Modeling Best Practices: The “Tipping Point” in Staff Development NSDC’s 38th Annual Conference December, 2006 Nashville with Martha Kaufeldt

Modeling Best Practices:

The “Tipping Point” in Staff Development

NSDC’s 38th Annual ConferenceDecember, 2006

Nashville

with Martha Kaufeldt

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WHEN THE PRESENTER IS SPEAKING

LISTEN and WATCH

FIDGET quietly STAY in seat

USE Post-It’s and Highlighters for note-taking.

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DURING PROCESSING TIMES

SIT or STAND near your table

STAY in group’s area

ENGAGE quickly with a partner

EXCUSE yourself to meet basic needs

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Not sure what to do? Need help?

•ASK 3 BEFORE ME!

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GET ORGANIZED!

• Get a colored fish bead and put it in your clear name tag holder. Try to have several different colors represented in your group.

• Select a highlighter or post-it’s if you want.

• Get a FIDGET FROG, BENDY BUDDY, or CALMING STONE if you could use it.

• Determine who will be your PROCESS PARTNER(S) one or two only.

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“The Tipping Point: How Little Things Can

Make a BIG Difference” By Malcolm Gladwell

© 2002, Little, Brown & Company: New York

““THE TIPPING POINT IS THAT MAGIC MOMENT THE TIPPING POINT IS THAT MAGIC MOMENT WHEN AN IDEA, TREND, OR SOCIAL BEHAVIOR WHEN AN IDEA, TREND, OR SOCIAL BEHAVIOR CROSSES A THRESHOLD, TIPS, AND SPREADS LIKE CROSSES A THRESHOLD, TIPS, AND SPREADS LIKE WILDFIRE.WILDFIRE. Just as a single sick person can start an Just as a single sick person can start an epidemic of the flu, so too can a small but precisely epidemic of the flu, so too can a small but precisely targeted push cause a fashion trend, the popularity of targeted push cause a fashion trend, the popularity of a new product, or a drop in the crime rate.”a new product, or a drop in the crime rate.” (Back Cover)

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“The Tipping Point: How Little Things Can Make a BIG Difference”

By Malcolm Gladwell © 2002, Little, Brown & Company: New York

From Malcolm Gladwell’s web site: http://www.gladwell.com/tippingpoint/index.html

7. What do you hope readers will take away from the book?

One of the things I'd like to do is to show people how to start "positive" epidemics of their own. The virtue of an epidemic, after all, is that just a little input is enough to get it started, and it can spread very, very quickly. That makes it something of obvious and enormous interest to everyone from educators trying to reach students, to businesses trying to spread the word about their product, or for that matter to anyone who's trying to create a change with limited resources…. This is not an abstract, academic book. It's very practical. And it's very hopeful. It's brain software.


http://www.gladwell.com/tippingpoint/index.html

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Begin With the Brain: Orchestrating the Learner-Centered ClassroomBy Martha Kaufeldt © 1999 Zephyr Press


The Learning Brain: Lessons for Education

By Sarah-Jayne Blakemore and Uta Frith©2005 Blackwell Publishing

How the Brain Learns -3rd Edition By David A. Sousa2005 SAGE Publications






are needed to see this picture.Teaching with the Brain in MindBy Eric Jensen 2nd Edition

© 2005 ASCD



Teachers, Change Your Bait!Brain-Compatible Differentiated InstructionBy Martha Kaufeldt © 2005 Crown House Publishing

When presenting staff When presenting staff development development

sessions, sessions, what might the what might the TIPPING POINTS TIPPING POINTS

be to assure be to assure engagement, engagement,

maximize learning maximize learning and inspire and inspire

participants to take participants to take action?action?

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AGENDA

• “Starting on the Right Foot” (First Impressions)

• “Front-end Alignment” (Advanced Preparation)

• “Keep the Brain in Mind” (Safe, Healthy, Relaxed)

• “Change Your Bait!” (Differentiation-Mult. Intell.)

• “Be a Guide on the Side” (Not a Sage on the Stage)

• “Paper, Rock, Scissors!” (Decision-Making Tools)

• “Chew, Swallow, Digest” (Reflection, Expansion)

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Which one represents how you

are feeling right now?

