Goals.Journal of Personality and Social Psychology.

Vol. 97, No. 6, 11291141




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Stress of boredom/frustrationStress of boredom/frustrationEmotional positivityEmotional positivity

Achievement PrimingAchievement Priming

Awareness ofAwareness of

making progressmaking progressPreassessmentPreassessment


rogress ot vat on


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A Harvard Business School analysis of nearly12,000 diary entries, together with the writers dailyratings of their motivation and emotions, showedthat awareness of making progressevenincremental progresshad more impact on positiveemotions and motivation than any other workday

event


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The top motivator ofThe top motivator of

performance wasperformance was progressprogress..

On days when workers felt they were making progress intheir jobs, their emotions were most positive and their drive tosucceed was at its peak.

On days when they felt they were spinning their wheels orencountering roadblocks to meaningful accomplishment, theirmoods and motivation were lowest

Amabile, T. Kramer, S., 2003. The Best (and Worst) Days in Creative Project Teams:

Some Preliminary Results; SESP Groups Pre-Conference. Harvard Business School

Facilitate MotivationFacilitate Motivation


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Facilitate MotivationFacilitate Motivation

Provide meaningful goalsProvide meaningful goals

Support with resources, rubrics, guidanceSupport with resources, rubrics, guidance

Encouragement: Help students recognize andEncouragement: Help students recognize and

acknowledge theiracknowledge theirincremental progressincremental progress


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BINGOActivation of Prior Knowledge

Sustained Curiosity/AttentionPersonal InterestContent Specific Vocabulary

BINGOActivation of Prior Knowledge

Sustained Curiosity/AttentionPersonal InterestContent Specific Vocabulary


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Students copy 25Students copy 25words (pictures) ontowords (pictures) onto

individual boxes on aindividual boxes on a

grid ingrid in any orderany orderforforBINGOBINGO

Students copy 25Students copy 25words (pictures) ontowords (pictures) onto

individual boxes on aindividual boxes on a

grid ingrid in any orderany orderforforBINGOBINGO


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When they hear one of the words

spoken or see it projected on the

screen they cross it out on theirBINGO grid

When they have 5 in a row

(horizontal, vertical, or diagonal)

they call out BINGO

When they hear one of the words


screen they cross it out on theirBINGO grid

When they have 5 in a row

(horizontal, vertical, or diagonal)

they call out BINGO


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synapse

amygdala


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YOU CAN COPY THEM FROM YOUR HANDOUT


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When YOU hear one of the words


screen cross it out on YOUR BINGOgrid.

When YOU have 5 in a row

(horizontal, vertical, or diagonal)call out BINGO

When YOU hear one of the words


screen cross it out on YOUR BINGOgrid.

When YOU have 5 in a row

(horizontal, vertical, or diagonal)call out BINGO

. . .. . .


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R = RR = REACHIN ATTENTIONEACHIN ATTENTION RRETICULAR ACTIVATINETICULAR ACTIVATIN

SYSTEMSYSTEM))

A = AA = ATTITUDE AND BEHAVIORTTITUDE AND BEHAVIOR AMY DALAAMY DALA))

DD == DDevelop Memoryevelop Memory

& Motivation wit& Motivation witDDopamineopamine

Dopamine-Pleasure


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The brainremembers

best when LEARNINis accompanied

by positive emotion!

Dopamine Pleasure

Dopamine Produces/Stimulates


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ositive feelingsositive feelingsreative imaginationreative imagination

InspirationInspiration

MotivationMotivation

CuriosityCuriosity

PersistencePersistencePerseverancePerseverance

Dopamine Produces/Stimulates


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PleasureCuriosity & Inspiration

Motivation

Persistence andperseverance


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Dopamine ReleaseIncreases

With...


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Moving

Enjoying musicBeing read toFeeling self-appreciation

Acting kindly


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Interacting well with peers

Expressing gratitude

Experiencing humor

Optimism

Choice

Examples of IncreasingExamples of Increasing

Examples of IncreasingExamples of Increasing


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Dopamine withDopamine with

ChoiceChoice

MovementMovement

Positive peer interactionsPositive peer interactions

Dopamine withDopamine with

ChoiceChoice

MovementMovement

Positive peer interactionsPositive peer interactions


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GROUP Work Benefits

Group work can be the change of brain region activity

and add the benefit of dopamine (from positive peer

interaction and greater evidence of incremental

progress toward a shared goal)

Groups work best to increase learning if the groups

have a common goal that they can only achieve if all

group members are accountable for the outcome. In

some cases, students have to teach each other,

because their own success depends on it.

