1. Brain – based learning. Session 1

3. Planning, Decision Making. Where am I? Where is that? Who is that? Vision Speech, Sounds Moving Muscles Cerebellum Brain Stem Housekeeping – automatic pilot

5. Hippocampus - decides which ideas to put into long term memory.

6. Thalamus - Processes sensory input (except smell, which goes to the Amygdala) & decides what is important.

7. Amygdala - Emotions - links memories & emotion.

8. Paired heads together.

9. Implications for learning? Now we have good evidence to make sure that we start with ideas that are familiar, and try to make learning relevant. The structures most responsible for processing information into long term memory are emotional. Don’t be refrigerator hum!

11. Doggy fashion

12. Same - Different

13. The adolescent brain The neurons in a child’s brain make many more connections than those in adults’ brains Information is entering the brain through windows that open and close at various times. The richer the environment, the greater the number of interconnections that are made – consequently, learning takes place faster and with greater meaning.

14. The adolescent brain Is used to greater variety of stimulation Responds quickly to novelty Demands relevance Practices ‘continuous partial attention’ Has a smaller working memory Has an immature frontal lobe but mature emotional response – responds instinctively.

15. Jot thoughts slide:

16. Words to Remember Night Dream Comfort Snore Wake Bed Rest Awake Tired Eat Slumber

17. What words did you remember?

18. Are you sure? Night Dream Comfort Snore Wake Bed Rest Awake Tired Eat Slumber

19. Primacy & Recency Means that we remember: BEST what comes FIRST SECOND BEST what comes LAST LEAST what comes JUST AFTER THE MIDDLE

20. 010203040 Degree of retention Time in Minutes Prime time 1 Down time Prime time 2 Retention during a learning episode. New Information Practice Closure

21. Approximate Ratio of Prime-time to down-time in different length learning episodes 05101520253035404550556065707580859095100 25 min. 50 min. 100 min. Lesson Length Prime time 1Down-timePrime-time 2

22. Approximate ratio of prime-time to down-time in different length learning episodes 05101520253035404550556065707580859095100 25 min. 50 min. 100 min. Lesson Length

23. Implications for Teaching Teach new material first Avoid asking students if they know anything about a new topic Don’t use prime-time for classroom management tasks Use down-time for practice or discussion about the new learning Use prime-time 2 for plenary

24. Implications for Teaching 2 Break lessons up into learning segments 20-25 minutes long If you want to lead the teaching of a new idea, use the first section for this, then shift the burden to the students in the other sections Go off task between sections

25. 5% Lecture Reading Audiovisual Demonstration Discussion Group Practice by doing. Teach others / Immediate use of learning Average percentage retention after 24 hours. 10% 20% 30% 50% 75% 90%

26. 9217053

28. 4915082637

30. What does this show? The limits of working memory: on average, 7 chunks of information 20 minute attention span

31. Changes in Capacity of Working Memory with Age Approx. Age Range in years Capacity of working memory (chunks) MinimumMaximumAverage Younger than 5 132 Between 5 and 14 375 14 and older 597

32. A model of how the brain works

33. Working Memory Place where conscious processing takes place Where we can build, take apart and rework ideas for eventual storage somewhere else Items in working memory demand our attention Most activity in the frontal lobes Limited capacity, limited time scale

34. Is sense and meaning present? Yes Moderate to High Very high No Very lowModerate to high No Yes Is meaning present? Is sense present?

36. Transfer The effect that past learning has on new learning The degree to which the new learning will be useful to the learner in future

37. Combined learning For future use New Learning Past Learning From immediate memory From Long term storage Working Memory

38. Positive and Negative Transfer Positive – past learning which helps new learning Negative – past learning which interferes with new learning

39. Working Memory Long term storage Store by Similarity Retrieve by difference

40. Teaching for Transfer Past learning helps in Present learning Present learning helps in Future Learning

41. Today’s learning is tomorrow’s transfer. So, if something is worth teaching, IT IS WORTH TEACHING WELL

42. Find someone who... Try to find someone who can answer one of the questions in a box. The person who answers the question initials the box. No one can initial the same sheet twice. 

43. End of session 1

44. Brain – friendly learning. Session 2

45. Teacher A Teacher A – Focussed Questions and Answers. Teacher B Teacher B – Open- ended discussion. Teacher C Teacher C – Brain- friendly structure.

46. Ritalin & the brain.

47. shoulder face question thinktime record gives sharedevelop indicate developbest answer several examples

48. Why is this Brain Friendly? Think time – important that it is there. Accountability – everyone has got to get involved. Working memory – revisiting points in order to free up extra space & move ideas into long term memory. High fives – emotional linkage improves chances of long term retention. The learners are doing the teaching – peer sharing of ideas & the teacher is learning, assessing what students know. Safety – people who are working together need to feel safe – how does this work?

49. In groups of 4 1 Person stands and is interviewed by the others for 1 minute. Interviewers must use open ended questions. When time is up interviewers thank interviewee. Next student stands.

50. Interviewee stands so that everyone gets to look up – equalizes status. Amygdala is a threat sensor – looks for facial expressions & tone of voice. A detected threat causes stress hormones & fight or flight reflex, constricting perception & cognition. High levels of stress may make it difficult to lay down new memories.