Adapted from “TRIBES” by Jeanne Gibbs

A B C D E

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“Starting on the Right Foot” First Impressions

• POSTED POSTED ARRIVAL PROCEDURESARRIVAL PROCEDURES• POSTED POSTED CLEVER AGENDACLEVER AGENDA (BRIEF!) (BRIEF!)• OPPORTUNITIES TO OPPORTUNITIES TO MEET-GREET-EATMEET-GREET-EAT• PERSONAL PERSONAL INTRODUCTIONINTRODUCTION AND AND

CONNECTIONCONNECTION• REFLECTIONREFLECTION AND GROUP AND GROUP INCLUSIONINCLUSION

ACTIVITYACTIVITY

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Systems and Procedures

• Post a daily AGENDA

• Create simple PROCEDURES for the expected behaviors on how things are to be done in the classroom and at school

• Guide students to create personal GOALS for themselves each day

• Establish routines, rituals, celebrations

“The brain seeks to make order out of chaos….You can establish patterns of appropriate behavior and systems for doing things in a classroom… Confusion and frustration will be reduced as the brain feels secure in knowing and detecting the pattern for appropriate behavior.”

“Begin with the Brain” Martha Kaufeldt, 1999

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•Create an “Agenda”

•Use a Mindmap format

•Use graphics/photos

•Participants state goals

•Review at end of day

•Keep posted for next meeting

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Agenda for Staff Meeting

MonarchSchool

Staff MeetingWed. 3-14

On Your Own With Your Focus Group

Admin Key Points“To Do” List

1) Fill out forms2) Form your opinions

Discuss possibilities for a school-wide Curriculum Night in March

1) Results of Walk-Throughs2) Curriculum Night1)Cur.Night Committee

2)Get Forms in

CommunityCheck-in

How r u?

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Procedures for:“What to do if you’re done.”

Recheck your work.Be willing to help othersDo an extra “Choice” or “May Do” activitySelect an “Anchor Activity”

Procedures for: “What to do if you need help.”

•Ask three before me!Find a Peer HelperPut name on Help ListKeep working on a part that you CAN DO.

Sample Procedures

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“Front-end Alignment” Advanced Preparation• PLANNED PLANNED AGENDAAGENDA MATCHES MATCHES ADVANCED ADVERTISING…ADVANCED ADVERTISING…

• HANDOUTSHANDOUTS - ORGANIZED, CLEAR - ORGANIZED, CLEAR

• A.V. NEEDSA.V. NEEDS MET AND SET UP MET AND SET UP

• ROOM ARRANGEMENTROOM ARRANGEMENT - FURNITURE, - FURNITURE, DÉCOR, LIGHTING, SMELL, SOUNDSDÉCOR, LIGHTING, SMELL, SOUNDS

• TABLE ITEMSTABLE ITEMS - FIDGETS, SUPPLIES - FIDGETS, SUPPLIES

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Maintain Brain and Body Compatible Environments• Fresh water should be easily accessible and encouraged.

• Natural and incandescent lighting has advantages over fluorescent lighting in learning & working environments.

• Constant exposure to “white noise” and electromagnetic fields may inhibit learning.

• Movement and exercise can enhance neural connections in the brain as well as improve general health.

• Basic needs such as hunger, thirst, elimination, temperature, odors, lighting, and movement must be addressed in a timely manner to decrease stress levels.

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DISCUSSION DOTS

• Work in groups of 3 or 4 from your table.

• Each take one of the colored sticky dots strips

• Quickly discuss thoughts you have about the effects of the environment on participants.

• Each time you make a comment, put down a sticky dot.

• Only make another comment AFTER the other “colors” have commented.

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“Keep the Brain in Mind” Safe, Healthy, Relaxed

• BASIC NEEDSBASIC NEEDS CAN BE MET EASILY CAN BE MET EASILY

• MAINTAIN MAINTAIN LOW STRESSLOW STRESS TO MAXIMIZE TO MAXIMIZE LEARNINGLEARNING

• USE USE NOVELTYNOVELTY FOR ATTENTION FOR ATTENTION

• KEEP A KEEP A JOYFULJOYFUL ATTITUDE - USE ATTITUDE - USE HUMORHUMOR

• ORCHESTRATE ORCHESTRATE CHOICECHOICE OPPORTUNITIES OPPORTUNITIES



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Brain-based? Brain-Compatible? Brain-Friendly?

