How THE BRAIN LEARNS: MASTERY THROUGH REPETITION

1
How THE BRAIN LEARNSMASTERY THROUGH REPETITION
2
Brain Based TEACHINGREPETITION leads to

• MASTERY LEARNING

THERE IS NO BIGGER PHYCHOLOGISTS COUCH THAN
YOUR CLASSROOM
3
The Cognitive Revolution

• New technologies have replaced Behavioral
  Psychology with Cognitive Psychology based upon
  Neuroscience

4
The Cognitive Revolution

• MRI (Magnetic Resonance Imaging)
• EEG (electroencephalogram)
• PET (Positron Emission Tomography)
• Can now detect changes in brain physiology

Patient drinks radioactive glucose PET shows
glucose activity in active areas of the brain
5
How We Learn

• 10 of what we ???
• 20 of what we ???
• 30 of what we ???
• 50 of what we ???
• 70 of what is ???
• 80 of what is ???
• 95 of what we ???

6
How We Learn

• 10 of what we READ
• 20 of what we HEAR
• 30 of what we SEE
• 50 of what we SEE and HEAR
• 70 of what is DISCUSSED with OTHERS
• 80 of what is EXPERIENCED PERSONALLY
• 95 of what we TEACH TO SOMEONE ELSE

7
We know that learning is a matter of making
connections between brain cells and that the
experiences our student have shape their brains.
Obviously we do learn from reading and hearing
but the strongest connections are often made
through concrete experience- interactions with
our environment. Which do you think would make
the most lasting changes in the brain, reading
about an experiment someone conducted, or
performing the experiment yourself? Pat Wolfe
Ed. D
8
VOCABULARY

• Neuron-brain cell consisting of a body, with an
  axon and dendrites
• Dendrites fingerlike input extensions that
  branch off from the neuron (brain cell)
• Axon output extension that pairs with dendrites
  
• Synapse - synaptic gap the juncture between two
  connected neurons (the axon and dendrites)
• Neurotransmitters serotonin, dopamine,
  acetylcholine) and hormones like cortisol and
  adrenaline
• Myelin sheath-covering of neurons that thicken
  with use
• Neurogenesis or regeneration is the creation or
  growth of new brain cells

9
How The Brain Learns

• Brain cells are called neurons.
• You are born with at least 100 billion neurons.
• Dendrites (fibers) grow out of the neurons when
  you listen to/write about/talk about/ practice
  something.
• Dendrites can grow only from a dendrite (fiber)
  that is already there from something the
  learner already knows. Dendrites connect to Axons.

10
How neurons communicate

• Cell Diagram

11
How The Brain Learns and Remembers

• Neurons are constantly firing, integrating, and
  generating new information
• Stimulation creates new dendrites
• Axons grow to connect with other dendrites
• Frequently used axons develop a fatty sheath of
  myelin REPETITION

12
How The Brain Learns and Remembers
13
The physical process of learningMemory formation

• Long Term Potentiation (LTP)
• Occurs when one neurons response to another has
  been increased
• The neuron has learned to respond and each future
  response will require less effort

14
Types of memory

• Sensory-perceptions through our senses
• Short-Term
• Working memory
• Chunking
• Long-Term
• Implicit
• Explicit

15
Sensory memory

• Holds sensory information for less than a second
  after it is perceived
• Look and instantly remember/recall/ match
• Good priming /introducing future objectives

16
Short term memory

• Short time before dismissing/transferring
• Holds only seven items
• Lasts a dozen seconds
• Scratchpad
• Repetition, meaning, association increases
  transfer to long term

17
Working memory chunking

• Immediate conscious/perceptions
• Increases short term memory capacity
• Break down objectives
• Brain can easily remember
• 7 bits

18
LONG TERM MEMORY

• Storing, managing, retrieving
• Days, months, years, or a lifetime
• Rehearsed short term memories
• Change Long term potentiation
• Increased number of networks

19
Explicit memory

• Declarative or Episodic memory
• KNOWING WHAT
• Requires conscious thought
• Facts/events
• How most people define memory

20
Implicit memory

• Procedural or Priming
• KNOWING HOW
• Experience/ performance
• Does not require conscious thought
• Rote-unaware

21
(No Transcript)
22
(No Transcript)
23
The Learning ProcessREPETITION

• As we learn, specific dendrites grow so that
  specific neurons connect at specific synapses to
  create large and more complex networks.
• There can be as many as 10,000 connections
  (synapses) per neuron (100 billion neurons).
• Do the math!! - a very complex network.

