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Brain Basics

E ffective I nstruction S eries 2011-12. Brain Basics. Boosting Retention. Objective. You will be able to… Identify and explain research-based ways to boost retention Key Concepts: Clear Objectives Information Processing Model Primacy-Recency Sense & Meaning VAK Closure.

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Brain Basics

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  1. EffectiveInstructionSeries 2011-12 Brain Basics Boosting Retention

  2. Objective • You will be able to… • Identify and explain research-based ways to boost retention • Key Concepts: • Clear Objectives • Information Processing Model • Primacy-Recency • Sense & Meaning • VAK • Closure

  3. The questions that p____________ face as they raise ch_______ from in________ to adult life are not easy to an______. Both fa________ and m_________ can become concerned when health problems such as co___________ arise any time after the e__________ stage to later life. Experts recommend that young ch_________ should have plenty of s__________ and Nutritious food for healthy growth. B________ and g _______ should not share the same b__________ or even sleep in the same r__________.

  4. Now try this... • Objective: • Identify issues that poultry farmers face.

  5. The questions that p____________ face as they raise ch_______ from in________ to adult life are not easy to an______. Both fa________ and m_________ can become concerned when health problems such as co___________ arise any time after the e__________ stage to later life. Experts recommend that young ch_________ should have plenty of s__________ and Nutritious food for healthy growth. B________ and g _______ should not share the same b__________ or even sleep in the same r__________.

  6. The questions that poultrymen face as they raise chickensfrom incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosisarise any time after the egg stage to later life. Experts recommend that young chicksshould have plenty of sunshineand Nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost.

  7. Objectives(learning targets, outcomes, learning goals, benchmarks, goals, purpose) • Aligned with district standards and indicators • Express what students should know (declarative) or be able to do (procedural) at the end of a learning episode • describes learner following instruction • specifies what is to be learned, to what level, and the behavior that will provide evidence • describes conditions necessary for the objective to be met and expected performance level

  8. Write – Pair - Share • Write • Record “sharing objectives” on your craft knowledge record (name it, describe it, say why it’s good). • Pair • Find your 3:00 partner • Share • Compare your descriptions, check for accuracy and thoroughness, revise as necessary

  9. What will I do to help students effectively interact with new knowledge? What do I typically do to identify critical information? (MRL, “Teacher’s Guide to Reflective Practice”, p. 7)

  10. Determined by State Board Required for all Determined by State Board Guidance for Districts, Schools, & Teachers Determined by Local School Districts / Classroom Teachers

  11. Curriculum • Has my district articulated curriculum? • Am I to use specific materials? • To Consider • Are some standards more important than others? • Must I use certain materials? Can I supplement? • Is there a pacing guide or timeline? • Are district assessments administered at a particular time?

  12. Curriculum • Identify important skills and strategies, content rules and concepts, vocabulary • Make a clear target. • Essential? Worthy? Nice to Know? • What is the evidence that you will accept, to what level of mastery?

  13. APL (Sharer, Anastasio, & Perry, 2007, p. 62) Objectives(learning targets, learning goals, benchmarks, goals, purpose) • Stated explicitly very early in the lesson • Feedback tied closely to objectives • Clear purpose explained to students • relevance to students previous or future learning, current experience (sense & meaning)

  14. Clock Partner – 6:00 • Discuss why sharing clear objectives with students is important.

  15. Objective • You will be able to… • Identify and explain research-based ways to boost retention • Key Concepts: • Clear Objectives • Information Processing Model • Sense & Meaning • Primacy-Recency • VAK • Closure

  16. (Sousa, How the Brain Learns, 2007, p. 39) Information Processing Model

  17. Does this new learning make sense? Does this new learning have meaning? The learning brain asks two questions before it stores info.

  18. Makes Sense Has Meaning High Chance of Remembering Makes Sense Little Meaning Moderate Chance of Remembering Makes Sense Little Sense Little Meaning Little Chance of Remembering Has Meaning Little Sense Moderate Chance of Remembering Has Meaning

  19. Importance of Processing Time • The brain needs time to create connections and pathways to create long term memories. • The hippocampus can only hold so much • example of glass of water • Too much, too fast, it won’t Last.

  20. Partner ResponsePartners A & B • Find your 9:00 clock partner (A) Tell your partner everything you remember about… (B) Add, clarify, question…

  21. Objective • You will be able to… • Identify and explain research-based ways to boost retention • Key Concepts: • Clear Objectives • Information Processing Model • Sense & Meaning • Primacy-Recency • VAK • Closure

  22. Primacy-Recency Effect “During a learning episode we remember best that which comes first, second best that which comes last and least that which comes just past the middle” (Sousa, 90).

  23. Memory Task

  24. Paper clips • Stapler • Marker • Sticky notes • Notepad • Pencil • Ruler • Calculator • White out • Glue

  25. Primacy-Recency (Sousa, How the Brain Learns, 2007, p. 90)

  26. Amount of Prime Learning Time • 20 minute episode • 18 prime time (90%), 2 down time • 40 minute episode • 30 prime time (75%), 10 down time • 80 minute episode • 50 minute time (62%), 30 down time

  27. APL (Sharer, Anastasio, & Perry, 2007, p. 27) Serial Positioning

  28. Boosting Retention Average Retention Rate after 24 hours (adapted from David Sousa, How the Brain Learns, p. 95)

  29. VAKMatch to what you’re teaching! • Visual • Primary source of input • More developed in digital natives • Auditory • Both listening and speaking • E.g., choral response • Kinesthetic • Can be “small” movement • E.g., solid, liquid, gas example

  30. APL (Sharer, Anastasio, & Perry, 2007, p. 120) Closure(summarization, generalization, terminal closure) • Sense and meaning attached to new learning • Occurs at end of lesson or after sequence of instruction for an objective (3-7 minutes) • Directly involves learner processing • Relates directly to objective

  31. ClosureTalk a Mile a Minute / Name that Concept Goal: Successfully communicate all items in one minute. Partner A: • Provide clues to your partner without using the actual words, derivatives, or rhymes. • definitions, examples, descriptions, contexts Partner B: • Name the concept or component or say “pass” to move on to the next item.

  32. Ways to Boost Retention • (Sharing) Objectives • Information Processing Model • Sense & Meaning • Primacy-Recency • VAK • Closure

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