Boosting Retention E ffective I nstruction S eries Brain Basics

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__________.

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

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__________.

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

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

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

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”, p. 7)

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

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?

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

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

Objectives vs. Activities  Objectives describe the student - what they know and can do as a result of instruction that is transferable  As a result of what we do today, you will be able to demonstrate that you can:  Identify the essential components of a basic lesson structure  Activities are completed by the students as part of the learning or assessment process

Objective or Activity?  The learner will read To Kill a Mockingbird.  The learner will be able to generate examples of prejudice.  The learner will complete a Venn Diagram about socialism and capitalism.  The learner will be able to compare and contrast socialism and capitalism.

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

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

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

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

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

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

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, 2007, p. 90)

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

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

Average Retention Rate after 24 hours (adapted from David Sousa, How the Brain Learns, p. 95) Boosting Retention Lecture 5% Reading 10% Audio-Visual20%Demonstration30%Discussion Groups50%Practice by Doing75% Teach Others / Immediate Use of Learning90%

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

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

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

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