1. Success Grows the Brain
Joan Gerken

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

3. 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

4. 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!

5. 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

6. 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

7. 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

8. 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

9. 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

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

11. 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

12. 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

13. 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

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

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

16. 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

17. 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

18. 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

19. 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?

20. 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!

21. -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

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

23. 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

24. 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!

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

26. 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.