©2008 martha kaufeldt, scotts valley, ca 831-335-2144 change your bait! eight great strategies to...

©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144

Change Your Bait!EIGHT GREAT STRATEGIES to HOOK Every Learner

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Write to Learn Conference

Osage Beach, MO Thursday, Feb. 14, 2008

Pre-con 9:00pm - 4:00pm

Presenter:

Martha Kaufeldt

Veteran Educator and Learning ConsultantAuthor of “Teachers, Change Your Bait!

Brain-Compatible Differentiated Instruction”




AGENDA - 8 Great Strategies

3 Key Elements of Brain-Compatible Learning

• “Guided Note-taking with a Graphic Organizer”

• “Stand Up - Hand Up - Pair Up!”

• “Choice Inquiries” - Processing OpportunitiesBloom’s Taxonomy & Multiple Intelligences

• “Circle Share” - Personal Narratives

• “Visualizing and Verbalizing” - Mental Movies • “Books of Correspondence” - Character Development

• “Word Banks” - Haiku - Collaboration

• “Tableaux & Living Dioramas” - Literature Comprehension

“Opinion Exit Cards” &“ Discussion Dots” - Reflection


Recommended Resources• Multiple Intelligences in the Classroom, 2nd

Edition, by Thomas Armstrong (ASCD, 2000)

• Magic Trees of the Mind, By Dr. Marian Diamond & Janet Hopson, (Penguin Putnam, 1998)

• The Learning Brain, By Sarah-Jayne Blakemore & Ute Frith, (Blackwell, 2005)

• The Brain’s Behind It, By Alastair Smith (Crown House, 2005)

• Learning Smarter, By Eric Jensen (The Brain Store,2000)

• Multiple Intelligences: The Complete MI Book, by Dr. Spencer Kagan & Miguel Kagan (Kagan Publishing, 2001)

• Begin With the Brain: Orchestrating the Learner-Centered Classroom by Martha Kaufeldt (Zephyr Press, 1999)

• How the Brain Learns, 2nd Edition, by David Sousa (Corwin, 2001)

• Brain Matters: Translating Research into Classroom Practice, by Patrica Wolfe (ASCD, 2001)

• Differentiated Instructional Strategies: One Size Doesn’t Fit All, by Gayle H. Gregory and Carolyn Chapman (Corwin, 2002)

• Differentiated Instruction in the Regular Classroom by Diane Heacox, Ed.D. (Free Spirit Publishing, 2002)

• Different Brains, Different Learners, How To Reach the Hard to Reach, by Eric Jensen (The Brain Store, 2000)

• The Differentiated Classroom: Responding to the Needs of All Learners, by Carol Ann Tomlinson (ASCD, 1999)

• How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Ed. by Carol Ann Tomlinson (ASCD, 2001)

• TRIBES: A New Way of Learning and Being Together by Jeanne Gibbs (Center Source Systems, 2001)

• Teachers, Change Your Bait! Brain Compatible Differentiated Instruction, by Martha Kaufeldt (Crown House Publishing, 2005) http://www.beginwiththebrain.com


3 Key Elements of3 Key Elements ofBrain-Compatible Teaching and Brain-Compatible Teaching and

LearningLearning B-C Element # 1 - LESS STRESS!!

• Stress, and Perceived Threat can minimize the brain’s capabilities to learn• Create a Safe and Secure Climate and Environment• Promote personal relationships and social skills

B-C Element # 2 - DO THE REAL THING!• Multi-sensory experiences promote brain growth and connections• Provide Enriched Environments for learning • Encourage Discovery Play and Meaningful Engagement

B-C Element #3 - USE IT OR LOSE IT!

• Multiple opportunities to Actively Process new learning assures Long Term Retention

• Differentiate Instruction, Provide Choices, Vary Grouping and Honor the Multiple Intelligences

• Orchestrate opportunities to apply new learning in real-world experiences


Amygdala

Hippocampus

Reflex Triggers:1. Survival, dangerous situations 2. Perceived threat3, Old memories of danger 4. The unknown5. CHAOS & CONFUSION

Physiological Responses:•Stress hormones - reaction•Startle Reflex•Blood pressure, rapid breathing•Upset stomach, dry mouth•Large muscles stimulated•Hackles tighten! •Freezing

REFLEX RESPONSE TO PERCEIVED THREAT


B-C Element #1: LESS STRESS! Maintain a safe and secure climate and environment• Maintain an atmosphere of low

threat balanced with high challenge.

• Keep learning joyful and rigorous.

• Make sure students know the agenda, purpose & game plan.

• Allow time for reflection, contemplation and expansion.


