(c) susan kovalik the center for effective learning 1 special eduction workshop highly effective...

(c) susan kovalik The Center for Effective Learning

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SPECIAL EDUCTION WORKSHOP

•HIGHLY EFFECTIVE TEACHING

• IT’S ABOUT THE BRAIN

• By Susan Kovalik, ICLE Senior Associate and keynoter

• ICLE Model Schools Conference 2010• Orlando, FL


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•WE ARE THE ONLY SPECIES THAT CREATE

THE ENVIRONMENT THAT CREATES WHO WE

BECOME.


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THE SCIENCE OF LEARNING

• Neuroscience has given us thirty years of information on brain function.

• Understanding this information allows educators to create curriculum and instruction that is brain-compatible, allowing students to reach high levels of achievement and performance.


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HIGHLY EFFECTIVE TEACHINGHIGHLY EFFECTIVE TEACHINGHIGHLY EFFECTIVE TEACHINGHIGHLY EFFECTIVE TEACHING

Instructional Strategies

ConceptualCurriculum

Biology of

Learning

HET

Growing Responsible Citizens

Creating Context


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A MODEL

CAN BE

REPLICATED


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BODY/BRAIN COMPATIBLE STRATEGIES:

• Absence of Threat/Nurturing Reflective Thinking

• Meaningful Content• Movement to Enhance Learning• Adequate Time• Choices• Being There Experiences• Enriched Environment• Collaboration• Immediate Feedback• Mastery/Application


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CRITICAL POINTS

• 1. We are not born intelligent but with a capacity to be so

• 2. We are born with fundamental behaviors

• 3. Emotion is the gatekeeper to performance

• 4. There are multiple input pathways to understanding


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1. WE ARE NOT BORN INTELLIGENT, BUT

WITH THE CAPACITY TO BE SO


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•And every day our experiences can

enhance, stifle, or diminish our intellectual, social and/or emotional capacity


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•We are not our GENES, we are

our EXPERIENCES

(consider your siblings)


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•We are born with six specific fundamental behaviors:

Dr. Sig Zielke


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1. To connect/attach with our surroundings

2. To engage in our environment

3. To give and receive care


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4. To seek patterns/meaning within our environment

5. To respond in organized, effective and competent ways

6. To be “ultimately concerned”


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•EMOTION IS THE GATEKEEPER TO LEARNING AND PERFORMANCE


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Conditions Necessary for Learning:

• A Safe and Predictable Environment

• Consistency and Continuity

• CONTEXT, CONTEXT, CONTEXT


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A day in the life of a special education student

StartStopStartStopStart…StopStartStopStartStop…StartStopStartStop…StartStop…StartStopStart….StopStartStopStartStop….StartStopStart…StopStartStopStart…StopStartStopStart….Stop………..

Every Hour Of The Day


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PULL OUTS


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REGRESS/PROGRESS

R---------------------P

R---------------P

R------------P

R--------P


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Creating a positive and transferable school

culture allows students and adults to function in a safe and predictable

environment.


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Without a defined school culture students and teachers choose their behavior, attitudes, and means of interaction based on

comfort and survival.


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CCULTURECULTURE“The agreed

upon behavior when we’re together.”


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We belong to many groups and

each one has defined cultural

behavior.


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Groups:• Teams, Hobbies, Civic

• Womens, Mens, Relatives•Liberal, Conservative,

Green•Faculty, Military,

Bureaucracy


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Lifelong Guidelines and LIFESKILLS are the cultural parameters of an

Highly Effective Learning environment


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Trustworthiness: To act in a manner that makes one worthy of confidence

Truthfulness: To act with personal responsibility and mental accountability

Active Listening: To listen with attention and intention

No Put-Downs: To never use words, actions and/or body language that degrade, humiliate, or dishonor others

Personal Best: To do one’s best given the circumstances and available resources

Lifelong Guidelines

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 9.1


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PROFESSIONAL EXPECTATIONS OF PEERS

What would the Lifelong Guidelines look like, sound like, and feel like in your work environment?

TRUSTWORTHINESSTRUTHFULNESS

ACTIVE LISTENINGNO PUT-DOWNSPERSONAL BEST

What behaviors would you no longer see if these were part of your school culture?