Brain-based learning involves using approaches to schooling that rely on recent brain research to support and develop improved teaching strategies. Researchers theorize that the human brain is constantly searching for meaning and seeking patterns and connections. Authentic learning situations increase the brain's ability to make connections and retain new information. Teaching strategies that enhance brain-based learning include manipulatives, active learning, field trips, guest speakers, and real-life projects that allow students to use many learning styles and multiple intelligences. An interdisciplinary curriculum or integrated learning also reinforces brain-based learning, because the brain can better make connections when material is presented in an integrated way, rather than as isolated bits of information. A relaxed, nonthreatening environment that removes students' fear of failure is considered best for brain-based learning. Research also documents brain plasticity, which is the notion that the brain grows and adapts in response to external stimuli.Source: Adapted from The Language of Learning: A Guide to Education Terms, by J. L. McBrien &

R. S. Brandt, 1997, Alexandria, VA: Association for Supervision and Curriculum Development.

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3 Key Elements of3 Key Elements ofBrain-Compatible Teaching and Brain-Compatible Teaching and

LearningLearning B-C Element # 1 - LESS STRESS!

• Stress, Confusion, and Perceived Threat can minimize the brain’s capabilities.• Create a Safe and Secure Climate and Healthy Physical Environment• Promote Personal Relationships and Social Skills

B-C Element # 2 - DO THE REAL THING!• Multi-sensory experiences promote brain growth and connections.• Provide Enriched Environments for learning that encourage Discovery Play. • Hook new ideas to prior understanding and personal experiences.

B-C Element #3 - USE IT OR LOSE IT!• Multiple opportunities to Actively Process new learning in a variety of ways

assures Long Term Retention.• Differentiate Instruction, Provide Choices, Vary Grouping and Honor the

Multiple Intelligences• Orchestrate opportunities to apply new learning in real-world settings.

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Let’s see who is with us today!Please respond to one of the choices below:

A. I’m more of a camping and outdoor vacation person.

B. I’m more of an island-water-beach vacation person

C. I’m more of a foreign country - explorer vacationperson

D. I’m more of a big city-museum-theater vacation person.

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B-C Element #1: LESS STRESS!

Stress, Confusion, and Perceived Threat can minimize the brain’s

capabilities to learn.• Create a safe and secure climate and environment.

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

• Make sure participants know the agenda, purpose & game plan.

• Orchestrate opportunities for positive social interactions.

• Keep learning joyful but still rigorous.

• Allow time for reflection, contemplation and expansion.

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Amygdala

Hippocampus

Reflex Triggers:1. Survival, danger2. Old memory 3. The unknown

Physiological Responses:•Stress hormones - reaction•Startle Reflex•Blood pressure, rapid breathing•Upset stomach, dry mouth•Large muscles stimulated•Hackles tighten! •Freezing

REFLEX RESPONSE TO PERCEIVED THREAT

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Brainstorm a list of things that a presenter can do to make a workshop environment feel more “brain and body compatible.”

Use the D.O.V.E. rule:

D = Defer judgmentO = Original - Off-beatV = Variety - Vast NumberE = Elaborate - Extend - Expand ideas

Use a two-minute timer. Blue or Red records.

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“Change Your Bait!” Differentiate InstructionUse Multiple Intelligences• USE USE MULTIPLEMULTIPLE INTELLIGENCESINTELLIGENCES

STRATEGIES TO HOOK EVERY STRATEGIES TO HOOK EVERY PARTICIPANT PARTICIPANT

• USE A USE A JIGSAWJIGSAW OR OR DISCOVERY PROCESSDISCOVERY PROCESS

• CREATE A VARIETY OF CREATE A VARIETY OF PRE-PRE-ESTABLISHED GROUPSESTABLISHED GROUPS AND PARTNERS AND PARTNERS

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differentiated instruction

A form of instruction that seeks to "maximize each student's growth by meeting each student where she is and helping the student to progress. In practice, it involves offering several different learning experiences in response to students' varied needs. Learning activities and materials may be varied by difficulty to challenge students at different readiness levels, by topic in response to students' interests, and by students' preferred ways of learning or expressing themselves.”Source: "Lesson 1: What Is Differentiated Instruction?" in ASCD PD Online: Differentiating Instruction, by L. Kiernan [course author], 2000, Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved February 21, 2002, from http://www.ascd.org/pdi/demo/diffinstr/differentiated1.html

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Multiple Intelligences ”(An Intelligence) is the ability to solve problems or create meaningful products in a particular setting.” (Gardner, 1997)

At least eight “Intelligences” have been identified as people’s most common or preferred processing and problem-solving abilities:

•Verbal-Linguistic “Word Smart” •Logical-Mathematical “Logic Smart”

•Visual-Spatial “Picture Smart” •Bodily-Kinesthetic “Body Smart”

•Musical-Rhythmic “Music Smart” •Naturalist “Nature Smart”

•Interpersonal “People Smart” •Intrapersonal “Self Smart”

Students may grasp new concepts more easily if they have opportunities to process the information in a way that makes sense to them - and comes more easily to them.

