OPTIMAL LEARNING CONDITIONS

1. WELCOME Creating the Optimal Learning Conditions for the Brain: Putting the Latest Research Into Practice DOE AR 178390 OPTIMAL LEARNING CONDITIONS

2. Today’s goals are… Review the concepts related to Optimal Learning Conditions Go over the Portfolio so you are clear on what is expected of you related to each question. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

3. Before we start, we want to go over some important information. 1. Once we have completed what we need to today, you are free to go. Dave will stay to answer any questions you might have. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

4. 2. Please do not leave today if you are unsure at all about what is expected in the Portfolio. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

5. 3. We do not use the payment tab on the PDE3 website. Because of that, it will always show on the PDE3 website that you haven’t paid for the class. We keep our own records and if there is problem with your fee, we will contact you. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

6. 4. After the class is completed, we don’t send you back your Portfolios. They will be available next February. Come to one of the classes that we teach in February and Dave will have your Portfolio available. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

7. 5. You can download all the Powerpoints used in this class at Joe’s website: JoeLoVerde.com Also the Portfolio and Workbook are available for you to download on the website. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

8. The Portfolio and Workbook are in Microsoft Word format. If you have any problems downloading the pages, contact Joe. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

9. 6. You can turn in your Portfolioin either a hard copy or electronic form. If your handwriting is an issue, please type up the Portfolio. We have had a couple of Portfolios rejected because the reviewer had a difficult time reading the responses. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

10. 7. Once the Portfolios are turned in, we review them and will contact you if we have any concerns about the quality of your responses or if you failed to address one of the questions. We then forward the grades to the PDE3 office and they then ask for around 10% of the Portfolios for them to review. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

11. The selection of those 10% of the Portfolios is random and we have no control over whose Portfolio is selected or not selected. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

12. We have the system down and if you answer all the questions and put some thought into those responses, your Portfolio will pass review. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

13. 8. We must require that you turn your Portfolio in on time. We have to send the grades in together, so if a Portfolio is late, it is holding up the credit for everyone else in the class. The Portfolio is due: November 20th! OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

14. 9. Be sure to keep the Data Sheet which is page #1 of your Workbook. It contains our contact information and other important data about the class. It also explains our refund policy. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

15. As we’ve said before, the class is broken into 3 parts. Understanding how the brain works during the learning process. The concepts/factors that impact that learning process. Based upon that knowledge, how you can create the optimal learning conditions in your classroom. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

16. Let’s begin our review by looking at a model of the learning process that we used for this class. It is very simple. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

17. STORE RETRIEVE RECEIVE OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

18. RECEIVE OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

19. VISUAL AUDITORY KINESTHETIC These are the 3 ways we receive information. We also have smell and taste, which are limited in their ability help us learn. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

20. STORES INFO OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

21. When new information comes into the brain, the brain stores it. You have 3 different types of storage cabinets in the brain. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

22. WORKING/SHORT TERM MEMORY LONG TERM MEMORY ARCHIVED MEMORY OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

23. While the brain is turned and storing the information or retrieving it, it is difficult for the brain to process new information at the same time. You have a limit in how much you can take in at any one time. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

24. RETRIEVES OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

25. This is the ability to find the file you are looking for. You obviously can’t find a file that was never created…so you have had to been exposed to the information in some way before you can retrieve it. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

26. Let’s look at the factors we talked about that impact the brain’s ability to receive and store information. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

27. OPTIMAL LEARNING CONDITIONS BODY REGULATORS INCREASING RIGOR IN THE CLASSROOM

28. TEMPERATURE LIGHT OXYGEN HYDRATION ENERGY SLEEP PAIN CHEMICALS OPTIMAL LEARNING CONDITIONS SPACE INCREASING RIGOR IN THE CLASSROOM

29. EMOTIONS/AFFECT OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

30. How you are feeling at any moment impacts your ability to turn around and store information as well as your ability to retrieve information. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

31. Cognitive strain refers to the amount of energy the brain needs to put into the receiving, storing and retrieval of information. COGNITIVE STRAIN OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

32. If the process is deemed too difficult, the brain shuts down. If the process is deemed too easy, the brain only puts in minimum effort and either it doesn’t go into storage, or it goes into the wrong file. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

33. OPENNESS Refers to the how much the brain is open to the information that is being presented to it. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

34. An open brain…one that: -Sees the importance of the information presented -Is relaxed and not stressed OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

35. HALO EFFECT Our feelings and beliefs about the person or organization giving us information, impacts our openness to that information. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

36. When our brains associates the incoming information with something positive, we are more open to that information. So information coming from a source we like will have a greater chance of being excepted and stored than information coming from a source we don’t like. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

37. What makes the individual focus on the information that is being presented? ATTENTION OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

38. Is the information important…is it fun…can I use it in some way. These determine if the information gets your attention. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

39. ORGANIZATION This concept refers to the brain’s ability to file information. Good instruction organizes information in a manner that it makes it easy for the student’s brain to file it. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

40. As a teacher, you can provide ideas and strategies on how to file and retrieve the information. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

41. PRIMING EFFECT Priming is the messages our brains take in at a conscious level that impact our thinking and behavior. It’s different than exposure which is done in a direct manner. Priming is done in an indirect manner. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

42. SEQUENCING Is the impact that the order in which information is given to the brain impacts how the brain processes that information. Positive first… OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

43. EXPOSURE EFFECT The exposure effect simply means that the more you are exposed to information, the less threatening it becomes and you are then more open to that information. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

44. The exposure effect is both a positive and a negative. The positive is that more you are exposed to something…words, ideas or experiences, the open you are to it. Basically the familiarity with the word, idea or experience has you let you guard down. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

45. The negative is that when we hear about some politician lying for example…it is so common that we don’t get upset about it. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

46. FRAMING EFFECT How you present the information, impacts how the brain receives the information. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

47. Think about how the brain processes these two different views of lunch meat. OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

48. Our Deli Fresh lunch meat is 90% fat free! OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

49. Our Deli Fresh lunch meat is 10% fat! OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM

50. MODALITY Is how a student learns best and the way you are teaching congruent or incongruent? Visual Auditory Kinesthetic OPTIMAL LEARNING CONDITIONS INCREASING RIGOR IN THE CLASSROOM