1. December 18, 2010 Presenter: Barbara Baird 915.566.7900 B-Baird@att.net

5.  1. What do you remember about our last workshop? What stands out for you?  2. What have you tried out in your class that was stimulated by our last workshop, the BASIC Transition Model, and/or "Sit and Get" Won't Grow Dendrites?

6.  Write down the 10 most important words or phases you think we will discuss regarding memory and learning.

7. 1. Think about something that you learned to be good at outside of school: I learned to be good at......... 2. List the specific, discreet steps you went through to learn it. First I.......... Then I.........

8.  More than 9,000 people—from 2ndgraders to graduate students to educators—have reported how they learned to be good at something outside school.  Every group, without exception, has reported the same sequence of stages by which they learned.

9.  STAGE 1: Motivation /watch, have to, shown, interest  STAGE 2: Start to Practice /practice, trial & error, ask ?’s  STAGE 3: Advanced Practice /practice, lessons, read, confidence  STAGE 4: Skillfulness /practice, some success, enjoyment, sharing  STAGE 5: Refinement /improvement, natural, pleasure, creative  STAGE 6: Mastery /teach, recognition, higher challenges Rita Smilkstein, Ph. D. www.borntolearn.netwww.borntolearn.net

11.  Sensory – Information gathered from the 5 senses. Lasts 3-5 seconds.  Short term (working) – A system for temporarily storing and managing information. Holds 5-9 chunks or pieces of information for a short amount of time.  Long term –A system for permanently storing, managing, and retrieving information for later use. Information may be available for a lifetime. Stored on the basis of meaning and importance.

12.  Consists of information you have:  Heard often  Seen often  Used often  Deemed necessary Source: Cornerstone: Building on Your Best by Robert M. Sherfield, Rhonda J. Montgomery, Patricia G. Moody. Pearson/Prentice Hall, 2005

13. What are the implications for our teaching?

14.  Prepare students for learning ◦ Focused attention ◦ Engagement  Connect new information to what learners already know  Vary the way information is presented or obtained  Have students review or rehearse information

15.  Humans tend to halve their memory of newly learned knowledge in a matter of days or weeks unless they consciously review the learned material  After initial learning we can recall: - 58% w/in 20 minutes - 44% w/in 1 hour - 33% w/in 1 day http://helpingpsychology.com/ebbinghaus -forgetting-curve

16.  Timing is important  Red line shows the amount we are likely to recall if we review within 24 hours  Yellow line shows the amount we are likely to recall if we do not review

17.  Have students process – think about and use – new information  Provide students with assistance when needed  Help students summarize what is learned  Help students apply what is learned Source: The Art of Teaching by Donald R. Cruickshank, Deborah Bainer Jenkins, Kim K. Metcalf. McGraw-Hill, 2009.

18.  Brainstorming & discussion  Drawing and artwork  Field trips  Games  Graphic organizers  Humor & celebration  Manipulatives & models  Metaphors, analogies, & similes  Mnemonic devices  Movement  Music, Rhythm, & Rhyme  Project and problem-based instruction  Reciprocal teaching, cooperative learning, & peer coaching  Role-plays, drama, pantomimes, & charades  Storytelling  Technology  Visualization  Visuals  Work study & action research  Writing & reflection

20. Evaluation Synthesis Analysis Application Comprehension Knowledge

21.  Benjamin Bloom developed his “Taxonomy of Learning Domains” in the mid-1950s. His hierarchy of skills is key to developing “higher order thinking skills” (HOTS).  These are the six levels in ascending order: ◦ Knowledge: to observe and recall information ◦ Comprehension: to understand knowledge ◦ Application: to use knowledge ◦ Analysis: to break down and interpret knowledge ◦ Synthesis: to integrate, own, and combine ideas ◦ Evaluation: to assess, verify, and make choices

22. Education Staff, National Archives and Records Administration http//www.archives.gov/educ/lessons/worksheets  Photograph  Cartoon  Poster  Map  Artifact  Motion picture  Sound recording

23.  List the objects you see.  Which of the objects are symbols?  What do you think each symbol means?  Explain how the words clarify the symbols.  List adjectives that describe the emotions portrayed in the cartoon.  Describe the action taking place in the cartoon.  Explain the message of the cartoon.  What special interest groups would agree/disagree with the cartoon’s message? Why?

24.  Prepare a 20 word summary of the key points made during this workshop.  Write a 20-word summary using as many key words as you can.  Imagine that you will be given a dollar for each word of your summary. See if you can “sum it up” for $20.