When responding to true danger or perceived threat, brains are less capable of doing any of the following: • Being creative• Seeing or hearing environmental

clues• Remembering and accessing prior

learning• Engaging in complex tasks, open-

ended thinking, and question• Sorting and filtering out unimportant

data• Planning and mentally rehearsing• Detecting patterns• Communicating effectively


Avoid the Reflex Response!

• Post “daily agendas” and “procedures” - Students should know the game plan and expectations.

• Create a “body compatible” environment. Encourage movement and healthy habits.

• Orchestrate “inclusion activities” to build a sense of belonging and build community.

• Include novelty and humor every day.

• Allow processing time that includes “choice”

• Honor the Multiple Intelligences & learning styles.


Brain and Body Compatible Environments

• Fresh water should be easily accessible and encouraged.

• Natural and incandescent lighting has advantages over fluorescent lighting in learning & working environments.

• Constant exposure to “white noise” and electromagnetic fields may inhibit learning.

• Movement and exercise can enhance neural connections in the brain as well as improve general health.

• Basic needs such as hunger, thirst, elimination, temperature, odors, lighting, and movement must be addressed in a timely manner to decrease stress levels.

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The Developing Neuron: Where Learning Takes Place

Brain “Plasticity”Use It Or Lose It!

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B-C Element #2: DO THE REAL THING!

Provide multi-sensory experiences

in enriched environments.• Assess students’ prior experiences & background knowledge.

• Determine if the content and concept is developmentally appropriate.

• Provide complex, interactive, first-hand learning experiences.

• Make sure content is meaningful and relevant.

• Provide a wide variety of input and resources.

• Allow adequate TIME!


B-C Element #3: USE IT OR LOSE IT!

Actively process new learning

in a variety of ways • Structure frequent opportunities for

students to do REFLECTION on the product and process of their learning.

• Provide daily activities that allow students personal CHOICE in how they process and store new knowledge.

• Orchestrate a variety of COLLABORATION opportunities.


Provide Reflection OpportunitiesAny activity through which the brain recalls a concept, skill, or process. Reflection activities will prompt the brain to re-stimulate the new connections among the neurons, which helps strengthen them.• Journaling

• Visualizing• Discussions• Reproductions• Interactive

Notebooks• Guided Note-Taking• Graphic Organizers


As described by Howard Gardner, a leading researcher at Harvard on the understanding of the

multiple intelligences, an “intelligence” is the ability to solve problems or create meaningful products in a

particular setting. Gardner and his team have identified at least 8 ways that we learn and know

about reality that are common to all cultures…and, he believes, there may be more. Each of us has unique strengths based on our genetics and our

environment. Each person is “smart” in his or her own way. By discovering and building on those

strengths we can use our intelligences to enhance our understanding of new concepts.


Use the Use the Multiple IntelligencesMultiple Intelligences toto Get Get

the Learners’ Attention & the Learners’ Attention & Engage Them!Engage Them!

• NOVELTY• HUMOR• DISCREPANT

EVENT• PARTICIPATION• TIME

PRESSURE• MOVEMENT

• CONSTRUCT / BUILD• ROLE-PLAY / ACT• DRAW / CREATE• ANALYZE / CHART• WRITE / COMPOSE• DISCUSS / SHARE• REFLECT / EVALUATE• OBSERVE / IMAGINE

GET A NIBBLE!GET A NIBBLE! SET THE SET THE HOOK!HOOK!


Multiple Intelligences ”(An Intelligence) is the ability to solve problems or create meaningful products in a particular setting.” (Gardner, 1997)

At least eight “Intelligences” have been identified as people’s most common or preferred processing and problem-solving abilities:

•Verbal-Linguistic “Word Smart” •Logical-Mathematical “Logic Smart”

•Visual-Spatial “Picture Smart” •Bodily-Kinesthetic “Body Smart”

•Musical-Rhythmic “Music Smart” •Naturalist “Nature Smart”

•Interpersonal “People Smart” •Intrapersonal “Self Smart”

Students may grasp new concepts more easily if they have opportunities to process the information in a way that makes sense to them - and comes more easily to them.




Verbal-Linguistic-WORD SMART

• A love of language and words

• Enjoys reading and writing

• Good at word games & puzzles

• Uses metaphors and colorful language.


Logical/Mathematical-NUMBER & LOGIC SMART

• Creates logical patterns

• Good at strategy games like chess - often competitive

• Enjoys numbers and calculations

• Uses lists and step-by-step approach


Musical-Rhythmic-MUSIC SMART• Easily recognizes tones and

rhythms.

• Often sings, hums or taps when working and processing

• Know the words to many songs.

• Sensitive to environmental sounds.

• Might play an instrument or sing.


