Thoughtful Education Getting Comfortable with The New American Lecture June 9, 2010

Reflecting on What We’ve Learned  What do you know about the Thoughtful Classroom strategies?  What do you know about the New American Lecture strategy?  What questions do you have?

Functions of Memory Short Term Memory Is this important? Will I use this? Is it worth the risk? Attention Working Memory Multiple Exposure Variety of Strategies Intensity of Thought Engagement Learning Long Term Memory Stored Retrieved

Getting Comfortable with the New American Lecture Goal 1  Relevance: Help students find personal meaning by connecting to prior knowledge or experiences to new learning. Goal 2  Organization: Model research based techniques for organizing information. Goal 3  Note-taking: Guide students toward more effective note-taking skills. Goal 4  Memory: Improve memory and comprehension.

Assets of the NAL  Teacher can impart multitudes of information!  Allows students to question and practice.  It is short and to the point.  The teacher is very knowledgeable.  The class is under control.  It really helps auditory learners.

Liabilities of Lecture  Lecture can be boring.  It is teacher-centered.  Lecture has a negative connotation.  It can often overwhelm young listeners.  There can be a lack of student participation and ownership of learning.  There is often no way for the teacher to know exactly what the students are absorbing from the lecture.

Making it BETTER!!!  P – Make it PERSONAL  R – Make it RELEVANT  I – Use their INTERESTS  C – Spark their CURIOUSITY  E – Appeal to their EMOTIONS Interactive Transitions Anecdotes Attention grabbers

What is the New American Lecture What can the NAL do for you and your students?

CONNECTIONCONNECTION Purpose: Techniques: Phase I: Preparation

CONNECTIONCONNECTION Purpose: Techniques: Phase I: Preparation attention hook bridge kindling

ORGANIZATIONORGANIZATION What is it? How is it used? Principle: Present Visual Organizer

ORGANIZATIONORGANIZATION Purpose: Chunk information to fit the Memory Techniques: Visual Organizers Say It and See It Present Visual Organizer

What are some organizers you use? When? How? Step 1 Step 2 Step 3 Step 4

DEEPPROCESSDEEPPROCESS Phase III: Collecting Information

Purpose: Multiple Memory Pathways Techniques: Dual Coding Non-Linguistic Primacy and Recency Phase III: Collecting Information DEEPPROCESSDEEPPROCESS Dual Coding Non Linguistic Demonstration Role Playing Visualization Primary-Regency “Zulu”-Middle

EXERCISEEXERCISE Phase IV: Review Questions

EXERCISEEXERCISE Purpose: Rehearsal Rote Elaborate Techniques: Questions in Style Stop 3-5 minutes (5-7 for high school) to pose questions and process information

4 Thought Learning Styles R emember, Recall summarize retell sequence R eason compare &contrast prove & disprove cause & effect R elate connect personally evaluate empathize R ecreate suppositions, what if make and explain metaphor create, invent or design

4 Thought Learning Styles R emember, Recall What are the phases of the New American Lecture? R eason Why is the New American Lecture more effective in building lasting memories than traditional lecture? R elate What new insights did you gain about the NAL and how to use it in the classroom? R ecreate How is the New American Lecture a key to improving students’ academic performance?

Let’s look at a teacher using the NAL Hook: Have you ever achieved something that you didn’t get credit for? How did it make you feel? What might you do next time to make sure credit is given for your accomplishment?

continued  Today, we are going to examine the question, “Who should get credit for discovering America?” Who do you think should get the credit and why do you think so?

Early Man and Co.Leif Erikson and Co.Columbus and Co. Exploration Dates What was the culture like? What were their motives for exploration? What were some discovery processes they used?( technology) What were some effects of the discoveries? Who Discovered America? 30,000 B.C. Hunters, gatherers; whole families and tribes traveled together. Food: following caribou herd to New World. Feet to walk across land bridge. People spread over 2 continents; established over 200 different cultures and languages; adapted well to all environments. Sophisticated cultures-limited communication 1200 A.D. Raiders and Traders Booty and easily transported goods. Knorr, slender flexible vessel using wind, man-power. Keel, 2/3 of length; Word of mouth culture and no maps. Small settlements in the new world that disappeared mysteriously; sagas in 1250 AD, moved from a pagan culture to a Christian culture. Paleo Americans Vikings Southern Europeans

What do you remember about the Paleo American’s discovery of America? Compare and contrast the Paleo Americans’ discoveries and the Vikings’ discoveries. Talk with a partner to discuss the people or person you believe deserve credit for discovering America? What if the southern Europeans had never come to America? What effects might this have had on America?

Synthesis Many people disagree about who should get credit for discovering America. A. Identify at least THREE groups that should be considered. B. Select the group whom you think deserves the credit and explain why.

Review NAL  Principle 1 – The stronger the connection, the stronger the memory.  Principle 2 – The clearer the organization, the stronger the memory.  Principle 3 – The deeper the processing, the stronger the memory.  Principle 4 – Memories are like muscles; they develop with exercise. PHASE 1 – Connect PHASE 2 – Organization PHASE 3 – Deep Process PHASE 4 – Exercise