GROUP Work BenefitsGROUP Work Benefits


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SynSyn--napsnaps

More participation time/dayMore participation time/day

Change the brain region activity andChange the brain region activity and

add multisensory storageadd multisensory storage

Dopamine (positive peer interaction andDopamine (positive peer interaction and

greater evidence of incrementalgreater evidence of incremental

progress toward a shared goal)progress toward a shared goal)

groups have agroups have a common goalcommon goal

h l hi ifh l hi if llll


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they can only achieve ifthey can only achieve ifallall

group members aregroup members are

accountable for the outcomeaccountable for the outcome

In some cases, students haveIn some cases, students have

to teach each other, becauseto teach each other, because

their own success depends ontheir own success depends onitit

PositivePositive


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Interactions withInteractions withPeersPeers

forfor

dopaminedopamineBOOSTBOOST


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Moving Multiple Choice

Each wall in the classroom is an answer to a

question.

Students move to the region of the room that has

the answer they think is correct.

Sno ball Fig t


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Students rite questions about classtopic on a sheets of scrap paper.

Stand evenly divide the selves onopposite sides of the roo .

Thro balled up questions sno balls across the roo here they are pickedup and ans ered by other students.

Movement ActivitiesMovement Activities


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Card sort of a procedure, cycle, cquation, storyCard sort of a procedure, cycle, cquation, story

plot, numbers according to value, then the groupplot, numbers according to value, then the groupafterconfirming with the teacher, lines up eitherafterconfirming with the teacher, lines up either

correctly or incorrectly and the class now thinks tocorrectly or incorrectly and the class now thinks to

vote white pads) on if it is correct and ifnot whichvote white pads) on if it is correct and ifnot which

people should changepeople should change


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SYNSYN--

NAPSNAPS

M I bM I b


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May I beMay I be

excused?excused?

My brainMy brainis FULL.is FULL.

QuickTi e andadeco pressor

areneeded to see this picture.


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Brain breaks are needed after aboutBrain breaks are needed after about

ten minutes of intense concentrationten minutes of intense concentration

Amygdala has a chance to coolAmygdala has a chance to cool

downdown

Neurotransmitters replenishedNeurotransmitters replenished

C B ildiC B ildi


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Consensus BuildingConsensus Building

also increasesalso increases

communication skills,communication skills,tolerance, and memorytolerance, and memory


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Text


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MEMORY

Encoding


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NEXT TO THEAMY DALA

IS THE

HIPPOCAMPUS


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IN THE HIPPOCAMPUS NEW

INFORMATION IS ENCODED WITH


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PREVIOUSLY STORED RELATED

KNOWLED E

CONSOLIDATION


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Patterning is .......

Patterning is


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Patterning is

matching prior

knowledge to new

information to

encode new memory


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experience your ow

brains patterning

What color is this


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slide?


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Some months have 31 days;

how many have 28?

ALL OF THEM


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ALL OFTHEM

Illusions work because our



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brains fill in expected gapsvia patterning. When what

we see doesnt fit a pattern,

things may appear to move

or seem distorted.


brains fill in expected gapsvia patterning. When what

we see doesnt fit a pattern,

things may appear to move

or seem distorted.

Warped Square?There are no curved lines in this figure.


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Why was your brain wastricked by these optical


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tricked by these optical

illusions?

Your brain fills in the gapsbased on previousprogramming - patterns (neural

networks) you haveconstructed over time andexperience.

ren earnpattern ngs a basis for literacy &


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s a basis for literacy &

umerancy

Color the last shape to continue


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the pattern. How are the shapesand patterns different?How are

they alike?

WHEN PATTERN


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MATCHIN ISSUCCESSFUL

THE HIPPOCAMPUSENCODES

SENSORY INPUTINTO

RELATIONAL MEMORY

Pattern Seeking is an


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Pattern Seeking is an

Innate Survival Instinct:

to interpret sensory inputfrom the environment

andpredictbest response

The Brain and PatterningThe Brain and Patterning

The brain is set up to link newThe brain is set up to link new


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The brain is set up to linknewThe brain is set up to linknew

information to previously acquiredinformation to previously acquiredknowledge.knowledge.