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N

S

W E

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“Be a Guide on the Side” Not a Sage on the Stage

• LIMIT YOUR LIMIT YOUR TALK TIMETALK TIME

• DISCOURAGE DISCOURAGE LEARNED HELPLESSNESSLEARNED HELPLESSNESS

• ORCHESTRATE ORCHESTRATE ACTIVE PROCESSINGACTIVE PROCESSING

• PROMOTE PROMOTE GROUP INPUTGROUP INPUT

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B-C Element #3: USE IT OR LOSE IT! Actively process new learning in a variety of ways to assure long-term retention. • Structure frequent opportunities for students to do

REFLECTION on the product and process of their learning.

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

• Orchestrate a variety of COLLABORATION opportunities.

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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.

• Journaling

• Visualizing

• Discussions

• Reproductions

• Interactive Notebooks

• Guided Note-Taking

• Graphic Organizers

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“Paper, Rock, Scissors!” Decision-Making Tools• Edward de Bono’s Thinking Tools:

“P.M.I.” PLUS-MINUS-INTERESTING

• Decision Making Gradient:1 2 3 4 5

1-Hate it!Will stand in the way

4 -It’s pretty good, I’ll help make it happen.

5 -Love it!

On Board

all the way!

3- Can live with it, But won’t help.

2- Don’t like it, but won’t stand in the way

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“Chew, Swallow, Digest” Reflection, Expansion• SummarizeSummarize new information & ideas new information & ideas

• Orchestrate a Orchestrate a Reflection ActivityReflection Activity• Consider possibilitiesConsider possibilities• Brainstorm applicationsBrainstorm applications• Create an Create an Action PlanAction Plan• Self-AssessSelf-Assess personal involvement personal involvement• Offer Offer feedback to presenterfeedback to presenter

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8 Best Practices Tipping Points

1) Orchestrate a CLIMATE that lessens perceived threats, alleviates extreme pressure, minimizes physical discomfort, and lightens emotional STRESS that can MINIMIZE the brain’s capabilities.

2) Maintain a BODY COMPATIBLE environment that encourages movement, healthy habits and allows participants to meet their basic needs.

3) Nurture SOCIAL relationships and build a sense of INCLUSION.

4) Orchestrate INSTRUCTIONAL and PRESENTATION STRATEGIES that are COMPATIBLE with how the brain learns naturally.

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8 Best Practices Tipping Points

5) Create SYSTEMS and PROCEDURES to reduce confusion, to streamline management and maximize participant engagement.

6) Provide FIRST-HAND EXPERIENCES and MAKE CONNECTIONS to the participant’s daily life to enhance engagement.

7) Differentiate how participants ACTIVELY PROCESS new information to increase long-term retention.

8) Always take time to experience the JOYFULNESS of teaching and learning.

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Choose and Respond to at Least 1… I would recommend this session to…. I noticed that… A strategy that I will use right away is… My brain feels ….empty?…mushy?…full? The example I liked the best today was… I feel that now I can… Something I know I will do differently right away… It would have been better for me if… A graphic that would describe the day for me would look like… I noticed that you used the Multiple Intelligences when we… …

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EXIT CARD – Staff Meeting Date:__________

• Something I will remember from today’s meeting:

• A question I still have:

• At today’s meeting, I appreciated:

• Something I think still needs to be discussed/addressed:

Name: _____________________________

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EXIT CARD- Professional Development Session Date:__________

• Something I will definitely use from today’s session:

• A question I still have:

• During the session today, I appreciated:

• Something I think still needs to be discussed/addressed:

Name: _____________________________

Documents

Modeling Best Practices: The “Tipping Point” in Staff Development NSDC’s 38th Annual Conference December, 2006 Nashville with Martha Kaufeldt