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How to Teach so Students Remember

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Title: How to Teach so Students Remember


1
How to Teach so Students Remember
  • Kathy Olson
  • (614) 529-6665
  • kdo3_at_cornell.edu

2
REMEMBERING
  • The ability to retain information and to
    recover it when needed.

3
  • Teaching so students remember is acknowledging
    the way the brain processes stimuli and then
    designing activities, lessons, and units that
    complement and work with these processes.

4
WHAT DOES REMEMBERING INVOLVE?
  • The specific action of producing a memory
  • requires noticing (attending to) information
  • encoding it
  • storing it
  • retrieving it

5
Attention
  • Children pay attention to new information when
  • Instruction is novel
  • Instruction has intense stimuli
  • Information is meaningful to them
  • Their emotions are involved
  • Teacher prompts
  • pay attention, listen carefully, notice, look at

6
Novelty
  • Magic
  • Costumes
  • Exchanging rooms with another teacher for the day
  • Drama
  • Video with no audio
  • Seating or position changes
  • Lighting changes
  • Field trips/guest speakers
  • Humor
  • Music
  • Props

7
Make it strange
  • The Bizarreness Effect
  • Improved recall of things that are bizarre,
    counter-intuitive or extraordinary. This
    improvement is thought to be due to the increased
    mental effort of extracting the meaning.
  • The pumpkin felt crapulous
    after a feast of Halloween candy.

8
Intense stimuli
  • Music
  • Aromas
  • Tastes
  • Visuals
  • Movement
  • Multiple modalities

9
MUSIC
  • Music is stored at a different level of the
    brain than words more memorable.
  • Students rewrite lyrics to familiar songs for
    content review. Perform for class.

10
  • We generally dont remember verbatim in LTM
    except for music.
  • We remember gist/meaning, not the exact words.
  • Try to forget a song once it gets in your mind!

11
SENSES
  • The more senses you engage, the greater the
    potential for retention and recall.
  • Even having a bowl of just-popped popcorn or the
    smell of freshly-baked cookies while learning can
    make a difference.

12
VISUALS
  • Vision trumps all other senses.
  • Research shows the inefficiency of text-based
    information and the incredible effects of images.

Groups using illustrated texts performed 36
better than groups using text alone.
Burmark 2002
13
  • Not all materials are remembered equally well.
    Pictures are remembered better than words.
  • Use mind maps and other graphic organizers.
  • Convert ideas into images
  • Students and teachers images.

Auditory memory is the weakest form of memory.
14
  • Current brain research tells us that things are
    most often remembered when they have been
    experienced or visualized.
  • Combine drama with vocabulary/concept
    development.
  • Student(s) choose word/concept and create a
    frozen representation which is photographed and
    used on a bulletin board.
  • e.g. a student strikes a pose to convey the
    word timid or a group of students would portray
    a food chain.

15
MULTISENSORY
  • It will take six separate exposures (the
    hearing, saying, touching, seeing and feeling the
    constituent elements of a given notion or
    experience) before new information enters into
    long-term memory for permanent storage inside the
    brain. Consequently, a multi-sensory approach to
    language acquisition is ideal for all learners.
  • A Model for Language Learning From a
    Brain- considerate Approach by Ken Wesson

16
Use color
  • Colors stimulate the brain.
  • Using color can increase motivation and
    participation by up to 80 percent.
  • Color enhances learning and improves retention by
    more than 75 percent.

17
  • Color visuals increase willingness to read by
    up to 80 percent.
  • Red, purple, and blue are the most remembered
    colors

18
  • Students highlight text with different colors.
  • Students can color topic sentences and
    details, compare and contrast sentences,
    subjects and predicates, facts and opinions,
    etc.
  • Keep colors consistent.
  • Encoding and retrieval are enhanced with the use
    of color coding.

19
  • When testing memory for words, objects and
    color, color memory was strongest.
  • Use color handouts, overhead transparencies,
    colorful posters, and encourage the use of color
    on student assignments.

