Sticky Lessons

Sticky Lessons
• Crafting brain-based,
learning experiences
that STICK or STAY
with students.
Your Guide:
Helen Teague, MEd.
OOPS http://4oops.com
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Sticky Facts:
What We Know To Be True
• Learning occurs in waves
• Thought and perception of
experience guide all learning.
• Teaching is constant decisionmaking.
• Learning changes the physical
structure of the brain.
OOPS http://4oops.com
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Lesson Sticky~ness:
The Brain Loves...
.
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Attacks on Memory
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Transience: Lose access to information
Absentmindedness: Poor processing at encoding
Blocking: Common with names or abstract words
Misattribution: Remembering facts correctly but
out of context
• Suggestibility: Incorporating others’ information
into your own memory
• Bias: What we have experienced affects what we
will experience
• Persistence: Failure to forget trauma
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Memory ... All Alone in the Neurons
• SemanticÆ inter-related concepts, general
knowledge
• ProceduralÆ knowing how, conditioning
• EpisodicÆ location and people in your life
• EmotionalÆ triggers using feelings
• AutomaticÆ alphabet, multiplication tables,
codes, rhymes,
• To increase stickiness, rely on
combinations of these types
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KWL Graphic Organizer
The Average Student Studying With
the Aide of Organizers Learns as
Much as the 90th Percentile Student
Studying the Same Content Without
the Assistance of Organizers.
Available Online
Source: Dr. http://4oops.com
Max Thompson
KWHL
http://www.ncsu.edu/midlink/KWL.chart.html
OOPS http://4oops.com
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What About Music??
Play That Tune ! ! !
♫For Classroom ChoresÆDefinite beat
♪ For New Material (as Intro)ÆRock
♫For Retention/FluencyÆBaroque/Latin
♪ For CreativityÆJazz
♫For Tension ReliefÆSousa, Short bursts
♪ For Processing/BackgroundÆNew Age
http://www.iserenity.com
♫ If you can only choose 1ÆBach/Mozart
♪ Song Lists: http://www.squidoo.com/teacher
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Sticky Fact: Memorizing
• To create memory we need attention
– The brain’s right hemisphere sustains attention
• Downtime is used by the brain (and in deep sleep) to process
information.
• The brain continues to work on things during downtime.
– This is why we think of things “out of the blue”
• Best Building Memory ClassesÆ Music/Art/P.E.
• Use 15 minute intervals and Chunking
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Questions to Process ...
• Have I given students enough processing time today to
help form memories?
• Do I allow enough processing time for all students?
• Do all students require the same amount of processing
time?
• Do I give answers or ask questions?
• Why did the ancient teachers ask a lot of questions and
give few answers?
OOPS http://4oops.com
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Sticky Lessons:
Putting It All Together
• The most important times of a lesson are the first
part and the last part. (This is called PrimacyRecency Effect)
– Start with an emotional or real life application
{story}
– End with discussion or questioning or recap
• Middle-Instruction with emotional impact
• Teach the whole concept first so the brain has a place
to file the new information and concepts
– Then teach parts.
OOPS http://4oops.com
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Sticky Recommendations: Shift
Focus
1.
2.
3.
4.
5.
6.
7.
8.
Inquiry-Oriented w/ Trial & Error/HOTS
Activities Anchored to an Engaging Task
Problem-Centered vs. Lecture-Centered
Anchored/Analytic Vocabulary Instruction
Pattern Finding for Math
Socratic Questioning
Choice
Wait Time
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Cone of Learning (Edgar Dale)
After 2 Weeks
We Tend to Remember . . .
10% of what we Read
Nature of
Involvement
Reading
20% of what we Hear
Hearing Words
30% of what we See
Looking at Pictures
Watching a Movie
50% of what We
Hear and See
70% of
what we
90% of
Explain
what we
Say and Do
Passive
Looking at an Exhibit
Watching a Demonstration
Seeing it done on Location
Participating in a Discussion
Giving a Talk
Doing a Dramatic Presentation
Simulating the Real Experience
Doing the Real Thing
Active
Products
Edgar Dale, Audio-Visual Methods in Teaching (3rd Edition). Holt, Rinehard, and Winston (1969).