If the brain does not perceive aIf the brain does not perceive apattern ora way to linknewpattern ora way to linknewinformation it may reject, ignore orinformation it may reject, ignore ormisinterpret the information.misinterpret the information.

Helpings students recognizeHelpings students recognizepatterns helps them constructpatterns helps them constructmemoriesmemories


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Prediction Activities

Make Strongerand More

Accurate MEMORIES

New experience


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Pattern extension

Betterprediction,answers

Bettersurvival

The survival function of these networkThe survival function of these network

i t di tii t di ti


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is accurate prediction.is accurate prediction.

Neuroplasticity strengthens networksNeuroplasticity strengthens networks

that are used most.that are used most.

The strongest networks are the patternThe strongest networks are the pattern

the brain uses to predict.the brain uses to predict.

ACTIVATION OF THE PREFRONTAL CORTEX

Prediction increases memory encoding


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ACTIVATION OFTHE PREFRONTAL CORTEX

PREDICTION RE ION LEFT)

HippocampusPFC

RESULTED IN REATER ACTIVITY IN

MEMORY FORMIN HIPPOCAMPI

Using past experience to


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predict outcomes the braingives more importance to

memories that are:-Most frequently used

-Most available for retrieval


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The brain uses priorThe brain uses prior

knowledge to PREDICTknowledge to PREDICT

best response to newbest response to new

experiencesexperiences

Prediction is howPrediction is how the brainthe brain


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Prediction is howPrediction is how the brainthe brain

promotes survivalpromotes survival

When new input improves prediction it is

When new input improves prediction it isincorporated into the network.incorporated into the network.

If the improved network is restimulated withIf the improved network is restimulated with

practice and mental manipulation, survival andpractice and mental manipulation, survival andintelligence increasesintelligence increases

Intelligence is the


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superior use of priorknowledge to predictthe

future(answers/solutions/hypotheses)

ACTIVITIESFOR


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PRIMIN -PREVIEWIN -

PREDICTION-PRIORKNOWLED E

ACTIVATION

Class discussion starting withClass discussion starting with


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gg

current events of high interestcurrent events of high interestthat connect to the unit or topicthat connect to the unit or topic

Ask (or find out in advance)Ask (or find out in advance)

what they learned about thewhat they learned about thetopic in other coursestopic in other courses

Preview in class or homeworkPreview in class or homework

with an early graphic organizerwith an early graphic organizerof core ideas and questionsof core ideas and questionsstudents WANT to Knowstudents WANT to Know

Patterning witht d t (th th tt ll

Patterning witht d t (th th tt ll


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students (they guess the pattern as you call up

students with a similar characteristic such as blueshirts; Students with note cards with zeros or

commas move to fill in spots in very large number you

call out when studying powers of ten (or small

numbers with decimals)

Patterning Activity: You give examples and non-

examples of a concept (such as fraction more than or

less than one half) and students make white board

independent predictions as to what the items share(3/4, 6/7, 9/11, 7/8 are all fractions less than 1 and

greater than . OR 2/4, 5/10, 3/6 are all fractions that

are equivalent to )

students (they guess the pattern as you call up

students with a similar characteristic such as blueshirts; Students with note cards with zeros or

commas move to fill in spots in very large number you

call out when studying powers of ten (or small

numbers with decimals)

Patterning Activity: You give examples and non-

examples of a concept (such as fraction more than or

less than one half) and students make white board

independent predictions as to what the items share(3/4, 6/7, 9/11, 7/8 are all fractions less than 1 and

greater than . OR 2/4, 5/10, 3/6 are all fractions that

are equivalent to )


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Hot Potato: Pair Strategies you currently use or could

use to activate your students prior knowledge.

Hot Potato: Pair Strategies you currently use or could

use to activate your students prior knowledge.

(short-term memory)


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Unless something is done with newrelational memory, it is lost in lessthan a minute.


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Working Memory holdsdata in mind temporarily

while the brain manipulatesit

LIMITED AMOUNT OF MATERIAL CAN BE

HELD IN WORKING MEMORY


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What is 11 x 15?(do it with mental math,

write answeron magic

pad and hold it up)


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165

What is 13 x 24?


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(mental math only)


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Too much forworking memory

Turning


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working memoryto long-term

memory withpatterning and mental

manipulation and ....


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neuroplasticity

Mental Manipulation Strengthens

Neuroplasticity


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Mental Manipulation Strengthens

Neural Pathways (more myelin,

dendrites, and synapses)

Memories are more durable and

stored information is more

efficiently retrieved.