20
PHYSICAL ACTIVITY
  • Exercise increases oxygen flow to the brain by
    increasing the oxygenation of the blood.
  • Balances mood, improves long-term memory,
    improves reasoning, and reduces stress and
    depression.

21
Exercise boosts brain power
  • People who exercise outperform couch potatoes in
    long-term memory, reasoning, attention, and
    problem solving.

22
  • Students face the back of the classroom during a
    review for a quiz.
  • Students sit sideways in their chairs during an
    activity or discussion.
  • Students write down the most important item of
    the day with their opposite hand.
  • Students to turn their papers diagonally and
    complete assignment that way.
  • Students cross their legs while learning about an
    important event.
  • Students cross their legs and uncross them only
    to contribute to the discussion.
  • Students stand up and sit down after each student
    question is answered.
  • Students move one seat for a five-minute
    explanation.
  • Give everyone a pretzel/carrot to eat every two
    minutes during a review. Make same food available
    during test time.
  • Students stand behind their chairs while you read
    an important passage to them.

23
MOVEMENT
  • With 3 points to remember, have students move to
    a position in room add action review point. Use
    new location in room for second point add
    action review point.
  • Use puppets, charades, manipulatives, dance,
    drama

Students who engage in daily exercise/physical
education consistently show better academic
performance. Donevan 1986
24
RESPOND TO THE TEXT
  • Students listen and respond physically such as a
    TPR activity.

25
Meaningful
  • Content is more likely to be meaningful if
    students can
  • Learn it experientially or in a realistic context
  • Relate it to prior information
  • Personalize it
  • Be active and reflective with it
  • Find a use for it

26
EXPERIENCE THE CONTENT
  • Field trips
  • Authentic experiences
  • Artificial experiences
  • Computer simulations
  • To experience how biomes change, have students
    stand closer to/farther from a heater (Equator)
    and an air conditioner/fan (North/South Pole).

27
Emotional
  • Anytime emotions are engaged the students are
    more likely to form a deeper imprint of the
    event.
  • Excitement
  • Humor
  • Celebration/pleasure
  • Suspense
  • Fear/risk
  • Surprise

28
Emotional Memory
Emotions take precedence over all other brain
processes.
  • Act excited yourself
  • Dress in costumes
  • Choose sides in debate
  • Agree/disagree chart
  • Tell or read stories especially with
    suspense/anticipation

29
Use emotions


Whether certain events or information are
retained in memory is dependent upon an
individuals love for the subject matter and its
dramatic, emotional, auditory, and visual
impact.
Kerry 2002
30
JOURNAL THE TEXT
  • Students write about their learning/feelings
    after reading/learning something.
  • I learned I liked.
  • I did not understand

31
REACT TO THE TEXT
  • Students complete a list of sentences indicating
    reactions to the text such as, What I found most
    interesting was
  • This article was (boring, shocking, amusing,
    irritating, confusing, incredible) because
  • Students discuss their reactions in groups.

32
Motivation
  • Motivation is significant.
  • If the task is judged important, if the
    probability of success is high, and a positive
    affect is generated or associated with the task,
    the individual will be motivated to engage in the
    new task.
  • Marzano et al. 2001

33
  • Attention, concentration, motivation and
    training influence the memory positively whereas
    distraction, interference, stress and shock
    affect memory adversely.
  • Ways to decrease stress in the classroom
  • integrate stretching exercises
  • incorporate recess
  • teach coping skills
  • utilize physical education

34
Decrease stress
  • Construct an environment that is free of such
    things as fear, embarrassment, humiliation,
    harassment, and other elements that interfere
    with the learning process.
  • Some ESL students suffer from physical,
    emotional or behavioral complaints caused by
    culture shock.

35
  • Students may be used to acquiring a large number
    of facts by rote and unused to discovery
    learning, analysis or critical thinking.
  • Students may feel threatened by the amount of
    participation expected of them in class,
    preferring to remain silent for fear of showing
    off or losing face by giving the wrong answer.
  • Students may perceive a wrong answer as causing
    the teacher to lose face and for the same reason
    feel uncomfortable with the idea of asking
    questions or for help.
  • Students may not wish to share opinions or
    beliefs, regarding them as private.

