boosting retention e ffective i nstruction s eries 2011-12 brain basics
DESCRIPTION
The questions that p____________ face as they raise ch_______ from in________ to adult life are not easy to an______. Both fa________ and m_________ can become concerned when health problems such as co___________ arise any time after the e__________ stage to later life. Experts recommend that young ch_________ should have plenty of s__________ and Nutritious food for healthy growth. B________ and g _______ should not share the same b__________ or even sleep in the same r__________.TRANSCRIPT
Boosting Retention
Effective Instruction Series
2011-12
Brain Basics
Objective
You will be able to… Identify and explain research-based ways to boost retention
Key Concepts: Clear Objectives Information Processing Model Primacy-Recency Sense & Meaning VAK Closure
The questions that p____________ face as they raise
ch_______ from in________ to adult life are not easy to
an______. Both fa________ and m_________ can become
concerned when health problems such as
co___________ arise any time after the e__________
stage to later life. Experts recommend that young
ch_________ should have plenty of s__________ and
Nutritious food for healthy growth. B________ and g _______
should not share the same b__________ or even sleep in the
same r__________.
Now try this...
Objective: Identify issues that poultry farmers face.
The questions that p____________ face as they raise
ch_______ from in________ to adult life are not easy to
an______. Both fa________ and m_________ can become
concerned when health problems such as
co___________ arise any time after the e__________
stage to later life. Experts recommend that young
ch_________ should have plenty of s__________ and
Nutritious food for healthy growth. B________ and g _______
should not share the same b__________ or even sleep in the
same r__________.
The questions that poultrymen face as they raise
chickens from incubation to adult life are not easy to
answer. Both farmers and merchants can become
concerned when health problems such as
coccidiosis arise any time after the egg
stage to later life. Experts recommend that young
chicks should have plenty of sunshine and
Nutritious food for healthy growth. Banties and geese
should not share the same barnyard or even sleep in the
same roost.
Objectives(learning targets, outcomes, learning goals, benchmarks, goals, purpose)
Aligned with district standards and indicators Express what students should know (declarative) or
be able to do (procedural) at the end of a learning episode describes learner following instruction specifies what is to be learned, to what level, and
the behavior that will provide evidence describes conditions necessary for the objective to
be met and expected performance level
Write – Pair - Share
Write Record “sharing objectives” on your craft knowledge
record (name it, describe it, say why it’s good).
Pair Find your 3:00 partner
Share Compare your descriptions, check for accuracy and
thoroughness, revise as necessary
What will I do to help students effectively interact with new knowledge?
What do I typically do to identify critical information?(MRL, “Teacher’s Guide to Reflective Practice”, p. 7)
Determined by Local School Districts / Classroom Teachers
Determined by State Board Guidance for Districts, Schools, & Teachers
Determined by State BoardRequired for all
Curriculum
Has my district articulated curriculum? Am I to use specific materials? To Consider
Are some standards more important than others? Must I use certain materials? Can I supplement? Is there a pacing guide or timeline? Are district assessments administered at a particular
time?
Curriculum
Identify important skills and strategies, content rules and concepts, vocabulary
Make a clear target. Essential? Worthy? Nice to Know?
What is the evidence that you will accept, to what level of mastery?
Objectives(learning targets, learning goals, benchmarks, goals, purpose)
Stated explicitly very early in the lesson Feedback tied closely to objectives Clear purpose explained to students
relevance to students previous or future learning, current experience (sense & meaning)
(Sharer, Anastasio, & Perry, 2007, p. 62)
Clock Partner – 6:00
Discuss why sharing clear objectives with students is important.
Objective
You will be able to… Identify and explain research-based ways to boost retention
Key Concepts: Clear Objectives Information Processing Model Sense & Meaning Primacy-Recency VAK Closure
Information Processing Model
(Sousa, How the Brain Learns, 2007, p. 39)
The learning brain asks two questions before it stores info.
Does this new learning make
sense?
Does this new learning have
meaning?
Has Meaning
Little SenseLittle Meaning
Little Chance of Remembering
Makes SenseLittle Meaning
Moderate Chance of Remembering
Has Meaning Little Sense
Moderate Chance of Remembering
Makes SenseHas MeaningHigh Chance
of Remembering
Importance of Processing Time
The brain needs time to create connections and pathways to create long term memories.
The hippocampus can only hold so much example of glass of water Too much, too fast, it won’t Last.
Partner ResponsePartners A & B
Find your 9:00 clock partner
(A) Tell your partner everything you remember about…
(B) Add, clarify, question…
Objective
You will be able to… Identify and explain research-based ways to boost retention
Key Concepts: Clear Objectives Information Processing Model Sense & Meaning Primacy-Recency VAK Closure
Primacy-Recency Effect
“During a learning episode we remember best that which comes first, second best that which comes last and least that which comes just past the middle” (Sousa, 90).
Memory Task
Paper clips Stapler Marker Sticky notes Notepad Pencil Ruler Calculator White out Glue
Primacy-Recency(Sousa, How the Brain Learns, 2007, p. 90)
Amount of Prime Learning Time
20 minute episode 18 prime time (90%), 2 down time
40 minute episode 30 prime time (75%), 10 down time
80 minute episode 50 minute time (62%), 30 down time
Serial Positioning
Beginning(Prime Time 1)
Middle End(Prime Time 2)
Bell RingerSharing the AgendaSharing the ObjectivesGoing Over Homework
Sharing 1st ObjectiveAnticipatory SetInput for Objective 1CFU for Objective 1 Using 5-1 & 10-2 RulesPractice with FeedbackRepeat for Each Objective
ClosureAssigning HomeworkGetting the Homework Started
(Sharer, Anastasio, & Perry, 2007, p. 27)
Average Retention Rate after 24 hours
(adapted from David Sousa, How the Brain Learns, p. 95)
Boosting Retention
VAKMatch to what you’re teaching!
Visual Primary source of input More developed in digital natives
Auditory Both listening and speaking E.g., choral response
Kinesthetic Can be “small” movement E.g., solid, liquid, gas example
Closure(summarization, generalization, terminal closure)
Sense and meaning attached to new learning Occurs at end of lesson or after sequence of
instruction for an objective (3-7 minutes) Directly involves learner processing Relates directly to objective
(Sharer, Anastasio, & Perry, 2007, p. 120)
ClosureTalk a Mile a Minute / Name that Concept
Goal: Successfully communicate all items in one minute.
Partner A: Provide clues to your partner without using the actual
words, derivatives, or rhymes. definitions, examples, descriptions, contexts
Partner B: Name the concept or component or say “pass” to move on
to the next item.
Ways to Boost Retention
(Sharing) Objectives Information Processing Model Sense & Meaning Primacy-Recency VAK Closure