Success Grows the Brain Joan Gerken

How does success make you feel? Type to enter a caption.

THE POWER OF 3 Growing the Brain Memory & Neurons Memory for basic things like touch sensitivity only requires 3 neurons Touch something 3 times = sensitized and it can be sorted in memory Memory retention needs back to back practice with time to reflect in between THE POWER OF 3

The Growing Brain Exfoliating The Brain Brain just builds until age 3, then it sloughs and builds DON’T PACK AND STACK!!! IT GETS DISCARDED!! USE IT OR LOSE IT!

Songs Read Dictation Echo YOU remember what YOU say Guiding students to use language purposefully to reflect thinking fosters successful independent learners! YOU remember what YOU say Read Songs Dictation Echo

Verbalizing: Student’s talking is MULTI-SENSORY Directions Sounds in a word for spelling Dictated sentences and words Steps in a process Patterns seen in a word for reading

Rework rules in different ways MULTI-SENSORY Learning Grows retrieval of skills! : J Use Multiple Modalities to Learn What type of strategies do you use to teach a rule? Match retrieval skills to those types of strategies Rework rules in different ways Give easier spelling words than reading

Use Cues to Prevent Errors Remediation & Memory Use Cues to Prevent Errors In the sound Drill (Picture Card-Keywords) Cards on the table as a visual reminder Tapping, echoing, coding Give easier spelling words than reading

Interventions & Interference in Memory Remediation & Memory Interventions & Interference in Memory Working Memory competing distractions/mind on something else give short amounts of information at a time/show one example and one at a time verbal rehearsal Visual modeling clear bulleted instruction/not verbal clutter visual clues G __ __ l Go __ __ Give easier spelling words than reading

Remediation & Memory Tap, write, blend: Use Sound Dots - sh r u g Give easier spelling words than reading Sliding Sounds Tapping & Segmenting Sounds

Support WM- Reading Words Remediation & Memory Support WM- Reading Words Code before reading- The man sweeping the drīve/wāy is my dad. Give easier spelling words than reading Short Vowel /ă/ Long Vowel /ā/ căp cāpe tăck tāke

Remediation & Memory Categorical Thinker FLSZ Rule Sort : J Categorical Thinker FLSZ Rule Sort bat, hunt, mess, tiff, fuzz, wake, pass, call mill, tiff, buzz, puff, tell, tiff puff tell mill mess pass fuzz buzz Give easier spelling words than reading

Spatial Ordering Thinker- Remediation & Memory : J Spatial Ordering Thinker- thinking in visual/nonverbal way→ seeing connections in graphic organizers hunt + ing → h u n t i n g Give easier spelling words than reading

Spelling & Working Memory Remediation & Memory Spelling & Working Memory Put guidelines for syllable spelling _ _ _ _ _ _ Give easier spelling words than reading

Spelling & Working Memory Remediation & Memory Spelling & Working Memory Give easier spelling words than reading

Remediation & Memory Support WM- Writing Echo, pound, count the words in sentences Have a line to cue the number of words “My dog is barking.” _____ _____ _____ b___ . Write the hard word first, then dictate the sentence. Dictate “walked” - Code it. Dictate: “The boys walked to the swing. Give easier spelling words than reading

Kids who like to talk a lot are: J Language Thinkers- Processes using HIS words needs to talk it out- describes what he sees or hears; likes to retell Give easier spelling words than reading

Role of language Mind uses language to process and think Mind makes sense of resources of memories , choices and strategies by putting thoughts into words = verbalization Verbalization helps the mind reason Acting without this verbal step causes the mind to act impulsively

Use language to focus your brain’s control center! Parents discuss options: Do you want a cookie or a popsicle? Which and why? Which rule applies? What are your choices? Which do you think fits and why? What do most kids say when you ask why?

Making the Transfer Getting kids to use strategies for verbalization or self-talk K W L charts teach strategies for using verbalization and reflective questioning Not just for reading! It is a thinking map, too!

-S Introduction to suffix -s Know Want to know Learn Consonant Sound it makes: /s /and /z/ Can come at beginning, middle or end of word Can be plural How to write it in cursive It can be added to nouns to make plurals It makes a verb present tense, singular

Pacing in the Lesson Determined by Childs success in sentence dictation with skill Should not be introducing new skills every lesson

Lesson series and pacing Pacing guided by child’s success! New information Lesson 1 teach new phoneme -ck Lesson 2 see the –ck words in phrases or sentences for read/spell Lesson 3 read story heavy with –ck words; fluency drill with –ck Lesson 4 criterion test on –ck; blend it with existing skills like add suffix -s

Error Correction & Remediation What Does Giving Feedback Do? Lessens doubt Eliminates guessing Lowers adrenal stress Creates a self-referencing brain-brain adjusts and readjusts based on feedback Good feedback releases neurotransmitters Endorphins Dopamine Not challenging enough → student gets bored Enjoy Work!

Parting thoughts! How To Enrich The Brain Challenge + Feedback = Enrichment Too much challenge→ Student gives up Not challenging enough → student gets bored

Talking your thoughts is important! “The cognitive act of remembering becomes the linguistic act of recounting; the cognitive act of understanding is evidenced by the learner’s overt demonstration of verbal reasoning, in spoken or written form.” Gordon-Pershey, M. Executive Functioning and language: A Complimentary Relationship That Supports Learning, Perspectives, Spring 2014.