36
  • Students may find it difficult to come to terms
    with the open and friendly relations between
    teachers and students. They may be uncomfortable
    with the amount of noise in the classroom.
  • Students may be uncomfortable with some
    expectations regarding teacher-student behavior
    (e.g. looking the teacher in the eye when being
    spoken to)
  • Some students are from a very competitive
    educational system. They may be unused to working
    co-operatively with other students.

37
  • Students may believe that having fun in the
    classroom is incompatible with learning.
  • Students may feel uncomfortable at being involved
    in deciding on learning goals and how they are to
    be assessed, considering it to be the teachers
    job.
  • Students may be embarrassed if praised in front
    of others.
  • Students may be unused to mixed gender classes or
    being taught by teachers of the opposite sex.

38
  • For learning to occur, students must be in the
    appropriate state for learning.
  • States are affected by
  • Thoughts, emotions, attitudes
  • Physiology posture, breathing, food, drink,
    temperature, sleep
  • A student sitting in the back of the room, with
    his arms folded, leaning back in the chair,
    thinking this is stupid has little chance of
    learning. His particular state prevents learning
    from occurring.

39
SLEEP
  • Sleep has been directly linked to the grades of
    students. Results have shown that those who sleep
    less do poorly in school.
  • One experiment showed that people who fail to
    get a good night's sleep before studying new
    information remember roughly 10 less than their
    well-rested counterparts.

40
WATER
  • Water is essential to distributing oxygen
    throughout the body which maximizes brain
    function.
  • Water increases the ability of the blood to
    carry oxygen to the brain by 100 to 1,000 per
    cent.
  • When an imbalance occurs because of dehydration,
    the body secretes stress hormones which affect
    learning.

41
FOOD
  • Chew gum
  • Researchers found that the act of chewing gum
    improved short- and long- term memory by up to 35
    percent.
  • Chewing increases heart rate which may increase
    blood flow to the brain.
  • Chewing may improve memory by reducing stress.

42
ATTITUDE
  • Positive attitudes (optimism-believing you can
    learn it) relax the body and direct its full
    energy to the task at hand.
  • Positive attitudes alter the chemistry of the
    brain with the production of dopamine (the
    feel-good neurotransmitter).
  • Positive attitudes increase noradrenalin which
    provides physical energy.

43
A wide body of evidence suggests that when
students feel good about the teacher and
learning, achievement rises.
  • Positive states improve performance on many
    cognitive tasks. Ashby, et al. 1999
  • Negative states and disengagement contribute to
    lower cognitive performance. Matthews et
    al. 2002

44
Feedback
  • Teachers who routinely provide feedback and
    reinforcement regarding student learning improve
    results. Sprenger 2005
  • Feedback enhances student achievement more than
    any other strategy. Hattie 1999
  • 29 point difference in student learning can be
    achieved through frequent feedback.

  • Marzano 1998

45
  • Frequent (30 min. or less)
  • Both positive and negative
  • Local negative is most effective (Put the AB
    function on the left, not right side.)
  • Global negative feedback was least effective
    (Youre not trying.)
  • Positive feedback fell in the middle pep talks
    are helpful.
  • Task feedback is most effective, not personal
  • Peeck et al.1985, Huang 2000, Peeters
    Czapinski 1990

46
Social
  • The brain likes and responds well to social
    engagement and oral sharing.
  • Working cooperatively enhances learning.
  • Research shows that "human beings learn best by
    interacting with one another about things that
    that they find personally meaningful."

47
Assure Active Engagement
  • Only the student who is actively involved in
    what's going on will understand the information
    and retain it.
  • Use cooperative learning activities
  • Think, Pair, Share
  • Round Table

48
Organization
  • Brains like organization.
  • Graphic organizers help students see
    relationships and pattern new information for
    memory storage.
  • Mindmapping incorporates graphics, color,
    pictures and key words on one piece of paper.
  • Actively teach students how to organize and
    process information.

