Steps 1-22

Step 1: Reach

If you can’t reach them, you can’t If you can’t reach them, you can’t teach them.teach them.

For most of us, our favorite teacher was someone we felt really cared about

and/or challenged us: someone who recognized us and reached out to us.

~Jonathon Cohen, Educating Minds and Hearts

If children don’t learn the way we teach, then we have to change the way we teach.

~Ignacio 'Nacho' Estrada

How to Teach so Students How to Teach so Students

RememberRemember Step One—Reaching the StudentsStep One—Reaching the Students

Students must be active in their pursuit of Students must be active in their pursuit of learning learning

The dendrites of a brain cell grow when the The dendrites of a brain cell grow when the person is actively engaged in learning. person is actively engaged in learning. (Goldberg,2001)(Goldberg,2001)

There is only “active learning”There is only “active learning”

Step 1: ReachStep 1: Reach

Attention is necessary for learningAttention is necessary for learning Novelty is a big part of getting Novelty is a big part of getting

students to attendstudents to attend (Ratey, 2001)(Ratey, 2001)

Attention and MotivationAttention and Motivation

Motive—defined as “something (as a need or Motive—defined as “something (as a need or desire) that causes a person to act” (Merriam desire) that causes a person to act” (Merriam Webster, 1993)Webster, 1993)

2 types of motivation: Intrinsic and Extrinsic2 types of motivation: Intrinsic and Extrinsic Intrinsic—comes from within.Intrinsic—comes from within. Extrinsic—associated with rewards and Extrinsic—associated with rewards and

punishment.punishment. Which type of motivation leads to real Which type of motivation leads to real

learning?learning?

Attention and Attention and MotivationMotivation

Our students have learned how to be Our students have learned how to be motivatedmotivated

The expectations we create as teachers The expectations we create as teachers can significantly influence students’ can significantly influence students’ motivation (motivation (Brophy – 1987)Brophy – 1987)

Maslow’s “Hierarchy of Maslow’s “Hierarchy of Needs”Needs”

Attention is Necessary for Attention is Necessary for LearningLearning

Choice is a key to keeping students attention Choice is a key to keeping students attention (Glasser Choice Theory) (Glasser Choice Theory)

Humans seek to be in control, they need freedom Humans seek to be in control, they need freedom and power. and power.

Giving students input to power and control makes Giving students input to power and control makes them feel good; builds trust and increases them feel good; builds trust and increases engagementengagement

Emotion and MemoryEmotion and Memory

Emotional arousal organizes and Emotional arousal organizes and coordinates brain activity coordinates brain activity (Bloom, Beal & Kupfer (Bloom, Beal & Kupfer

2003)2003)

When the amygdale detects emotions, When the amygdale detects emotions, it essentially boosts activity in the it essentially boosts activity in the areas of the brain that form memories areas of the brain that form memories (S. Hamann & Emony, UN.)(S. Hamann & Emony, UN.)

Emotional HooksEmotional Hooks

• Emotions are contagious so Emotions are contagious so teachers need to be excited about teachers need to be excited about what they teachwhat they teach

(Lewis, Amini & Lannon 2000)(Lewis, Amini & Lannon 2000)

Examples:Examples:• Dress the Part – Costumes of Dress the Part – Costumes of

characters get students’ attentionscharacters get students’ attentions

Emotional HooksEmotional Hooks

• Music has emotional anchors. Use it to aid Music has emotional anchors. Use it to aid memory formationmemory formation

• Stories are powerful – the brain loves stories– use Stories are powerful – the brain loves stories– use them to illustrate learning. (Caine and Caine)them to illustrate learning. (Caine and Caine)

• Make students take a side or a position on an issue Make students take a side or a position on an issue – this can arouse emotions– this can arouse emotions

Advanced OrganizersAdvanced Organizers

Advanced organizers are powerful Advanced organizers are powerful instruments for focusing students’ attentioninstruments for focusing students’ attention

Examples:Examples:~~Agree-Disagree ChartAgree-Disagree Chart

~Helps emotions and helps illustrate concepts~Helps emotions and helps illustrate concepts

Agree Disagree

Faculty should get fully paid health care

Faculty should pay some cost for their health care

Advanced OrganizersAdvanced Organizers

Similarities and Differences Similarities and Differences (the most (the most familiar pattern to students)familiar pattern to students)

How is the war in Iraq similar to the How is the war in Iraq similar to the Vietnam war? Vietnam war?

