brain based strategies
TRANSCRIPT
Brain-Based StrategiesPanorama High School Staff Development April 21th, 2010
Local District 1
Los Angeles Unified School District
By the end of today’s professional development, Teachers will: Have thirteen Brain-Based Strategies to add to their instructional tool box.
Understand three strategies in more depth
Be able to apply at least one strategy in their classroom before the of the year.
Good First Teaching involves: Making instructional decisions data using the
problem solving method.
Providing daily instruction that is directly connected to the standards.
Employing research-based strategies daily that reflect metacognitive processes.
Good First Teaching involves:
Actively engaging students in rigorous learning at all levels of Bloom’s Taxonomy.
Asking purposeful questions at higher levels of Bloom’s Taxonomy.
Utilizing culturally relevant texts and materials.
Good First Teaching involves:
Grading assignments based the standard(s) for which the students’ were assigned to demonstrate mastery.
Posting excellent examples of student work that meets the standard with the rubric
Arranging the classroom in such a way as to facilitate many modes of instruction.
Please fill out notecard with the following:
1. Your name
2. A brief description of the standards you are teaching your students right now.
Brain-Based Instructional Strategies are ways of making connections with students that promote long-term memory and recall.
Based on the research of Dr. Barbara Given in the book, “Teaching to the Brain’s Natural Learning Systems.”
Five Natural Learning Systems:
1. Passive Attention 2. Creation of Meaning3. Flow and Fluency4. Whole to Parts to Whole5. Illustrations6. Prior Knowledge7. Student Generated
Learning
8. Questions9. Movement10. Groups11. Emotion and Elaboration12. Analogies and Metaphors13. Keeping the Mind Engaged.
There are 13 long-term memory and recall strategies:
Utilizing Passive Attention: Engaging the mind, keeping it active without
having to directly engage the individual, the more work the learner will actually have done.
Teach students to fish for themselves rather than feeding them with fish.
VS.
I loveParisIn the
The Spring
Patterns Mind EditingCreation of Meaning:
MACMAHON MACHENRY MACDONALD MACHINERY
What color is in this box?
The man was worried. His car came to halt, and he was all alone. I was extremely dark and cold. The man took off his overcoat, rolled down the window, and got out of the car as quickly as possible. Then he used all his strength to move as fast as he could. He was relieved when he finally saw the lights of the city, even though they were far way.
Integration UnderstandingCreation of Meaning:
What do cows drink? 1. Where did the man’s car stop?
2. Why did the man take off his coat even though it was extremely cold?
3. Why did he move as fast as he could?
Sensory Level:
Describe the feel, smell, taste, sound, and look of this object.
Creation of Meaning:
Creation of Meaning:Working Memory Level:
What similarities and differences do these three objects have?
Creation of Meaning :Metaphorical/Analogous:
What does the conch shell represent?
Who does the conch shell represent?
Designing Flow and Fluency: The alignment of content, delivery of content,
and desired outcome within instruction leads to higher student achievement.
Academic Learning Time Procedures
What did you see? What did you see? Plenty of Time Engaged Experiencing Success
Connecting Parts to Wholes: Change the way a learner processes
information from parts to whole or from whole to parts and you will increase their achievement.
Researchers: Leslie Hart and Gabriele Rico
1. Use adjectives in 3’s.2. No names may be
used. 3. All sentences must
be compound.4. Don’t use any word
more than one time.
1. Opposites2. Give a lead character
a new occupation. 3. Clustering
Writing Applications Reading Applications
Connecting Parts to Wholes:
Generating Illustrations: Using illustrations to capture the essence of
an idea, a lesson or a discussion enhances long-term memory causing it to be up to four times more effective.
Researchers: David Hank and William Henk
Building Upon Prior Knowledge:
Researcher: Gary Philipps, National School Improvement Project
14%
22%
30%
42%
72%
83%
92%
1) Say what I say, Do what I do.
