SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK Groups of 4 As you enter the room, please form complete groups of four and find a place where all four can sit together at a table. A complete group is a set of four people who each hold a different card.

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK Your Brain, Your Students’ Brains, and What You Can Do About It Expertise, TIME, Automaticity, and Schemata

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OKAgenda Explore how DN partners can impact: TIME Retrieval Automaticity Expertise

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK Initial Thoughts Because of recent findings (confirmations) in learning practices, the door is opening for DN to have a much greater impact in schools and on students’ success. This may require shifts in mindsets and traditional practices both in schools and in DN partners (TDS, CY, and CIS). DN can help close the gap in implementation of science of learning practices, but to do so, DN itself may need to re-think and re-train.

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OKTIME “At times it is possible to acquire surface information fairly rapidly. On the other hand, time is still needed to allow learners opportunity to think deeply about the incoming information and to find relationships between diverse ideas and experiences.” (pg. 41, Visible Learning and the Science of How We Learn, Hattie and Yates). Underlines added for purposes of this session.

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OKTIME ALLOCATED TIME : time scheduled For example, Algebra scheduled for 50 minutes for 180 days INSTRUCTIONAL TIME : actual time available for class instruction ENGAGED TIME : time a student pays attention to educational task ACADEMIC LEARNING TIME : time the student is learning with medium or high level success

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK Major Threat In your group, determine one major threat for each time concept. Try to capture the major threats in a “headline” statement: One to Five Words. The person with the matching card, please write headline on the appropriate poster in the room. announcementstransitionssocial distractions prior knowledge gaps

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OKTIME DN Solutions DN Model Components Four Pillars o Teams o Curriculum and Instruction o Tiered Support o Culture and Climate City Year Corps Members EWS data, meetings, and resources Accelerated Curriculum Coaches and Facilitators Communities in Schools

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK Learning Quotes Should we want our students to retain meaningful information, allowing sufficient time to work on thoughtful and enriching activities, which promote knowledge, building, and consolidation, will pay dividends. (pg. 41, Visible Learning and the Science of How We Learn, Hattie and Yates) …cognitive activities that lead to stronger learning. … include retrieval (recalling recently learned knowledge to mind), elaboration (for example, connecting new knowledge to what you already know), and generation (for example, rephrasing key ideas in your own words …). (pg. 89, Make It Stick, Brown, Roediger, & McDaniel, 2014)

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK Beware of the illusion of learning Reciting information shortly after learning, or re-reading it later, can give a false impression that one knows and understands. “Your performance in the moment is not an indication of durable learning. On the other hand, when you let the memory recede a little, for example by spacing or interleaving the practice, retrieval is harder, your performance is less accomplished, and you feel let down, but your learning is deeper and you will retrieve it more easily in the future.” (pg. 89, Make It Stick, Brown, Roediger, & McDaniel, 2014)

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK How can the DN model support retrieval? Retrieval - recalling learned knowledge to mind Elaboration - connecting knew knowledge to what you already know Generation - attempting to solve a problem rather than being presented information Spacing - spreading out retrieval by minutes, hours, days, and weeks Interleaving - varying and integrating the content to be retrieved DN Model Four Pillars, City Year Corps Members, EWS, Accelerated Curriculum, Coaches and Facilitators, Communities in Schools

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK Round Robin Brain Dump 1.Start walking around the room to the music. Dance and walk if you want. 2.When the music stops, partner with the nearest person. 3.You have 1 minute each to share an idea about how the DN model can help one of the retrieval methods. 4.Record the idea shared by your partner and have he/she initial. 5.Repeat: Goal is to get all for retrieval methods recorded and initialed. Examples: ElaborationGenerationSpacingInterleaving Pair Share Project CY Tutor LabOther Content Course

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OKAutomaticity First time Rider with little Automaticity Expert Rider

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK Learner Automaticity Your group will be given a topic: Algebra, Biology, Writing, or Reading. Compare what we saw in the videos to your topic. What would be similar in your topic and the first time bike rider? What would be similar in your topic and the extreme expert rider? How can DN and partners help learners develop automaticity?

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK Experts have abundant automaticity in their subject, but how does that affect their teaching?

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK Expertise Advantage “It is apparent that one advantage of demonstrating clear and coherent knowledge, together with positive attitudes toward developing your knowledge further, is that your students will regard you as a credible and motivating teacher.” (pg. 13 of Visible Learning and Science of How We Learn by Hattie and Yates, 2014.) On the Flipside

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK Expertise Problem “Experts can become insensitive to how hard a task is for the beginner, an effect referred to as the curse of knowledge.” “Experts may not know exactly what they are doing since their skill is automated and unconscious.” “Even when attempting to make it easy, experts still tend to leave out information a novice would find valuable.” “They [experts] will employ vocabulary that is relatively unfamiliar.” Quotes from pg. 12 of Visible Learning and Science of How We Learn by Hattie and Yates, 2014.

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK How can the DN model address expertise dilemmas? DN Model Components Four Pillars o Teams o Curriculum and Instruction o Tiered Support o Culture and Climate City Year Corps Members EWS data, meetings, and resources Accelerated Curriculum Coaches and Facilitators Communities in Schools Experts may: be insensitive to how hard a task is for the beginner not know exactly what they are doing since their skill is automated and unconscious leave out information use unfamiliar vocabulary

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK Survey Exit Ticket Pick up a index card. Thinking of the four topics addressed today, on one side of the card, write one takeaway that you can immediately implement this fall to impact one of the four topics on the other side, describe one thing which your organization may need to re-think or re-train, based on today’s four topics. Turn in your card as you exit. Thank you for a wonderful 75 minutes!