24
The Learning ProcessREPETITION

• Synapses can change in number minute by minute.
• Some synapses are strong, and some are weak so
  weak they dont even send a signal.
• Through learning (REPETITION), weak synapses can
  become strong.
• No matter how many synapses a neuron has, it also
  has the potential to grow more.

25
Strengthening connections

• The brain learning, remembering, and growing.
• Crossing The Ravine
• https//www.youtube.com/watch?vBEwg8TeipfQ

26
ACTIVITY

• Look at the math formula
• Can you imagine how students feel when they see
  that monster?
• x -b vb2 -4ac
• 2a
• Now put it to the tune of pop goes the weasel

27
12 principles of brain based Learning

• The brain is a complex adaptive system.
• The brain is plastic.
• Learning occurs through patterning.
• Emotions are critical to learning
• Every brain simultaneously perceives and creates
  parts and wholes.
• Brain chemistry affects behavior.
• We are what we eat.
• Movement affects learning.
• Repetition is vital, necessary.
• Complex learning is enhanced by challenge and
  inhibited by threat.
• Every brain is uniquely organized.

28
Brain Based TeachingPractice Increases Neural
Connections

• Frequently used axons develop a fatty sheath of
  myelin REPETITION
• When you practice something, the dendrites grow
  thicker with a fatty coating.
• The thicker the dendrites, the faster the signals
  travel. The coating also reduces interference.
• Have you ever noticed how some people seem to
  come up with the answer quicker than others?
  Thicker dendrites.

29
Why Practice is Important to our Mission!

• With enough practice, the dendrites build a
  double connection.
• Myelin sheath thickens -faster, stronger, double
  connections last a very long time. You remember
  what you learned!
• Students remember increased academic success

30
The Importance of REPETITION

• Repetition is a fundamental quality for learning
  new skills, (Kilgard and Merzenich, 1998)
• Synapses are not static, they constantly adapt in
  response to activity, (Atwood Karunannithi,
  2002)

• Keep going over it!

31
METHODS of Repetition

• Pre-exposure
• Priming
• Previewing
• Reviewing
• Revision

32
Pre-exposure

• Pre-exposure-covertly introduce days, weeks,
  months ahead
• Example I am teaching the proclamation of 1763
  and I ask does anyone know what manifest destiny
  is, or elementary kids being exposed to algebraic
  signs by working with symbols

33
Priming

• Priming- covertly teach objective for multiple
  purposes. ex U.S. map-it is not the state I am
  interested in but they dont know that

34
Previewing

• Previewing- aka long term priming-set up content
  minutes before presenting it activate prior
  knowledge
• Hard Overview-allows for student to build
  comfort, access prior knowledge

35
Reviewing

• Reviewing- minutes after learning going over
  previously exposed material-re-firing the same
  neural connections

36
Revision

• Revision- hours, days or weeks after
  reconstructing the learning and solidifying
  neural connections

37
Our mission

• We are tasked with manipulating the most
  sophisticated organ on the planet
• Weathers, 2014.
• Mastery
• Alignment
• Outcomes Based Education

38
CONCLUSION

• How the brain learns is already incorporated into
  the Hamilton Instructional Plan
• Priming, previewing are key components to help
  you repeat learning objectives, thus leading to
  mastery.
• Student state is highly important!
• Repeat, repeat, repeat, and repeat
• QUESTIONS?

39
The Instructional Program
40
RecapThe Importance of Repetition in Learning

• When you create a memory, a pathway is created
  between your brain cells. It is like clearing a
  path through a dense forest. The first time that
  you do it, you have to fight your way through the
  undergrowth. If you don't travel that path again,
  very quickly it will become overgrown and you may
  not even realize that you have been down that
  path. If however, you travel along that path
  before it begins to grow over, you will find it
  easier than your first journey along that way.
• Successive journeys down that path mean that
  eventually your track will turn into a footpath,
  which will turn into a lane, which will turn into
  a road, and into a motorway and so on. It is the
  same with your memory the more times that you
  repeat patterns of thought, for example when
  learning new information, the more likely you
  will be able to recall that information.
• So repetition is a key part of learning.

