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Effective Instruction Series

2011-12

Brain Basics
Boosting Retention

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__________.

. ..  Objective:  Identify issues that poultry farmers face.Now try this.

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. B________ and g _______ should not share the same b__________ or even sleep in the same r__________. Experts recommend that young ch_________ should have plenty of s__________ and Nutritious food for healthy growth. .

. Banties and geese should not share the same barnyard or even sleep in the same roost. Experts recommend that young chicks should have plenty of sunshine and Nutritious food for healthy growth. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life.The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer.

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. outcomes. benchmarks. and the behavior that will provide evidence  describes conditions necessary for the objective to be met and expected performance level .Objectives (learning targets. learning goals. goals. to what level.

Share  Write  Record “sharing objectives” on your craft knowledge record (name it.  Pair  Find your 3:00 partner  Share  Compare your descriptions. say why it’s good). describe it. check for accuracy and thoroughness. revise as necessary .Write – Pair .

p. 7) .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”.

Schools.K-12 Comprehensive Content Standards Determined by State Board Grade Level Standards Required for all Determined by State Board Curricular Indicators Local Curriculum Lesson Plans Classroom Instructional Strategies Guidance for Districts. & Teachers Determined by Local School Districts / Classroom Teachers Specific Strategies for Individual Students .

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? .

content rules and concepts.Curriculum  Identify important skills and strategies. to what level of mastery? .  Essential? Worthy? Nice to Know?  What is the evidence that you will accept. vocabulary  Make a clear target.

learning goals. current experience (sense & meaning) (Sharer. & Perry. benchmarks.Objectives (learning targets. p. 2007. 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. 62) . goals. Anastasio.

.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 .

How the Brain Learns. 2007.(Sousa. 39) Information Processing Model . p.

The learning brain asks two questions before it stores info. Does this new learning make sense? Does this new learning have meaning? .

Makes Sense Makes Sense Little Meaning Moderate Chance of Remembering Makes Sense Has Meaning High Chance of Remembering Little Sense Little Meaning Little Chance of Remembering Has Meaning Little Sense Moderate Chance of Remembering Has Meaning .

 The hippocampus can only hold so much  example of glass of water  Too much. it won’t Last. too fast.Importance of Processing Time  The brain needs time to create connections and pathways to create long term memories. .

question… .Partner Response Partners A & B  Find your 9:00 clock partner (A) Tell your partner everything you remember about… (B) Add. clarify.

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. 90) . 2007. p.

2 down time  40 minute episode  30 prime time (75%).Amount of Prime Learning Time  20 minute episode  18 prime time (90%). 10 down time  80 minute episode  50 minute time (62%). 30 down time .

Serial Positioning Beginning (Prime Time 1) Bell Ringer Sharing the Agenda Sharing the Objectives Going Over Homework Middle End (Prime Time 2) Closure Assigning Homework Getting the Homework Started Sharing 1st Objective Anticipatory Set Input for Objective 1 CFU for Objective 1 Using 5-1 & 10-2 Rules Practice with Feedback Repeat for Each Objective (Sharer. & Perry. Anastasio. 27) . p. 2007.

Boosting Retention Lecture 5% Reading 10% 20% 30% 50% 75% Average Retention Rate after 24 hours Audio-Visual Demonstration Discussion Groups Practice by Doing Teach Others / Immediate Use of Learning 90% (adapted from David Sousa. 95) . How the Brain Learns. p.

g.VAK Match to what you’re teaching!  Visual  Primary source of input  More developed in digital natives  Auditory  Both listening and speaking  E. gas example .. liquid. choral response  Kinesthetic  Can be “small” movement  E. solid.g..

& Perry. 2007. 120) . generalization. p. Anastasio. 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.Closure (summarization.

contexts Partner B:  Name the concept or component or say “pass” to move on to the next item. examples.Closure Talk 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. or rhymes. descriptions. derivatives. .  definitions.

Ways to Boost Retention  (Sharing) Objectives  Information Processing Model  Sense & Meaning  Primacy-Recency  VAK  Closure .