49
STUDY TEXT STRUCTURE
  • Teaching text structure using graphic maps is
    one of the research-supported comprehension
    strategies (NRP).
  • Graphic organizers in general are also one of
    the categories of research-based comprehension
    strategies.
  • Create a map to make the structure/organization
    of expository text more visible.

50
ORGANIZE
  • Label and group common concepts
  • Use mind-mapping strategies
  • Chart and define relationships
  • Identify what is known and what is desired to
    learn
  • Know what being finished looks like

51
CLASSIFY
  • Find ways for students to classify
    words/concepts to aid in recall.
  • Events, ideas, words, concepts, and other
    stimuli that are not organized in some meaningful
    way are more difficult to understand and remember
    than those that are.
  • Group the words into categories and arrange them
    on a visual "map" so that relationships among the
    words become clearer.
  • Teacher or students create categories and
    concepts.

52
CREATE RELATIONSHIPS
  • Put related word(s) in each quadrant. Students
    identify the concept/word that the words are
    related to.

Timber
Fresh water
Mineral deposits
Oil
53
PUZZLE THE TEXT
  • Students put together pieces. Each piece has a
    synonym/etc. about the word, with center piece
    blank. Student identifies and writes
    word/concept in center piece.

54
MAP THE TEXT
  • Use graphic organizers to understand and
    remember words.
  • When students organize the material instead of
    the teacher, they recall it better.
  • Techniques such as webbing involve students' own
    perspectives in creating interactions to clarify
    targeted learning.

55
Generate examples and non-examples
  • For concepts, students need examples,
    non-examples, and everything in between.
  • Have students respond to questions about or
    provide examples/nonexamples.
  • Simple, typical and unusual examples.

56

Brainstorm words that go with a central
concept. Write on board Discuss Add words to
be taught Create a map, linking concepts to
categories
57
Semantic feature analysis
  • Group words according to certain features, with
    the aid of a chart that graphically depicts
    similarities and differences among features of
    different words.
  • Make a grid
  • Add features (descriptions) along the top
  • Name objects in a category along the rows

58
Venn diagrams
  • Graphic depiction to show two contrasting but
    overlapping categories used to compare/contrast
    two words/concepts.
  • Venn diagrams allow students to compare new
    information to what they know (houses of colonial
    times to their own homes what Lewis and Clark
    packed for their trip to what their family would
    pack for a trip)

59
Provide coherence
  • Give overviews before beginning a topic or new
    subject.
  • Give a summary of the material in advance that
    provides some sort of structure to what is to be
    learned.
  • Focus on the Big Idea.

60
Patterns
  • When the brain encounters a new idea, it
    searches for prior knowledge and experiences
    similar to the new concept.
  • The brain is hard-wired to identify patterns
    and, conversely, objects that differ from a group
    of objects.
  •  

61
Look for similarities
  • Memory is fundamentally associative. You can
    remember a new piece of information better if you
    can associate it with previously acquired
    knowledge that is already firmly anchored in your
    memory.

62
  • Provide synonyms or antonyms
  • What it is. What it isnt.
  • Compare with other words/concepts.
  • How are they similar?
  • How are they different?

63
Look for differences
  • The Isolation Effect
  • Increased memory retention for anything which
    stands out from other items in a group.

Identifying similarities and differences raises
student achievement by as much as 45. Marzano
2001
64
Background Knowledge
  • The ability to retain and understand knowledge
    is greatly enhanced when students make
    connections to what they already know.
    Understanding of new materials depends on what
    you already know that you can connect it to.

The most important single factor influencing
learning is what the learner already knows.
Ascertain this and teach him accordingly.
David Ausubel, Educational
Psychology A Cognitive View
65
Prior knowledge
  • Influences all learning.
  • Every word, sound, picture in your brain has some
    knowledge attached to it.
  • This knowledge is personal.
  • This knowledge is highly resistant to change
    (easy to learn something that matches or extends
    an existing mental model).