How does it differ?How does it differ?

Advanced OrganizersAdvanced Organizers

Mind Maps: show relationships in Mind Maps: show relationships in various ways and levelsvarious ways and levels

Learning StylesLearning Styles

Students need to know their preferred learning Students need to know their preferred learning style as a way to enhance how they put information style as a way to enhance how they put information into long-term memoryinto long-term memory

Example: Gardener’s Multiple Intelligence TestExample: Gardener’s Multiple Intelligence Test

Make Learning RelevantMake Learning Relevant

Students perform better when they are provided Students perform better when they are provided with criteria, models and examples that clearly with criteria, models and examples that clearly illustrate our expectationsillustrate our expectations (Schmoker, 1999) (Schmoker, 1999)

Example:Example: Brainstorming – lets students tell what they already Brainstorming – lets students tell what they already

know – this provides the hooks to hang the new know – this provides the hooks to hang the new information on.information on.

Advanced PreparationAdvanced Preparation

Students need to know that doing the advanced Students need to know that doing the advanced preparations teachers ask (homework, reading or preparations teachers ask (homework, reading or review of notes) activates the prefrontal cortex of review of notes) activates the prefrontal cortex of the brain.the brain.

This is the area that performs higher level This is the area that performs higher level functions – it ensures better performance in functions – it ensures better performance in learning new material.learning new material.

Step 2: Reflect

Reflection is not a luxury; it is a necessity.Reflection is not a luxury; it is a necessity.

Thinking and talking about experiences not only helps to make sense of the past,

but also changes the likelihood of subsequent remembering.

~Daniel Schacter, The Seven Sins of Memory

Reflect on what has been Reflect on what has been TaughtTaught

Reflection is a habit that needs to be Reflection is a habit that needs to be learned learned

As students reflect on new learning As students reflect on new learning their brains search patterns already their brains search patterns already learned for connectionslearned for connections

Pause Time and ReflectionPause Time and Reflection

Short pauses 3 – 10 seconds send the Short pauses 3 – 10 seconds send the message – “Think about it some message – “Think about it some more”more”

Reflection leads to new understandingReflection leads to new understanding Reflection happens in the frontal Reflection happens in the frontal

lobes – this is the executive part of the lobes – this is the executive part of the brainbrain

Students gradually learn how they best learn andStudents gradually learn how they best learn and

remember. remember. This is greatly enhanced by reflection.This is greatly enhanced by reflection.

Reflect on what has been Taught

ReflectionReflection

Questioning is at the heart of reflectionQuestioning is at the heart of reflection Students need to ask themselves Students need to ask themselves

questionsquestions Examples:Examples:

Why do I believe this?Why do I believe this? Why did I get this wrong?Why did I get this wrong? How do I know this is the right answer?How do I know this is the right answer? How does my behavior affect others?How does my behavior affect others?

Journaling helps ReflectionJournaling helps Reflection

Writing about an experience Writing about an experience provides a feeling of controlprovides a feeling of control

Journal about:Journal about:1.1. I learnedI learned

2.2. I want to learn more aboutI want to learn more about

3.3. I likedI liked

4.4. I did not understandI did not understand

Collaborate when ReflectingCollaborate when Reflecting

Learning with others for some is a Learning with others for some is a great way to imbed information into great way to imbed information into long-term memory – but they must long-term memory – but they must want to help each other – want to help each other –