51. Information processing Emotional Investment Nourishment Social Involvement Safety

52. Engages Kinaesthetic intelligence. Engage multiple memory systems – there is “memory in the muscles” – that which we do makes it more likely that we will recall it. Place information in more places in the brain to increase recall - Standing up & going through the motions activates the motor cortex. Speaking & hearing activates the Temporal Lobe. Seeing each other do this activates the Occipital lobe. Using all of these & the links between them, exponentially increases the probability of recall.

53. Opens up working memory. Everyone takes part, safely. Places ideas into long term memory. Retrograde Memory Enhancement – attach an emotional link to an idea, by giving a high five at the end, can help the information be selected by the Amygdala as suitable for long term memory inclusion. Increases energy in a tired group (purely by getting them to stand up!) Why is this Brain Friendly?

54. Novelty Social Info-processing Activates multiple intelligences Safe Why is this Brain Friendly?

55. Team statements 1)Think time. 2)Pair discussion with shoulder partner. 3)Individuals write down their idea. 4)Roundrobin - sharing their ideas with no feedback, one at a time. 5)Team discussion, seeking an underlying source. 6)Consensus 7)Feedback. Statements should not be all the individual ones added together, but something that captures the essence!

56. Kagan structures are…

57. Kagan structures & the “Hidden Curriculum”. Traditional Curriculum“What” Maths Science English Languages Etc. Hidden Curriculum“How” Multiple intelligences, Thinking Skills, Active Learning, Social Skills, Emotional Intelligence, Teamwork Skills, Citizenship Etc. Kagan Structures. All the features of the Hidden Curriculum become ways of delivering the “Traditional Curriculum”.

58. “What” Maths Science English Languages. Multiple intelligences, Thinking Skills, Active Learning, Social Skills, Emotional Intelligence, Teamwork Skills, Citizenship “How” Kagan Structures Structures allow us to deliver the Hidden Curriculum through the traditional Curriculum, with increased effectiveness.

60. What does 3 step do? 1)Brain – Helps to reduce stress, novelty allows for Episodic Memory. 2)Activates Multiple intelligences 3)Thinking Skills 4)Teamwork Skills. 5)Academic Achievement.

61. StructuresExperimenting Common Approach ChampionsSAM

62. End of Session 2

63. Assessment for learning Session 3

64. Assessment for learning. Generic Targets Kagan Structures New Aims Accelerated learning Thinking Skills

65. Assessment for learning. Generic Targets Kagan Structures New Aims Accelerated learning Thinking Skills

66. Assessment for Learning Learners know the standard of their work Learners monitor their own performance Learners are enabled to see how they can improve the standard of their work

67. The Research Black and Wiliam (1998-2002) “Inside the Black Box” & “Working inside the Black Box” 4 key headings: QUESTIONING FEEDBACK PEER/SELF ASSESSMENT USING TEST ANSWERS TO HELP STUDENTS

68. Where does Kagan fit in? Lots of informative assessment opportunities Structures make students participate - misconceptions are ironed out »Paired Heads Together »Team Statement

69. What makes a good question?

70. What’s your wait time? The average wait time between teacher asking a question and receiving a response or asking a supplementary question is 0.8 seconds

71. Stand up find a partner and share your question with them – ask them to give their reason for why it’s a good question – compare your reasons Let the partner share her question with you – you say why you think it’s a good question – compare your reasons SWAP CARDS Raise your hand and find another partner to share with On one side of the card write a good question On the other side write the reason it’s a good question

72. Good Questions More effort should be spent in framing questions that are worth asking Wait time must be increased to several seconds Follow up activities must extend students’ understanding The only point of asking questions is to raise issues about which the teacher needs information, or about which the students need to think

73. How do you give feedback? An example of good practice 

74. What makes good feedback? Over time: Are they on the right track? What are the limitations of their work? How can they improve their learning? How can they think answers through for themselves? 

75. Feedback Comments should identify what has been done well, what needs improvement and how to make that improvement (Strengths –Weaknesses- Next (SWN)) Students should be given time to understand and act on the comments Feedback should make students think 

76. How can we involve students more in assessing their own work and that of their classmates?

77. Sharing Criteria Examples of good practice

78. Peer and Self Assessment Students must understand the aims of their learning and how they can complete it successfully Students must be taught how to collaborate in peer assessment Students should be encouraged to assess their own progress Peer and self assessment make unique contributions to students’ learning

79. How can we use examples of students’ work to help them understand how to succeed?

80. Using Students’ responses to help them Examples of good practice

81. Using Students’ responses to help them Student should be encouraged to set their own questions and to mark their own answers, to help them understand the assessment process and to focus them on what they need to do to improve Summative tests should be seen as a positive part of the learning process

82. Good Practice Make objectives and success criteria clear Use questioning strategies which maximise participation and raise level of thinking (increase wait time - use Kagan Structures, mini whiteboards, traffic lights) Give helpful written feedback related to the learning objective (Strengths - Weaknesses - Next) Give students the chance to reflect on the feedback and use it to improve their work

83. Good Practice Give students opportunities to assess their own work and that of their classmates Help students become familiar with assessment criteria or mark schemes and use these to assess their work

84. Good Practice Use comment only marking so students focus on their own learning and not on comparison with others (except at agreed summative assessment points) Use results from tests and other assessments to help plan teaching and help students’ learning

85. Next Steps College Improvement Plan DYNAMIC LEARNINGKey Focus Area: DYNAMIC LEARNING Co-operative Learning (Kagan Structures) Assessment for Learning