66
Make connections
  • Point out parts of the story that remind you of
    things in your own life.
  • Explore parallels between the story and universal
    themes.
  • Ask students to make connections to other stories
    they have read.
  • Discuss, draw, and write about these connections.
  • Connect content with students lives.

67
  • Learners can visualize, draw, think of
    connections, mime, articulate their views,
    recount episodes from their lives, share their
    knowledge, make predictions anything that helps
    them to activate connections in their minds.
  • The important point is that the lesson starts in
    the learners minds and not in the text and that
    the activities help the learners gain a personal
    experience of the text by connecting it to their
    lives.

68
Prior knowledge
  • Discussion
  • Brainstorming writing down all the information
    you know about a topic
  • Illustrating drawing pictures of what you know
    about a topic
  • Preteaching
  • Advance organizers (agree/disagree, T/F, Venn,
    KWL)

Prior knowledge has a large influence on student
performance, explaining up to 81 of the variance
in posttest scores.
Dochy, Segers Buehl, 1999
69
  • Better to spend time finding the old information
    students have than giving students new
    information.
  • What does this make you think of?
  • What is the first thing you think of when I
    say.
  • Have students share where they made connections.

When reading unfamiliar passages, students asked
to state their prior knowledge on the text topic
significantly outperformed students not asked to
state prior knowledge.
70
  • Encourage clustering/graphic organizers/creating
    organization.
  • Frequently use analogies to students personal
    life experiences (prior knowledge).
  • Ask students for analogies/metaphors.
  • Analogies are a useful way of encouraging
    discussion about relationships
  • What is it?
  • What is it like?
  • What are some examples?
  • Martin Luther King and Martin Luther.

71
REFLECT ON THE TOPIC
  • Start with what students know have them write
    it before sharing it.
  • One of the simplest methods for helping students
    activate background knowledge is to prompt them
    to bring to mind and state, write down, or
    otherwise record what they know.
  • What do I already know about this topic?

72

Careful preparationraises students ability
to read a particular piece beyond their normal
reading and thinking performance levels.
Manzo 1990
73
REFLECT ON THE TEXT
  • Activating background knowledge through
    reflection and oral elaboration during text
    reading was a more effective strategy than taking
    notes on main ideas and their corresponding
    details.
  • Spires et al. 1998

74
Quantity
  • Less is more. The brain can only learn so much.

75
Short Term Memory
  • Short-term memory
  • limited capacity (72 items)
  • quick loss of information (less than 20 seconds
    unless rehearsed)
  • Brain is not designed for nonstop learning.

Children under 4 can retain one piece of
information at a time children 5-8 can retain
two.
76
  • Brief immediate memory for most recent on a list
    (recency effect).
  • Longer memory for beginning items on list
    (primacy effect). Ebbinghaus

77
  • Information in short-term memory must be
    manipulated and rehearsed to be transferred to
    long-term memory or it will be quickly forgotten.
  • New information
    pushes old
    information out.

78
Encoding
  • To move something from short-term into long-term
    memory, your brain uses a coding method to help
    retrieve the information.
  • Since your brain is coding the information, it
    is easier to remember additional information on
    topics you already know something about learning
    something new may take twice as long (or more) to
    remember.

79
ENCODING
  • Students need to take the material and put it
    into language they understand.
  • Summarize paraphrase
  • If students can write about what they know, they
    know it.

When students generate their own context for
meaning, memory improves. Schraw and
Ronning, 1999
80
Use word cards
  •     Studying word cards, with the word on one
    side and its translation (definition, drawing,
    etc.) on the other is a good remembering
    strategy.
  • Keep changing the order of the cards
  • increasingly space the learning sessions Avoid
    putting words of related meanings (synonyms,
    opposites, lexical sets) in the same pack of
    cards Nation, 2000

There is overwhelming research to show that using
word cards is a very efficient and effective
learning strategy. Nation 2001
81
Value of word cards
  • Motor-manual activity (manual and mental
    activities) which reinforces learning.
  • Learner controls pace.
  • The repeated rehearsal is especially effective
    if it is conducted in different orders helping to
    connect numerous neural pathways relating to one
    cluster of information.