Toward Socratic Questioning:
3~Story Questioning
www.esc13.net/socialstudies/3story.html
OOPS http://4oops.com
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Research-Based
Effective Instruction
• Active Engagement with Content
– Learning occurs by doingÆ Create Products to
Demonstrate What You Know
• Use Students’ Prior Knowledge & Experience
– We learn from past knowledge…make connections.
• Opportunities for Student Interaction
– Social nature of learning;
• Use of Visual Organizers
– Brain is a pattern detector & connection maker
• Feedback, Reflection or Self-Assessment to Measure
Comprehension
– Awareness of what I know & understand, Future Goals
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Please read and explain the following quote:
All the world's a stage,
And all the men and women merely players
They have their exits and their entrances;
— William Shakespeare, As You Like It,
Sticky Lesson: Metaphors
• ProceduralÆ Green Paper indicates new
topic, Journal Entry Warmup displayed
• SemanticÆ Metaphor Definition, Visual
Dictionary,
• EpisodicÆ location and people in your life
• EmotionalÆ Sound clip example
• AutomaticÆ Literary element flashcards
OOPS http://4oops.com
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Sticky Lesson:
• ProceduralÆ
• SemanticÆ
• EpisodicÆ
• EmotionalÆ
• AutomaticÆ
OOPS http://4oops.com
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Sticky
Summary:
1.
2.
3.
4.
5.
6.
Shift Focus
Cover LessÆEncourage Piggy-Backing
Speak LessÆWait Time
Question More ÆSocratic Questioning
Encourage, Wait for Active Listening
Choose Choice
Train Students to Self-Assess
OOPS http://4oops.com
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Sticky Goals:
• What are you going to implement in
your classroom
• Tomorrow?
• Next Week?
• Next Month?
OOPS http://4oops.com
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Sticky Sources/Research
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Nancy Diamond, Magic Trees of the Mind
Eric Jenson, Teaching with the Brain in Mind
Daniel Pink, A Whole New Mind
Don Campbell in The Mozart Effect
Dr. Lauren Resnick, Univ. of Pittsburgh
Dr. Daniel G. Amen, Ass’t Clinical Professor of Psychiatry, UCI
Baddeley and Hitch, 1974
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The Average Student Studying With the Aide of Organizers Learns as Much as the 90th Percentile Student
Studying the Same Content Without the Assistance of Organizers. Dr. Max Thompson
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Brown and Kulik
Dr. Dee Coulter, Director of Cognitive Studies at Naropa Institute in
Boulder, CO
OOPS http://4oops.com
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Sticky Sources/Research
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Addictions and the Brain:
http://news.yahoo.com/s/ap/20070125/ap_on_he_me/smoking_brain
_damage_4
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Sleep Study: http://healthpoints.blogspot.com/2006/12/memorymoments.html
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Color Test: http://www.fireworkspop.com/colortest.htm
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The Brain: www.exploratorium.edu/memory/braindissection/index.html
• Visual Thinking Practice
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Memory Practice
Tribond Worksheets:
http://www.eduref.org/Virtual/Lessons/Language_Arts/Process_Skills/LPS0
203.pdf
OOPS http://4oops.com
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Sticky Sources/Websites
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Deep Fun: www.deepfun.com/
Randy Glasbergen: www.glasbergen.com
I Know That: www.iknowthat.com
3-Story Questioning: www.esc13.net/socialstudies/3story.html
OOPS http://4oops.com
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Thank You
For
Attending!
Is:
Our Overnight Planning System
Professional Staff Development
Helen Teague
Mary White
http://4oops.com
OOPS http://4oops.com
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