Practice Makes Permanent

LongLong--Term Memory MakingTerm Memory Making


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gg y gy g

1. Incorporation of new learning into1. Incorporation of new learning intoneural network with relatedneural network with related

information (pattern matching andinformation (pattern matching andother mental manipulation)other mental manipulation)

2. Repeated stimulation of that2. Repeated stimulation of thatnetwork to strenghen and increase thnetwork to strenghen and increase th

connections....and the memoryconnections....and the memory

LongLong--term Memory buildsterm Memory builds

when new information iswhen new information is


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linked to existinglinked to existingneural networks of relatedneural networks of related

information (categories,information (categories,

concepts)concepts)

Repeatedly activating thosenetworks (mental manipulation,


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practice) increases strength andpermanence


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Neuroplasticity: The physical changes ofNeuroplasticity: The physical changes of

building, revising, or extending neuronalbuilding, revising, or extending neuronal

networks in response to stimuli andnetworks in response to stimuli and

mental manipulation.mental manipulation.

Neurons that fire together,


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g

wire together

=plasticity

Narrative Transport MEMORY


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POSITIVE MOOD

EMPATHY

NARRATIVE PATTERN ISSTRON SINCE CHILDHOOD

PREDICTION IS PART OFTHAT PATTERNED

RESPONSE TO STORIES


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As you teach students about their

brains, use narratives and explainwhy narratives work, so they will

use them to study and review.


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Example ofnarrative to increase

memory

MEET MY FRIEND OLI

Have students

summarize new


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summarize new

learning with this

play phone or

pretend textmessaging or

twitter


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MENTAL MANIPULATIONMENTAL MANIPULATION

Mental Manipulation

Turns Working into Long-Term Memory


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The person who does the work (thinks)

LEARNS


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Passive learningis an oxymoron

JohnVan de Walle

ACTIVE LEARNINGACTIVE LEARNING


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REQUIRESREQUIRES

PARTICIPATIONPARTICIPATION

promote the brain to

acquire new information, correct


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q

inaccurate networks,if the brain predicts

(selects & bets on)

Neuroplasticity constructs neural

networks, but without active


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participation and making mistakes,faulty networks will not be revised

That faulty foundation can

severely restrict future learning.

Mistakes are critical to learningMistakes are critical to learning


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opamine release to PFC drops with errorecognition

opamine release to PFC increases fromntrinsic reward of correct response

NucleusAccumbensDopamineReward-Center

Neuroplasticity


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constructs or

prunes faulty

neural networks increasesNetworks used for that predictionare reinforced


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The drop in dopamine-


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p p

pleasure with a recognized

mistake is the way the brain

changes itself to avoid future

mistakes

networks to be accurately revised


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Timely feedbackTimely feedbackis needed tois needed toprovide students with theprovide students with the


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accurate information with whichaccurate information with whichto change their misdirectingto change their misdirecting

neural networks.neural networks.

Then they need opportunities toThen they need opportunities to

useuse the revised network & buildthe revised network & buildunderstanding to maintain theunderstanding to maintain the

correct

loncorrect

lon --t

erm memort

erm memor

not make any


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mistakes

does not usually

make anything."William

Connor Magee


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Consequence ofMi

stake

Fear

is

Low Participation


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IncreasingIncreasing

ParticipationParticipationChanges theChanges the

BRAIN

b

ut...BRAIN

b

ut...

How can we increase


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active learning when

StudentsFear

Mistakes?

ReduceReduce


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MistakeMistakeFearFear

To Increase theTo Increase the

RiskRisk--taking oftaking of

ParticipationParticipation

TO FEEL COMFORTABLE PARTICIPATING ANDMAKING MISTAKES


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Students needopportunities todevelop multiple

and flexibleperspectives.


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220INCOMPLETE CIRCLES OR LAR E TRIAN LE?

More ways to Reduce


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Fear and Stress

How can you have all studentsrespond, without raising theiranxiety?


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Have students respond


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to yourquestions usingindividual whiteboards

Demonstrate to Students


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YourInterest andAWARENESS OF

NE ATIVE MathExperiences in the Class

Be Empathetic


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where students........where students........

....and even risk making....and even risk makingmistakesmistakes

Students who used clicker devices toStudents who used clicker devices to

answer multipleanswer multiple--choice questions duringchoice questions during

lectures earned final examination scoreslectures earned final examination scores


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that were 10% higher than students whothat were 10% higher than students whodidn'tdidn't

In some traditional, nonIn some traditional, non--clicker classes,clicker classes,male students outperform female students.male students outperform female students.