82

Rehearsal
  • Major means by which information is moved to LTM
    from STM.
  • The assignment of sense and meaning to new
    learning can only occur if the learner has
    adequate time to process and reprocess it.
  • Repeat again what you hear, for by often hearing
    and saying the same things, what you have learned
    becomes complete into your memory.
    Dialexis

83
  • The brain goes through physical and chemical
    changes when it stores new information as a
    result of learning.
  • New neural pathways
  • Strengthening old pathways
  • Repetition of a stimulus forms a memory.
  • Rehearsal and practice improves the tendency for
    an associated group of neurons to fire together.

84
An old Latin proverb says
  • repetitio est mater studiorum
  • (Repetition is the mother of learning.)

85
What does repetition do?
  • Moves the information from short term to long
    term memory.
  • And then, with more repetition, locks the new
    information in long term memory.

86
Rote rehearsal
  • Information stored exactly as presented.
  • Best way to hold information for a minute or two
    is to repeat it, but not efficient for long.

Some information, such as multiplication tables,
is learned through rote rehearsal.
87
Elaborative rehearsal
  • Requires more meaningful processing.
  • The learner reprocesses the information several
    times to make connections to previous learning
    and assign meaning.
  • Without meaning information is quickly lost.

88
Elaborative Rehearsal
  • Paraphrasing
  • Selecting and Note taking
  • Predicting
  • Questioning
  • Summarizing
  • Personalizing
  • Repetition

89
Its all about ME
  • The self-reference technique
  • One of the best and simplest methods. Simply
    refer any information to yourself and it makes it
    easier to remember.
  • Making personal associations with important
    facts or ideas - political, moral, social, etc.
    will help you remember them.

90
Rehearsal
  • There is almost no long-term retention of
    cognitive concepts without rehearsal.
  • Students failing to use elaborative rehearsal
    fail to make associations or discover
    relationships.
  • Thus they are unable to generate new ideas,
    concepts or solutions.

91
Without rehearsal
  • We forget as much as 80 of everything we read
    within 24 hours. Only 8 of textbook material is
    remembered after 21 days.
  • Only 10 of lecture material can be recalled 24
    hours later.

92
Memory - Storage
  • Sites selected for storage determined by the
    associations that the brain makes between the new
    learning and past learnings.
  • The more connections that are made, the more
    understanding and meaning the learner can attach
    to the new learning.

93
Timing
  • Time is a critical component of rehearsal.
  • Initial rehearsal occurs when the information
    first enters working memory.
  • Need to review new material within 10 minutes.
  • Sufficient time must be provided for secondary
    rehearsal to make sense and meaning.

94
  • Must ensure that students practice correctly
    from the beginning.
  • Unlearning and relearning a skill practiced
    incorrectly is difficult and takes more time.
  • Avoid assigning independent practice before
    guided practice.

95
  • Practice over time increases retention
  • Massed practice close together practice times
  • Produces fast temporary learning
  • Distributive practice
  • Sustained practice over time the key to
    retention
  • Effective practice begins with massed practice
    and then proceeds to distributed practice later
    for retention.

96
Consolidation
  • Brain requires incubation time
  • With new content this may be 2-5 minutes of
    processing for 10-15 minutes of instruction
  • Rests, lunch, recess, walks, reflection,
    listening to quiet music (NO NEW LEARNING)
  • Need adequate sleep for recycling of the learning.

Students who slept only 6 hours after a learning
session remembered much less than those who slept
8 hours. Stickgold 2000
97
  • Learning doesn't happen at an even pace. Brains
    get tired and lose focus. By varying the pace and
    type of learning, you give the brain the chance
    to let one part rest while the other part works.

98
Retention varies with length of
teaching episode
  • As the lesson time increases, the percentage of
    down time increases faster than the prime times.
  • More retention occurs when lessons are shorter.

A block containing four twenty minute lessons
will be much more productive than one long lesson.
99
  • Your brain needs repetition. It is better to do
    short frequent reviews than one long review. What
    counts is how many times your brain sees
    something, not how long it sees it in one
    sitting.

