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FRANKLIN HIGH SCHOOL JANUARY 2010 Instructional Strategies that Enhance Student Learning in Block Schedules

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Instructional Strategies that Enhance Student Learning in Block Schedules. Franklin High School January 2010. Bell-work. What components do you consciously include when designing an effective lesson plan? List some instructional strategies that you frequently find successful. - PowerPoint PPT Presentation


Instructional Strategies that Enhance Student Learning in Block Schedules

Franklin High SchoolJanuary 2010

Instructional Strategies that Enhance Student Learning in Block Schedules

Bell-workWhat components do you consciously include when designing an effective lesson plan?List some instructional strategies that you frequently find successful.How do you go about deciding (a) what to teach and (b) how to teach it?

Play music quietly in background as they work2Agenda Bell-workTargetsImportance of planningBlock with the Brain in Mind5-step lesson plan templateTargetsFaculty will understand the important relationship between brain based learning and effective instructional approaches in a block settingFaculty will be able to identify and apply a 5-step process to lesson planning to enhance student attention, engagement and learningWhy did I post the agenda and the targets? Outcomes provide an advance organizer for the brain and enhance retention remember the brain remembers best what it hears first and last.Because what is ultimately our goal at the end of any lesson? They remember and understand what we want them to remember and understand3Bell-workWhat components do you consciously include when designing an effective lesson plan?List some instructional strategies that you frequently find successful.How do you go about deciding (a) what to teach and (b) how to teach it?

What purposes do bell-work or sponge activities serve?

Briefly solicit examples from teachers and then discuss the purpose of sponge activities as an advance organizer, a tool for previewing which is a repitition strategy, and a method for activating prior knowledge.4Consciously plan to teach for depth on Big Ideas of your subject areaYou can teach more faster, but students will simply forget more faster. In-depth (as opposed to superficial) learning requires time for organizing, integrating, and storing new information.

Handout The Great Ideas of Science as examples of big ideas we should be spending our time on. Have Gary speak a bit about what Voc Ed is doing as their focus goal. Individually look over the Great Ideas then find a partner not sitting within arms length of you and discuss how one of these great ideas could be taught in your content area. Whats my point? Relevancy, creativity and interdisciplinary approaches are excellent ways to engage kids in meaningful learning.5Learning 2 categoriesExplicit Learning: Consists of what we commonly read, write, and talk aboutConveyed via such means as textbooks, lectures, pictures and videos

Implicit LearningConsists of things we learn through life experience, habit, games, experiential learning, and other hands-on activities

(Jensen, E. Teaching With the Brain in Mind)It is vitally important the we consider both kinds of learning when we plan our instructional strategies6Complex Learning 7 Critical FactorsEngagement (goal oriented attention and action)Repetition (priming, reviewing, and revising)Input quantity (capacity, flow, chunk size)Coherence (models, relevance, prior knowledge)Timing (time of day, interval learning)Error correction (mistakes, feedback, support)Emotional states (safety, state of dependency)

(Jensen, E. Teaching With the Brain in Mind)Can we learn without engagement? Yes - Unconscious acquisition 90% of learning not deep learning howeverAsk for two volunteers quick impression of an unengaged student and then of a highly engaged student7Paying attentionAttention is payment of the brains precious resources. It requires that we orient, engage, and maintain each appropriate neural network. In addition, we must exclude or suppress external and internal distractersIn short, paying attention is not easy to do consciously.

-Eric JensenThe simple point of utilizing good instructional practices it to try and win the battle for the students conscious memory not an easy fight to win8Practical SuggestionsBrevity cut the length of focused attention the human brain is poor at nonstop attention. It needs time for processing and rest after learning.Compelling & Relevant Tasks meaning building tasks such as grouping & regrouping material, critiquing and analyzing it, resequencing content, using graphic organizers, summarizingMovement raises amine levels in the brain and elicits a state of aroused attentionTeachers who 9Attention Spans Guidelines for Direct Instruction of New ContentGrade LevelAppropriate Amount of Direct InstructionK-25-8 minutesGrades 3-58-12 minutesGrades 6-812-15 minutesGrades 9-1212-15 minutesAdult Learners15-18 minutesDoes this have some implications for how we approach instruction in 86 minutes? Based on this students would learn about 25% of what you are teaching if you only use DI10MovementKids need to be active and move during a block lesson.

How might you incorporate movement in a meaningful way in your lessons?

The Five Step Lesson PlanIntroductionRefer to previous lessons/unitsPoint to whats comingWhet the students appetitesAssess students abilities/past performancesDirect InstructionDirect the learningFacilitate, without necessarily lecturingAssess studentsGuided PracticeProvide opportunities for students to work with new materialGuide students through the processAssess studentsThe Five Step Lesson PlanIndependent practiceEncourage student autonomyRecognize the benefits to long-term memory developmentChoose appropriate homework, a prime example of independent practiceAssess students5.ClosureReview what has happenedEmphasize key pointsPoint to what will happen nextAssess studentsGetting StartedIt is critical to provide activities for students that will immediately engage them as they walk in the door. Activities that are meaningful to students provide an emotional hook that in turn fosters attention and learning.

-Dr. Pam Robbins, Learning Beyond BoundariesStarting the lessonHow a lesson starts goes a long way in determining how smoothly the class runs and how much the kids learn. Rick SmithStrategy Sponges or Bell-WorkAnything we normally have students do, as long as they can do it silently and without having to ask for directions or clarificationsAssign several activities to keep all engaged start class when everyone has the first task or item completeEric Jensen stresses however important you consider prior knowledge, multiply that times tenAsk for an example or two15The Lesson ItselfStrategy VarietyPlan at-least 3 to 4 activities per lesson with a minimum of one in which the teacher is off the stageEmploy shifts in focus and energy at least every ten to twelve minutesPlan in movement breaks several times in a period (transitions between activities are good opportunities)The brain loves to talk so provide opportunities for students to work together

Ask for an example or two16Pacing, feedback & participationBuild in opportunities for independent practice so you can assess and provide additional help to your slower processorsIncrease wait time during discussion wait for 6 hands to be raised before calling on a student and say thank you instead of rightClass choral recital every once in awhile ask all students to say an answer out loud togetherPractice effective chunking dont try and deliver too much content at one timeMovement breaksStrategiesFind a partner in a different part of the roomTransitions between activitiesEveryone who hears my voice clap twice (when transitioning back from small group to full group)Breathing ask students to take a deep breath and exhale togetherStretching can be done in seats or standing up. Schedule in a 7th inning stretchGive yourself a pat on the back on opposite sides gets the blood flowing and activates both the right and left hemispheresAction Thermometer (Four Corners) strategy have students physically move to a place to represent a point of viewBall or frisbee toss discussionsClosureWhat do students remember most from your lesson?The first and last thing they hear!The last three-minutes can be the most significant of any lesson as they can markedly increase student retention by allowing them to reflect on their learning. This enhances the potential of the material moving from the short-term to long-term memory. Whenever possible have the students actively involved during closure.Strategies Reciprocal Teaching (students pair off and take turns summarizing), Highlights (students come up with one or more key ideas from the lesson), Exit slips, Provide a unifying metaphor or simple analogyFull group recitation of first and last thing they hear19Use the Block as it is intended!The major power of longer teaching periods is that such periods make the attention to brain compatible teaching practices far more feasible.(Fitzgerald, 1996)HighlightsIdentify some key take aways for todays presentationIdentify some examples of instructional strategies used during this presentationManage pacing by focusing on big ideas and depth of learningAlways consider how the brain works when designing learning activitiesRepetition, movement & pacing are important considerations in extended periods