41
4 Research-based Pillars of Hamiltons
Instructional Program

• Commonalities
• A belief that all students can learn.
• Time as an important variable in the learning
  process
• A focus on outcomes
• The importance of monitoring and a feedback loop.
  
• The importance of data

42
Effective Schools

• Correlates of Effective Schools
• Clear and Focused Mission
• High Expectations
• Positive School Learning Climate
• Strong Instructional Leadership
• Effective School-Community Relationships
• Opportunity to Learn and Time on Task (TIME)
• Frequent Monitoring of Pupil Performance
  (FEEDBACK)

Outcomes-based Education
Mastery Learning
Instructional Alignment
43
Operationalizing the Correlates of Effective
Schools

• Correlates of Effective Schools
• Clear and Focused Mission
• High Expectations
• Positive School Learning Climate
• Strong Instructional Leadership
• Effective School-Community Relationships
• Opportunity to Learn and Time on Task (TIME)
• Frequent Monitoring of Pupil Performance
  (FEEDBACK)

Outcomes-based Education Mastery
Learning Instructional Alignment
Used to operationalize correlates 6 7
44
Mastery LearningFoundation for Instructional
Delivery

• Mastery Learning, ML,  is an instructional
  strategy based on the principle that all students
  can learn a set of reasonable objectives with
  appropriate instruction and sufficient time to
  learn.
• Master Learning puts the techniques of tutoring
  and individualized instruction into a group
  learning situation and brings the learning
  strategies of successful students to nearly all
  the students of a given group.
• In its full form, it includes a philosophy,
  curriculum structure, instructional model, the
  alignment of student assessment, and a teaching
  approach.

45
Madeline Hunters Mastery Learning

• Madeline Hunter developed a teacher
  "decision-making" model for planning instruction.
  Her model is called ITIP (Instructional Theory
  into Practice) and is widely used in school
  districts around the country and in Michigan.
  There are three categories which are considered
  basic to ITIP lesson design.
• 1. Content Within the context of grade level,
  content standards, student ability/needs, and
  rationale for teaching, the teacher decides what
  content to teach.
• 2. Learner Behaviors Teachers must decide what
  students will do (a) to learn and (b) to
  demonstrate that they have learned.
• 3. Teacher Behaviors Teachers must decide which
  "research-based" teaching principles and
  strategies will most effectively promote learning
  for their students.

46
More about Madeline

• When using Direct Instruction (DI) as the
  Framework for planning, the teacher increases
  his/her effectiveness by considering the
  following seven elements as they "bring alive"
  the content or as they "scaffold" the learning
  needs of the students. Teacher decision making is
  the basis of this approach to teaching. "Decide,
  then design" is the foundation on which all
  successful instruction is built.
• The following excerpts are taken from "Planning
  for Effective Instruction Lesson Design" in
  Enhancing Teaching by Madeline Hunter, 1994, pp.
  87-95.

47
Mastery Learning
48
How to Instruct for Mastery Learning

• Clearly state the objectives representing the
  purposes of the course.
• The curriculum is divided into relatively small
  learning units, each with their own objectives
  and assessment.
• Learning materials and instructional strategies
  are identified teaching, modeling, practice,
  formative evaluation, re-teaching, reinforcement,
  and summative evaluation are included.
• Each unit is preceded by brief diagnostic tests,
  or formative assessments.
• The results of formative tests are used to
  provide supplementary instruction, or corrective
  activities to help the learner overcome problems.
  
• Time to learn must be adjusted to fit
  aptitude.  NO STUDENT IS TO PROCEED TO NEW
  MATERIAL UNTIL BASIC PREREQUISITE MATERIAL IS
  MASTERED.

49
Mastery Learning Instructional Delivery Process
Teach, Test, Re-teach
Expanded Opportunity to Learn
Clearly Defined Outcomes
Summative Assessment
T T R
T T R
T T R
T T R
T T R
Variety of instructional methodologies
Data-Driven Feedback System
Students learn at different rates
Instructional Period (3 weeks)
YES
Clearly Defined Outcomes
Teach, Test, Move on
Summative Assessment
NO
50
Mastery Learning

• John Carroll
• Model of
• School Learning

Benjamin Bloom Learning For Mastery
Mastery Learning

• Aptitude Time needed to learn
• Key to successful learning for all
• Focused on the use of time as a key variable in
  learning
• 1. Opportunity to Learn Time allowed for
  learning
• 2. Perseverance Time willing to spend
• Quality of Instruction
• Ability to Understand Instruction