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INTEGRITY: To act according to what’s right and wrong

ORGANIZATION: To work in an orderly way

SENSE OF HUMOR: To laugh and be playful without hurting others

COMMON SENSE: To think it through

RESPONSIBILITY: To be responsible for your own actions

PATIENCE: To wait calmly

CURIOSITY: To investigate and seek understanding

FRIENDSHIP: To make a keep a friend


LIFESKILLS


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COOPERATON to work through mutual trust and caring toward a common goal

CARING: To show and feel concern

INITATIVE: To do something because it needs to be done

PERSEVERANCE: To keep at it

PRIDE: Satisfaction from doing your personal best

RESOURCEFULNESS: To respond to challenges in creative ways

FLEXIBILITY: To be willing to alter plans when necessary

COURAGE: To act according to one’s beliefs

PROBLEM SOLVING: To create solutions to difficult situations and everyday challenges

EFFORT: To do your best

CREATIVITY: TO THINK OUTSIDE THE BOX© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 9.13


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INTELLIGENCE IS A FUNCTION OF EXPERIENCE

providing you with the opportunity to:

• 1. predict and generalize, • 2. analyze possibilities, • 3. connect the “dots” between the known

and unknown, • 4. builds a foundation for problem solving,• 5. dispels hear-say,• 6. surrounds you with full sensory input


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INPUT PATHWAYS TOWARD UNDERSTANDING

• BEING THERE• IMMERSION• HANDS ON REAL THINGS• HANDS ON REPRESENTATIONAL• SECOND HAND• SYMBOLIC


33R. Rivlin and K. Gravelle, Deciphering Your Senses

SightHearingTouchTasteSmellBalance-

MovementVestibularTemperaturePainEidetic ImageryMagneticInfraredUltravioletIonicVomeronasalProximalElectricalBarometricGeogravimetricProprioception

Visible LightVibrations in AirTactile ContactChemical MolecularOlfactory MolecularKinesthetic GeotropicRepetitious MovementMolecular MotionNociceptionNeuroelectrical Image

RetentionFerromagnetic OrientationLong Electromagnetic WavesShort Electromagnetic WavesAirborne Ionic ChargePheromonic SensingPhysical ClosenessSurface ChargeAtmospheric PressureSensing Mass DifferencesAwareness of our Limbs in

Space© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10

OUR “20” SENSES

2.9


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BEING THERE-outsideBarometric

GeogravimetricIonic

UltravioletInfraredMagneticElectricalProximal

VestibularBalance

VomernasalPain

TemperatureSmellTasteTouch

Eidetic ImageryHearing

Sight


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IMMERSION-recreating an environment

ElectricalProximal

VestibularBalance

VomernasalPain



Sight


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HANDS-ON of the ‘real thing’

VomernasalPain



Sight


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HANDS-ON REPRESENTATIONALmodels,manipulatives

TouchEidetic Imagery

HearingSight


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2ND HAND – print, video, lecture


Sight


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SYMBOLIC-formulas, math, reading, parts of speech,

HearingSight


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INPUT PATHWAYS TO UNDERSTANDING

Immersion

Hands OnReal

Things Hands OnRepresentation

2nd Hand

Symbolic

Being There

*


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When learning something new we

UNDERSTAND . . .

•10 percent of what we hear

•15 percent of what we see

•20 percent of what we see and hear


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POWERFUL LEARNING…

•40 percent of what we discuss

•80 percent of what we experience directly or practice doing

•90 percent of what we attempt to teach others


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WHAT WILL YOU DO?

Each day our experiences can

enhance,

stifle,

or diminish

the intellectual/social/emotional capacity of the learner.


44WHY ARE WE HERE


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HIGHLY EFFECTIVE TEACHINGHIGHLY EFFECTIVE TEACHINGHIGHLY EFFECTIVE TEACHINGHIGHLY EFFECTIVE TEACHING

Instructional Strategies

ConceptualCurriculum

Biology of

Learning

HET

Growing Responsible Citizens

Creating Context

(c) susan kovalik the center for effective learning 1 special eduction workshop highly effective...

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