Bodily-Kinesthetic-BODY SMART• Prefers to learn by doing!• Likes to use the whole body to

process• Often very athletic and likes sports• Often a performer dancer or actor• Likes to construct and deconstruct


Visual-Spatial-PICTURE SMART

• Can transform images easily to another medium such as drawing, sculpture, construction.

• Vivid imagination and visualization skills-creates “mental movies”

• Interested in color, arrangement, texture, balance, design

• Likes pictures, video, computers, TV


Naturalist-NATURE SMART

• Sensitivity and connection to the natural world

• Notices seasonal and other environmental changes.

• Recognizes patterns in nature

• Works best outdoors or near a window.

• Likes to have plants and animals around.


Intrapersonal-SELF SMART

• Process and problem-solves best while alone

• Takes time for reflection and contemplation

• Not very social-independent

• Has strong intuitive sense


Interpersonal - PEOPLE SMART

• Great communicator

• Enjoys working with and helping others.

• Very social and has a lot of friends.

• Can read other’s intentions, moods and feelings.


SIMPLE SYSTEM FOR DESIGNING GOOD INQUIRY TASKS

• CONTENT - Identify skills or concepts students will learn, build or demonstrate (What students are expected to KNOW or be able to do.)

• PROCESS - Select a process verb (What students will DO.) from a level of thinking from Bloom’s.

• AUTHENTIC TASK - Design a complex task that integrates the new knowledge into a meaningful product or demonstration. (What students will MAKE or PERFORM.)

• MULTIPLE INTELLIGENCES - Review the Inquiry to identify which of the “eight kinds of smart” will be most used. Is there variety? (HOW students will process or demonstrate.)

• ASSESSMENT CRITERIA - Determine appropriate expectations about quality, quantity, completion dates, etc.


MUST DO SURVIVAL! Book Project1. Describe the main character’s personality and motivation2. Describe the setting of the story. 3. Describe several parts where the main character had to

demonstrate survival skills. 4. Describe a favorite scene in the story.5. All students choose at least ONE (1) MAY DO project from

the list below. You may not choose one you have done before. Do your personal best. Use your "SMARTS!"MAY DO

• Design a new book cover for your book…. • Compose a well-written letter to a Librarian…• Illustrate a detailed colorful poster …• Write a one page description of a possible video game…• Compose a rap or song that tells the story line….• Write a one page "new ending" to the story…• Create a mobile of the characters in the story… • Write up a description of one of the main characters of

your story as if it is 20 years later….


Traits of Haiku

• Short, succinct, 17 syllables or less (or 5-7-5 rigid format)

• Observation of nature, environment, living things, non-violent

• Reference to seasons• In the present• Describe a change • Powerful descriptive words

(adjectives)


Graphic Organizer WORD BANKSummer•Hot•Humid•Sunny•Watermelon•Swim•Insects•Play

Autumn-Fall•Cool•Brisk•Leaves•Pumpkins•Nuts•Squirrels•School

Winter•Cold•Rain•Snow•Snow Hare•Deer•Ice•Sleep

Spring•Warm•Rain•Wind•Birds•Garden•Blossoms•Explore

Nature•Sprouts•Breeze•Cloud•Stream•Branch•Nest•Flowers

Change•Growing•Reaching•Wilting•Dying•Emerging•Hiding•Shedding


Tableaux & Living Dioramas• A tableau is a dramatic activity where a

group of students are asked to physically construct a significant scene from a piece of literature, a historical event or a current issue - through body placement, facial expressions, and the use of a few props. This “freeze frame” invites students in the audience to identify the scene, its importance, and the significance of the characters, their actions, and reactions. “Tableaux With a Twist” invites students in the audience to push an “action button,” or tap a character in the scene, hearing what they have to say. The tapped characters in the scene explain what they are doing and why they are doing it.


DISCUSSION DOTS

• Work in groups of 3 or 4 from your table.

• Each take one of the colored sticky dots strips

• Quickly discuss thoughts you have about the topic…

• Each time you make a comment, put down a sticky dot.

• Only make another comment AFTER the other “colors” have commented.


In My Opinion… EXIT CARDS• Reflect about this session. Choose one of the

prompts below and write your response on an EXIT CARD. Include your name if you want. Hand it in at the back table when you exit. - Thanks!

I would recommend this session to…. I noticed that… A strategy that I will use right away is… The example I liked the best today was… Something I know I will do differently right away… It would have been better for me if… A graphic that would describe my thoughts would look like…

©2008 martha kaufeldt, scotts valley, ca 831-335-2144 change your bait! eight great strategies to...

Documents

learning brain

brain store

new learning

brain growth

brain matters

differentiated classroom

learning smarter

martha kaufeldt zephyr