Engaging 21st Century Learners: Strategies for Emotional and Movement-Based Learning

1. Activities and clips • Clip on movement • Monster mash activity • Clip on stressed brain and discuss emotions • Ice cube • Clip on discovery • 7up and raisins

2. Teaching Tomorrow’s Leaders: Engaging all students for the 21st Century Susan Baum, Ph.D. International Center for Talent Development Bridges Academy

3. Emotions = to make learning a positive experience. Excitement so students can engage and sustain. Empowerment = the confidence to believe in the power to make a difference. The ability to transform individuals from observers of ideas to implementers innovation.

4. Emotions, to make learning a + experienceExcitement, to engage and sustainEmpower , to lead beyond the present. Our focus will be to share strategies for E 3

5. 21st Century Students

6. 21 st Century Skills

7. Workshops’ themes • Engaging the 21st Century learner • Creating a culture of creativity and innovation through differentiation, talent development and critical and creative thinking. • The role of social and emotional learning

8. Engaging the 21st Century Learner

9. Today’s learner is different • Digital natives • Need for movement • More visual/spatial and kinesthetic • Multi focused vs. singularly focused

10. Brain Rules: What we now know about learning

11. MOVEMENT AND EXERCISE

12. RULE #1: EXERCISE BOOSTS BRAIN POWER

20. HOW LONG ARE YOUR STUDENTS SITTING? • CIRCLE TIME? • LISTENING? • DOING SEATWORK?

21. SUSTAINED ATTENTION • Research says that sitting and listening and paying attention is developmental. • The amount of minutes is related to age up to 15. • 10 minutes and attention starts to drift if information is boring monotonous • Digital kids listen faster

22. Information processing model Sensory Input Working Memory Attention Novelty Intensity Personalized Relevance Symbol System (Multiple Intelligence) Expression Understanding Memory • Application • Critical & creative thinking • Generalization Auditory Visual Kinesthetic

23. Information processing model Attention Novelty Intensity Personalized Relevance Symbol System (Multiple Intelligence)

24. ENGAGEMENT AND JOYFUL LEARNING

26. Preferences for Expression • You are about to be given an assignment • On the note card rank from highest (1) to lowest (4) your preferred expression • Write • Draw • Act • Build

27. Strength Based Groups • Your actual group will consist of people who share your most preferred style • Those who most want to write • Those who most want to draw • Those who most want to act • Those who most want to build

28. The Assignment

29. The Assignment • States of matter • Big idea: Matter can change from one physical state to another and not change its properties (chemical make up) • Essential question: What is a physical change?

30. Learning activity • 1.Write a poem that tells the story of or explains the process of a melting ice cube. Include information about the three states of matter. • 2.Build something that tells the story or explains the process of a melting ice cube. Include information about the three states of matter.

31. Learning activity • 3. Perform a skit or make the appropriate background music or rhythm that tells the story of or explains the process of a melting ice cube. Include information about the three states of matter.  • 4. Draw a three-frame storyboard that tells the story or explains the process of a melting ice cube. Include information about the three states of matter.

32. Blocks to Creativity

33. Forcing the standards:Remedial Groups • In a few minutes you will form groups to complete an assignment as follows: • Those who least want to write • Those who least want to draw • Those who least want to act • Those who least want to build

34. Emotional check-in • How do you feel? • Are you excited about the assignment or worried about how you’ll express it? • Or…do you care at all? • Imagine being a child for whom reading and writing is a constant struggle…

35. In what ways can my teaching be strength based?What kinds of choices do I offer my students?How often?

36. Need for inquiry and discovery Need for Discovery and Inquiry

38. DISCOVERY LEARNING MESSING ABOUT ASKING QUESTIONS FORMING HYPOTHESES TESTING HYPOTHESES DRAWING CONCLUSIONS

39. Playing around with 7-up and raisins • Take a glass of 7-up, and half a dozen raisins. Play. • What do you observe? Ask 5 questions that start with I wonder about… or I wonder what would happen if…

40. My Plan • Question: What do I want to know? • My hypothesis… • How will I conduct my experiment (materials and steps) • Observations and conclusions

41. One take away • Visit with your neighbor and talk about one idea you can use to engage today’s learners tomorrow.