Skill learning requires at least 24 practices to
reach 80 percent proficiency.
Marzano 2001
100
We dont review enough. We dont repeat enough.
  • You cant do this too much. Go over the same
    passages a few times. In the morning, review
    yesterdays vocab/grammar before moving on. Do
    this every day... make it a ritual. Students need
    to hear, understand, read, and use new
    words/grammar at least 10 and up to 50 times in
    order to acquire them. Are your students
    getting that level of repetition?
  • Repetition reinforces learning.

101
  • Use redundancy to increase understanding and
    retention
  • Redundancy means say the same thing again, but
    differently.
  • Differently can mean
  • From a different perspective.
  • Using a different information channel (engaging
    different senses).
  • With a different activity.

102
BEFORE READING ACTIVITIES
  • Use to stimulate prior knowledge.
  • Use to generate interest in the reading.
  • Use to begin repetitions.

103
PREVIEW THE TEXT
  • Definitions of difficult vocabulary
  • Plot/story synopsis
  • Descriptive list of characters
  • Historical background

Students given previews made significant
improvements in both story comprehension and
recall.
104
  • Organize prior knowledge using semantic maps
  • KWL charts
  • Agree/disagree charts
  • Anticipation guides
  • Topic debates
  • Questions
  • Illustrations
  • Guessing/predicting

105
  •  

106
ASK QUESTIONS
  • Announce topic. Students find out about the text
    before reading it solely through questions.
  • The topic is
  • Cubans can now do what to their homes?

107
PERSONALIZE QUESTIONS
  • If you are walking around a dark room, you need
    to do it cautiously. Why? What are some other
    things that need to be done cautiously?
  • Which of these things might be extraordinary?
    Why?
  • A flying cow?
  • A flying kite?

108
NAME THE TOPIC
  • C______ Y_____ B__________
  • One way to do this is with a gratitude journal
    in which you write down three to five things for
    which you are currently thankful from the
    mundane to the magnificent. Do this once a week
    say on Sunday night. Keep it fresh by varying
    your entries as much as possible.

109
  • __________ ______ ___ __________
  • These should be both random and systematic.
    Being kind to others, whether friends or
    strangers, brings a cascade of positive effects
    it makes you feel generous and capable, gives you
    a greater sense of connection with others, and
    wins you smiles, approval and reciprocated
    kindness all happiness boosters.

110
PORTRAY THE TEXT
  • Display key concepts or summary on a wall
    poster. (Priming)
  • Keep words, pictures or concepts prominently
    posted.
  • Keep ongoing. Refer back to them frequently.
  • Put up posters, signs and bulletin board
    displays on a particular topic before its
    introduced.

111
JIGSAW THE TEXT
  • Students each read a portion of the text.
    Groups, consisting of one student from each
    portion, gather to construct the whole text
    either orally or with worksheets.

112
ABC THE TEXT
  • Give students topic of reading. They write one
    word that they think might be in the text for
    each letter or segment of letters of the
    alphabet.
  • Can be done as a post-reading activity where
    students write one word that pertains to what was
    just read.

113
DURING READING ACTIVITIES
  • Active learning is better than passive learning.
    Provide something for the students to do while
    they are reading.
  • Pause frequently.

114
  • Help the reader summarize the story so far What
    important things have happened that might help us
    predict what happens next?
  • Model predictions I think something might happen
    to Tom's favorite toy, it might break orwhat do
    you think?
  • Ask questions that require the reader to predict
    What if you were Tom (Russia, the President)?
    What would you do?
  • Help the reader connect to important story
    elements to make predictions Lots of other kids
    wanted that toy, too, but there was only one. How
    do they feel about that? What do you think they
    might do?

115
PREDICT THE TEXT
  • What will happen next?
  • TAKE NOTES ON TEXT
  • Studies indicate that note-taking results in
    greater recall of information.