2) Listen3) Imagine what this
bird looks like. 4) Picture
Introduction to To Kill a Mockingbird
Building Upon Prior Knowledge:
Students retain more information when they are able to generate examples of learning rather than when the instructor generates examples.
Researchers: Jeffery Gorrell and Downing Hunter
Encourage Student Generated Learning
KWL Charts
Conceptual Connections
Experience Elaboration
Portfolios of Learning
Encourage Student Generated Learning
Concept, Category Formation
Nurse Capulet Dogberry Benedict and Beatrice
Tybalt
Paris Mercutio Don Pedro Lady Montague
Hero and Cladio
Romeo and Juliet
Benvolio Leonardo Apothecary Barrachio
Don Juan Friar Lawrence
Encourage Student Generated Learning
When we combine movement and space, students are able to tap into more learning per ten minutes of class.
Using Movement:
Clap your hands every time you hear a transition.
Touch your nose when you think you have the answer.
Face the back of the classroom during the review for a quiz
Sit sideways in their chairs during an activity.
Write down the most important item of the day with the opposite hand.
Stand up or sit down when a question is answered
Using Movement:
1) Student Generated Questions
2) Teacher Generated Questions
3) Variety in Questions from both students and teacher.
4) Location of Question Activities in Lesson.
Developing Questions: Four Approaches
Wonder out loud
Generate an assessment question for another group of students
Create a quiz for teacher
Factual
Conceptual
Balance
Teaching
Student Generated Teacher Generated
Developing Questions:
Object of the lesson is to design questions, not search for answers.
Every paragraph, you will draft a question. One question will be factual, one will be
inferred or implied, and the last one will be conceptual
All questions that you develop will be directed to other students.
Developing Questions:
Before Lesson: Conceptual (High)
During Lesson: High, Middle, Low in any order
After Lesson: Low, Middle and High in that order.
Placement Rules
Developing Questions:
More learning occurs when students are actively engaged in strategically arranged groups.
Types: Pairs vs. Fours Composition: Homogenous vs. Heterogeneous,
Choice vs. Non-Choice Content: Multiple Tasks vs. Mono Task
Orientated Structure: Chunking and Role Playing
Using Small and Large Groups:
If students are to develop long-term memory recall and understanding, they need to attach the new learning to something of value to them.
Applying Emotion and Elaboration:
Using the weekly vocabulary lists, have students rank their “pleasantness”.
Have them express the word with an emotion.
List of tasks and achievements both academic and person they want to accomplish this year.
Regularly check the list.
Vocabulary To Do ListsGenerating Emotion and Elaboration:
When students can transfer something from a field of study and relate it to something in another field, learning is far deeper and more thorough than when they simply regurgitate it.
Research shows that 75% of the students who are given a problem with an analogy and hint are able to achieve success (Gick, Mary, and Holyoak).
Developing Analogies and Metaphors:
Cross-Curricular Within UnitsDeveloping Analogies and Metaphors:
Students generate a list of ways that the theme of “coming of age” relates in other subject.
Possible HW Contest.
When you insert well-timed transitions and breaks in the lesson, students will retain information with more success than if you did not.
Keeping Mind Engaged:
Lesson DesignActivity
Transition/Shift
Activity
Transition Shift
Activity
Transition Shift
Activity
Keeping Mind Engaged:
Transitions/ ShiftsActivity• Timed Seat Change• Role Play• Stand and …• Illustrate• Code notes• Stop and Think• Move• Demonstration• Think-Pair-Share
• Warmup• Homework Review• Direct Instruction• Activity• Lab• Discussion• Readings• Projects• Small or Large
Group Work• Portfolio Walk
Through
1. Passive Attention 2. Creation of Meaning3. Flow and Fluency4. Whole to Parts to Whole5. Illustrations6. Prior Knowledge7. Student Generated
Learning
8. Questions9. Movement10. Groups11. Emotion and Elaboration12. Analogies and Metaphors13. Keeping the Mind Engaged.
There are 13 long-term memory and recall strategies: