BEGIN WITH THE BRAIN! Daily Differentiation at Tier 1 Three Keys … · 2019-02-06 · Orchestrating the Learner-Centered Classroom - 2nd Edition, By Martha Kaufeldt 2010, Corwin

Daily Differentiation at Tier One - Webinar #1 Begin With the Brain

©2019, Martha Kaufeldt, Scotts Valley, CA [email protected] 1

BEGIN WITH THE BRAIN! Three Keys to Maximize Learning for ALL

Presenter: Martha Kaufeldt, Scotts Valley, CA

Webinar Series: Daily Differentiation at Tier One: Prevention Before Intervention

Webinar #1 Tuesday, February 5, 2019

Alaska Staff Development NetworkAlaska Council of School Administrators

Daily Differentiation at Tier 1n The BEST intervention is prevention!

Martha Kaufeldt

FaceBook: Begin With the BrainMartha@beginwiththebrain.comwww.beginwiththebrain.comTwitter: @MarthaKaufeldt

AGENDADaily Differentiation at Tier 1

Begin With the Brain: Three Keys to Maximize Learning for ALL!

1. Safe & Secure Climate and Environment2. Learning is Developmental / Experiential 3. Actively Experience New Learning in a Variety of Ways



Begin With the Brain: Orchestrating the Learner-Centered Classroom - 2nd Edition, By Martha Kaufeldt 2010, Corwin Press

Think BIG, Start Small:How to Differentiate Instruction

in a Brain-Friendly ClassroomGregory & Kaufeldt

Solution Tree – 2012

ASCD Member Book: (Gregory & Kaufeldt)

September 2015

See the book's table of contents and read excerpts at the ASCD Website

http://www.ascd.org/Publications/Books/Overview/The-Motivated-Brain.aspx

Solution Tree has arranged for a 20% discount on these books.¨ BKF650 Best Practices at Tier 1-Elementary¨ BKF651 Best Practices at Tier 1-Secondary

n When purchasing online, the code to use on the Solution Tree website is Alaska20

n This code is now active and will work until April 1.



Daily DifferentiationDefined: a daily integration of a variety of novel, relevant, high-quality, high-impact strategies presented in a brain-friendly environment

Tier 3Personalized

Tier 2Additional targeted

small-group instruction

Tier 1Core instructional program within the

classroom for all students

The Best Intervention is Prevention!Intensive

Interventions

TargetedInterventions

Differentiated Strategies

Approximately 5–7%

Approximately 15%

All Students

Differentiation of Core Instruction at Tier 1

1. Daily differentiation: high-impact instructional strategies for all… Instructional VARIETY.

2. Targeted interventions: adjusting instruction as needed for:¨Students not progressing as expected¨High-ability students

Daily Differentiation at Tier One

• Expanding teachers’ instructional repertoire can maximize success for ALL students at Tier 1… •And possibly PREVENT the need for future Tier 2 INTERVENTIONS.



DifferentiatedInstruction

Meaningful Curriculum & Choices

Classroom Management

CollaborationMulti-Modal

Strategies Pre- & Formative

Assessments

Growth MINDSET

Brain-Friendly

Environment

5 ESSENTIALS for a Better Brain

n DIET - NUTRITIONn EXERCISEn CHALLENGEn NEWNESS (NOVELTY)n LOVE

fNIRS (Near Infared Spectroscopy) is a safe and innovative method of measuring brain activity by projecting light from outside the head into the cerebral cortex, and then measuring the properties of the light that is reflected back.

Three “Brain Basics”



Safe & Secure Environment

Multi-sensory Experiences

Use It or Lose It

Safe and Secure Climate And Environment

The “Stress Mess” - Perceived Threat, Anxiety and Pressure Can Minimize Learning

Multi-Sensory Experiences

Do the “Real thing” Experiences in enriched environments promote

brain growth and neural connections.

USE IT OR LOSE IT!

Deepen learning through Active Processing, Enrichment and Extension



BEGIN WITH THE BRAIN: Brain-Friendly Key # 1 LESS STRESS:

Safe and Secure Environment

THE STRESS MESS!

Anxiety and Pressure Can

Minimize Learning

①Perceived threats, stress, emotional upsets, isolation, and unpleasant physical environments trigger a “reflex response” and can minimize the brain’s capabilities to learn.

FIGHT OR FLIGHT OR FREEZE



Amygdala

Hippocampus

Lack of inclusion and social isolation

When responding to true danger or perceived threat, brains are less capable of doing any of the following:

n Being creativen Seeing or hearing environmental cluesn Remembering and accessing prior learningn Engaging in complex tasks and open-ended thinkingn Sorting and filtering out unimportant datan Planning and mentally rehearsingn Detecting patternsn Communicating effectively



Eustress – Good Distress – Bad “Turn and Talk”

nELBOW PartnersnSHOULDER PartnersnDESK / Table Partners

nQuick Check-ins, Discussions, etc

Avoid the Reflex Response!n Post “daily agendas” and “procedures” -

Students should know the game plan and expectations.

n Create a “body compatible” environment. Encourage movement and healthy habits.

n Orchestrate “inclusion activities” to build a sense of belonging and build community.

n Include novelty and humor every day.

B-F Element #1: LESS STRESS! Maintain a safe and secure climate and environment

n Maintain an atmosphere of low threat balanced with high challenge.

n Keep learning joyful and rigorous.n Make sure students know the agenda, purpose

& game plan.n Allow time for reflection, contemplation and

expansion.



BEGIN WITH THE BRAIN: Brain-Friendly Key # 2

Learning is Developmental and Experiential

� “Neural Plasticity” Multi-sensory experiences in enriched environments promotes brain growth and neural connections.

You are born with over 100 Billion Neurons in your brain

The Developing Neuron: Where Learning Takes Place

Brain “Plasticity”



Neurons grow dendrites Neurons that fire together, wire together

You can prompt your brain to grow more connections by doing new activities and practicing to get better.

40

Density of Neurons

in the Cerebral

Cortex of a two week old infant

Density of Neuronsin the Cerebral Cortex of a two year old child



What parts of YOUR brain are “more dense” than others?

B-C Key#2: DO THE REAL THING! Provide multi-sensory experiences

in enriched environments.n Provide complex, interactive, first-hand

learning experiences.n Make sure content is meaningful and

relevant.n Provide a wide variety of input and resources.n Allow adequate TIME!

BEGIN WITH THE BRAIN: Brain-Friendly Key # 3: Actively Process New

Learning in a Variety of Ways

� “Use it or lose it” is true!Process new learning in a variety of ways to assure long-term retention. Use collaboration, choice and instructional variety (differentiation) to expand new skills and concepts.

44



“Multiple Rehearsals”nEngaging tasksnDistributed over time

45

…Students need to take part in complex, meaningful projects that require sustained engagement and collaboration

(Marzano, Pickering, & Pollock, Classroom Instruction That Works, 2001)

Some learners may need up to 24 practices to get to 80 percent mastery.

Others may need only a couple!

Students should have multiple experiences for how they:

n TAKE IN new information.n Actively PROCESS

n MAKE SENSE of new ideas.

n DEMONSTRATE their understanding using a variety of PRODUCTS and PERFORMANCES.



Provide Reflection OpportunitiesAny activity through which the brain recalls a concept, skill, or process. Reflection activities will prompt the brain to re-stimulate the new connections among the neurons, which helps strengthen them.

n Discussionsn Summarize/Presentn Interactive Notebooksn Projectsn Graphic Organizersn Games

Instructional Variety

n Limited Direct Instructionn Novelty, Student Engagementn Non-linguistic Representationsn Multi-modal / Multiple Intelligencesn Choices

Key #3: USE IT OR LOSE IT! Actively process new learning

in a variety of waysn Structure frequent opportunities for students to do

REFLECTION on the product and process of their learning.

n Provide daily activities that allow students personal CHOICE in how they process and store new knowledge.

n Orchestrate a variety of COLLABORATION opportunities. 51

Tier 1 of the RTI Model

This consists of high-quality teaching using differentiated instruction and data-based targeted interventions to ensure learning for all students.

The best intervention is prevention.

Documents

BEGIN WITH THE BRAIN! Daily Differentiation at Tier 1 Three Keys … · 2019-02-06 · Orchestrating the Learner-Centered Classroom - 2nd Edition, By Martha Kaufeldt 2010, Corwin