When information is correctly reflected in notes,
students remember the information 78 of the
time without note-taking, the information is
remembered 34 of the time.
116
DRAW THE TEXT
  • Students draw pictures of what they understood
    from the text. They use the pictures to retell
    the story to a partner. - can be icons, symbols.
  • Students make poster to advertise their text.
  • Students make Power Point presentation of the
    text.

117
  • Draw pictures of vocabulary words.
  • Introduce words with your own images ask
    students to create their own images

Associating an image with a word is the best way
to learn it. Marzano 2001
118
VIEW THE TEXT DIFFERENTLY
  • Give students glasses with different colored
    lens. Students view text from different points
    of view
  • Negatively
  • Positively
  • Creatively
  • Emotionally
  • Factually change characters, locations

119
COMPLETE THE READING
  • Choral cloze teacher reads story and learners
    supply missing words.
  • Dictation cloze learners hear story and write
    in missing words.

120
READ ALOUD
  • Reading aloud has been found to increase
    vocabularies when
  • students relate their existing knowledge to words
    and ideas in the story.
  • teacher talk surrounds read-aloud activities.

121
ARRANGE THE SENTENCES
  • Write sentence(s) on index cards using new
    words/concepts.
  • Students put the sentence(s) in order and write
    them in their notebooks.

122
READ THE TEXT ALOUD
  • Paired reading both read one retells, other
    listens and corrects both go back to reading to
    check.
  • Mimicking or echo reading.

123
CHANT THE TEXT
  • Whole group choral response.
  • Teacher says first part of sentence students
    complete as a group.
  • MIME THE TEXT
  • Students mime all or part of the text.
  • Charades.

124
CHOREOGRAPH THE TEXT
  • Small groups of students summarize a key point
    in a rhyming one-line review choreograph it and
    present it to the class.

125
Review material
  • Complete a checklist
  • Describe to partner who maps it out
  • Group or pair discussion
  • Compare/contrast
  • Summarize or paraphrase
  • Make a rhyme of key idea and teach to partner
  • Create drawing
  • Find similarities and differences

126
  • Group and regroup material into different
    categories
  • Look at material from different point of view
  • Critique the material
  • Act out the material
  • Rap the material
  • Connect to what is known

127
Factors affecting Retention
  • Degree of student focus
  • Length and type of rehearsal
  • Students learning styles
  • Influence of prior learnings
  • Environmental factors
  • Emotional factors
  • Educational background
  • Cultural background

128
Retrieval
  • If retrieval fails
  • Are your students reflecting throughout the unit?
  • Are you providing enough reinforcement and
    feedback?
  • Are you varying your rehearsal strategies to meet
    diverse learners?
  • Are you spacing your reviews appropriately?

129
Match the original memory state
  • Discrepancy between learning states and testing
    states results in performance loss.
  • Try to match emotional states through testing
    practice and replicate learning location to
    improve chances for recall.

130
  • Conduct oral or written review daily and weekly.
  • Present most important material first thing and
    last thing.
  • Open and close class with 3 most important words
    or concepts for the day.
  • Use music, props or costumes to introduce
    concepts/words.

131
  • Create opening for controversial discussions to
    engage students emotionally.
  • Have students share learnings with classmates.
  • Teach whole before the parts.

132
  • Research on the brain has found that the brain
    will change when three conditions occur
    attention, repetition and intense exposure.
  • The individual needs to attend to a specific
    experience, the experience must be repetitious,
    and the exposure must be intense.
  • The brain typically does not respond with
    significant, permanent change to casual
    exposures. Single exposure to a new environment
    is not sufficient enough to form a permanent
    memory trace in the brain.

133
  • To own new information, three criteria are
    necessary
  •  
  •   1.Reinforcing in preferred modality (visual,
    auditory or kinesthetic) 
  • 2. Reinforcing the right number of times (for
    some once, for others it may be 20 times) 
  • 3. Reinforcing a sufficient length of time (a
    couple of seconds to several hours).

134
Things to think about
  • How can you make your content more meaningful to
    your students?
  • What things can you do to make your instruction
    more unique?
  • What activities can you do to provide for more
    repetition?
  • What activities can you do to activate prior
    knowledge?
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