• Clearly stated outcomes
• Pre-test
• Direct instruction
• Formative assessments
• Correctives / Enrichment

51
Model of School Learning

• John Carroll
• Model of
• School Learning

Time Spent (TS) ---------------------- P
factor Time Needed (TN)
Learning
Aptitude
Ability to Understand
Quality of Instruction
52
Mastery Learning Model
Enrichment
Summa tive
Next Unit
Pre-Test Check for PCS
Direct Instruction
Formative Assessments

• Unit
• Outcomes

• Anticipatory Set
• Objective / Purpose
• Input
• Modeling
• Checking for Understanding
• Guided Practice
• Independent practice.
• Closure

Correctives
Re-teach
53
Mastery Meets Instructional Alignment

• Our goal is to Master information that is
  Instructionally Aligned!!!

54
Instructional AlignmentThe Magic Bullet
Organizing the CIA

• Instructional Alignment refers to the degree to
  which intended outcomes, instructional processes
  and assessment (testing) match with efforts to
  produce the outcomes.

55
Instructional Alignment
Performance Indicators
Assessment
Instructional Processes
The assessment defines and describes better than
anything else what you want students to know and
do at the end of a learning experience. The
assessment item is the De Facto Descriptor of
the learning experience.
56
Instructional Alignment
Instruction and alignment are powerful predictors
of standardized test performance! Alignment is
imperative to student success!
Alignment

• Unit Tests

Standardized Test
57
Instructional Program

• Aligned
• Formative and Summative
• Frequent
• Begin with end in mind

• High Quality
• Alignment
• Variety
• High Level of Student Engagement

• Aligned
• Curriculum Guides
• Curriculum Maps
• Unit Plans

Foundational Building Blocks Effective
Schools Outcomes-based Education Mastery
Learning Instructional Learning How the
Brain Learns
58
Lesson SPIs
Lesson SPIs
Lesson SPIs
Unit Plan SPIs
Instructional Alignment
Unit Assessment always include items from
previous assessments
Formative
Unit Assessment always include items from
previous assessments
Unit Assessment always include items from
previous assessments
Next Quarter
End of Quarter Assessment Form A B
Summative
59
Instructionally align the Outcomes
60
Outcomes Based Learning

• The High Success Network
• Perhaps the best-known model of OBE was developed
  by Bill Spady and his associates at the High
  Success Network. Spady lists four principles that
  he believes should characterize OBE
• Clarity of focus (having specific outcomes gives
  a strong sense of purpose to everything teachers
  and students do).
• Design down, deliver up (when planning
  curriculum, educators start with the outcomes and
  work backwards when planning instruction,
  teachers teach what students need to learn to
  demonstrate the outcomes).
• High expectations (OBE departs from traditional
  education in its assumption that all students can
  learn wellalthough not in the same way and not
  necessarily on the same day), an.
• Expanded opportunities (students must be
  permitted to demonstrate their learning in
  different ways, and they must have numerous
  opportunities to demonstrate the outcomes, not
  just one. Spady calls this grading in pencil).

61
OBE Continued

• Concerned that some people equate outcome-based
  education with mastery learning, Spady and his
  colleague Kit Marshall have developed a way of
  categorizing OBE programs. Mastery learning, they
  explain, is a technique for insuring that more
  students learn well, but it applies to any
  content. Outcome-based education incorporates the
  principles of mastery learning but goes beyond
  them to be concerned with what students are to
  learn and why.
• What is the relationship of OBE and the Effective
  Schools Correlates?

62
Lets put all of this into Action!!!

• Action research is a valuable method for
  determining the effectiveness of new strategies
  and of those already in use, and for providing
  teachers with feedback for self-evaluation.
  Action research can be the work of just one
  teacher, but its value grows when it is the
  consistent effort of a teacher team, department,
  school staff, or an entire district.
• Your classrooms are your laboratories!!!
• This is where teaching and learning processes
  meet and interact!

63
conclusion

• Through all that has been said today remember,
  you will not digest this at one time?!
  http//play.simpletruths.com/movie/212-leadership
• We are in this together!!!! Are there any
  questions.
• http//play.simpletruths.com/movie/212-the-extra-d
  egree