When clickers were used in these classes,When clickers were used in these classes,male and female students performedmale and female students performed

equally well.equally well.Online Reference: Ohio State University (2008, July 18). Students Who Use 'Clickers' Score Better On Physics Tests. ScienceDaily. Retrieved

August 18, 2008, from http://www.sciencedaily.com- /releases/2008/07/080717092033.htm

Brain Owners Manual


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Explain the brainExplain the brainchanges that let uschanges that let us

learn from mistakeslearn from mistakes(its how they learned to(its how they learned to

walk, talk, ride a bike)walk, talk, ride a bike)


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BOMWhether to combat stereotype threat about math

ability or to empower students with knowledge of

their neuroplasticity and unlimited potentials of

their brains, a Brain Owners Manual can change

both the minds and mindsets of all students from

pre-k to graduate school.

BOMWhether to combat stereotype threat about math

ability or to empower students with knowledge of

their neuroplasticity and unlimited potentials of

their brains, a Brain Owners Manual can change

both the minds and mindsets of all students from

pre-k to graduate school.

Teach students howtheirbrains turn data


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into knowledge -especially plasticity

Joanne Billingsley

Use sports and musical


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instrument analogies aboutbuilding greater skill the more

students practice

Show visual images of the


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efficiency of movement withmultiple pathways to the same

destination

Students compare electrical impulses traveling throughnetworks of dendrites, synapses and axons to the more

efficient flow of brain traffic when there are more

connections to getto the same place.


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When there are more connections to gettothe same place, traffic flows quickly


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See

Neuroscienceforkids.com

and google image for

sample

photographs/diagrams

When students understand the

neuroplasticity evidence thattheir


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effort and practice makes new andstronger brain cell connections, they

have greater motivation.

They know why they will benefitfrom doing assignments,

participation, & even makingmistakes!

Discuss the following quote with a

partner in relationship to neuroplasticity.


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This is a prompt I give older students.

It is an example of the strategies:- Making Personal Meaning

- Metaphors

for MEMORY

"E if h

OLDER STUDENTS DISCUSS OR MAKE ANIMOTO VIDEOOR SKETCH TO INTERPRET THIS QUOTE


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"Every man can, if he sodesires, become the

sculptorhis own brain.

Spanish neuroscientist Santiago Ramon y Cajal(1852-1934)


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MENTAL MANIPULATIONMENTAL MANIPULATION

EXTENDS THE NETWORKSEXTENDS THE NETWORKS

You are through filters,You are through filters,

but dont yet have memorybut dont yet have memoryYou are through filters,You are through filters,

but dont yet have memorybut dont yet have memory


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Once the information gets to the conscious,Once the information gets to the conscious,

cognitive braincognitive brain -- PFCPFC

it must can beit must can be mentally manipulatedmentally manipulated toto

becomebecome

LongLong--termterm MemoryMemory

2.2.ConceptualConceptual,, TransferableTransferable KnowledgeKnowledge

Once the information gets to the conscious,Once the information gets to the conscious,

cognitive braincognitive brain -- PFCPFC

it must can beit must can be mentally manipulatedmentally manipulated toto

becomebecome

LongLong--termterm MemoryMemory

2.2.ConceptualConceptual,, TransferableTransferable KnowledgeKnowledge


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Predicting then Sorting byCategories/Characteristics

As preunit activation of priorknowledge & assessment of

foundational knowledge

DENDDEND--WRITESWRITESDifferentiatedDifferentiated


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Mental ManipulationMental Manipulation

DEND-WRITES

O


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FOR

INDIVIDUALIZEDMENTAL

MANIPULATION

en -wr es or yn-naps anPreassessment

During aSyn-naps or at the


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completion of a segment of instruction

depending on student age and topic

complexity, students respond to dend-write prompts.

Their responses help them solidify

learning and help you plan appropriately

Some dend-write prompts further clarifytheir areas of confusion, others provide

personalization and mental manipulation for


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memory, and others promote higher

conceptual thinking.

You can leave a permanent list of

dend-write prompts up on the classroom

wall that suit your subject matter andstudents ages.

DEND-WRITE PROMPTSDraw a picture, diagram, or graphic organizerDraw a picture, diagram, or graphic organizer

of what you learnedof what you learned


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Create an analogy. Did something in the lessonCreate an analogy. Did something in the lessonreminded you of something you already know?reminded you of something you already know?

A reaction or a reflection of how somethingA reaction or a reflection of how somethingyou learned relates to something in your lifeyou learned relates to something in your life

Something that made you wonder or surprisedSomething that made you wonder or surprisedyou; a new insight or discoveryyou; a new insight or discovery

What do you predict will come next?What do you predict will come next?

ow could you (or someone in aow could you (or someone in arofession) use this knowledge?rofession) use this knowledge?

h t d t d t d th th t d t d t d th t


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hat you understood today that youhat you understood today that youavent understood before and somethingavent understood before and somethingou are confused about or found difficultou are confused about or found difficult

he part of lesson that you enjoyed thehe part of lesson that you enjoyed theost and the part that was most difficultost and the part that was most difficultor youor you

hat strategy did you use to solve ahat strategy did you use to solve aroblem today?roblem today?

hehe So WhatSo What --the one thing youllthe one thing youll

Dend-writes formemoryconsolidation & More


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Build relational memories

Personalization

Connection to prior

WHICH DENDWHICH DEND--WRITE WHEN?WRITE WHEN?

WhWh h ki f d t dih ki f d t diWhWh h ki f d t dih ki f d t di


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WhenWhen checking for understandingchecking for understanding,,especially when onespecially when on--going feedbackgoing feedbacktells you there are problemstells you there are problems

You can use dendYou can use dend--writewrite

prompts such asprompts such as #7 or #8#7 or #8 ononyour handout.your handout.

WhenWhen checking for understandingchecking for understanding,,especially when onespecially when on--going feedbackgoing feedbacktells you there are problemstells you there are problems

You can use dendYou can use dend--writewrite

prompts such asprompts such as #7 or #8#7 or #8 ononyour handout.your handout.

HICH DENDHICH DEND--WRITE WHEN?WRITE WHEN?


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7.7. What you understood today thatWhat you understood today thatyou havent understood beforeyou havent understood before andand

something you are confused aboutsomething you are confused aboutor find difficultor find difficult

7.7. What you understood today thatWhat you understood today thatyou havent understood beforeyou havent understood before andand

something you are confused aboutsomething you are confused aboutor find difficultor find difficult

8.8. The part of lesson that you enjoyed the mostThe part of lesson that you enjoyed the most

and the part most difficult foryouand the part most difficult foryou

8.8. The part of lesson that you enjoyed the mostThe part of lesson that you enjoyed the most

and the part most difficult foryouand the part most difficult foryou


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For #8 a student would start,For #8 a student would start, The part ofThe part of

the lesson I enjoyed the most was andthe lesson I enjoyed the most was andsomething that still confuses me is.something that still confuses me is.

For #8 a student would start,For #8 a student would start, The part ofThe part of

the lesson I enjoyed the most was andthe lesson I enjoyed the most was andsomething that still confuses me is.something that still confuses me is.

Begin with the positive toBegin with the positive toacknowledge accomplishmentacknowledge accomplishmentBegin with the positive toBegin with the positive to

acknowledge accomplishmentacknowledge accomplishment

MORE USES OF DENDMORE USES OF DEND--WRITESWRITES

FEEDBACK TO YOUFEEDBACK TO YOU


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CORRECTCORRECT

MISPERCEPTIONSMISPERCEPTIONS

PUT CHECKS ON READPUT CHECKS ON READ--ALOUD CARDS TO SHAREALOUD CARDS TO SHARE

C t i i l th


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Categorizing places theinformation into neural

networks of relatedconcepts

oncepts and


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ransfer

TRANSFERABLE CONCEPTS (Usable

Knowledge forNew Situations)

+ Opportunities to Apply Transfer =

21st Century Skill Set


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Critical Analysis Creative Problem Solving

Successful Communication

Transfer: Communicate and use theknowledge repeatedly over time and in different

situations.

MY WEBSITE FOR ACCESSTOMY WEBSITE FOR ACCESSTO

ARTICLESIVE WRITTEN, BOOKARTICLESIVE WRITTEN, BOOK

CHAPTERS AND TO MY EMAILCHAPTERS AND TO MY EMAIL


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CHAPTERS, AND TO MY EMAILCHAPTERS, AND TO MY EMAIL

www.RADTeach.comwww.RADTeach.com

Willis Revised Power Point Format 6-14-2010

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