Transcript BT PPT Nov 2015 Forum

Beginning Teacher
November Forum #2
Working Memory
Learning Environment (I-10)
CIC:
Agenda
• Agenda, Outcome, Norms
• Connecting Activity
• Working Memory
- What It Is and What It Does
- How to Develop It with Skill
Building Activities
• Learning Environment (I-10)
- Effects of Stress
- Importance of Staying Centered
• Announcements
• Closing
Outcomes
•
•
•
•
Teachers will:
Understand what working memory is and
what it does for learning.
Learn the kinds of skill activities that build
working memory.
Understand how minimizing stress
contributes to a better learning environment.
Realize the importance of getting and staying
centered.
Norms
•
•
•
•
•
Active Listening
Appropriate use of electronics
Equity of voice
Respect for all perspectives
Confidentiality
Connecting Activity
Add-a-Word Story
Each table will begin with the sentence stem, “As
the CIC on my campus, I . . . . “ The teacher with
the most years of experience begins by saying the
sentence stem and then adding one word. Going
counter clockwise, the next person says everything
the first person said and adds another word. The
third person says everything the second person
said and adds another word. This continues until
time is called. The person who spoke last will
repeat the table’s story to whole group.
What Is Working Memory?
• Working memory is a system for temporarily
storing and managing the information
required to carry out complex cognitive tasks
such as new learning, reasoning, and
comprehension.
• Working memory is the part of short-term
memory that is concerned with immediate
conscious perceptual and linguistic
processing.
• Working memory is visual and auditory and
is held for moments.
Working Memory is Used
to Complete Multi-Step Tasks
Students rely on working memory to
complete multi-step tasks. If they have
weak working memory skills, it’s hard to
remember what comes next while doing
what comes now. Note-taking, for
example, is difficult, since students have to
remember the sentence they heard by
using working memory, while calling on
long-term memory to spell words and use
correct punctuation in the sentence.
Working Memory is Used
to Access New Information
The teacher asks a verbal math question.
“What is the width of a rectangle that has a
length of 20 cm and a perimeter of 70 cm:”
A student has to recall information from
long-term memory (the correct formula),
and at the same time, use working memory
to access new incoming information (the
measures stated verbally by the teacher).
The Need to
Build Working Memory
• Working memory is required for problem
solving, language, math, prediction, and
every higher order process.
• Stress and other environmental factors
can impact working memory.
• Working memory is a teachable skill and
should be practiced daily.
• Accommodations to support working
memory should be planned.
Ways to Build Working Memory
• Every few minutes when teaching, pause
to let content sink in.
• Divide content into smaller chunks to aid
understanding, then review.
• Do a physical activity to get oxygen to the
brain.
• Make it a priority to do 10 minutes of
working memory skills 3-5 times a week
for 8-12 weeks.
Examples of Activities to
Build Working Memory
Have your partner repeat these
numbers backwards.
5, 3, 8
2, 7, 4
9, 6, 3
5, 1, 7
Now, have your partner repeat
them from greatest to least.
5, 3, 8
2, 7, 4
9, 6, 3
5, 1, 7
Make two words from
these letters.
psot
uerl
mtie
ptar
On-Line Games that
Build Working Memory
• Secondary: www.lumosity.com
• Elementary: www.junglememory.com
Learning and Long-Term Memory
Effects of Stress on Learning
The amygdala is the emotional part of
the brain. When it shuts down, every part
of the brain changes, and there is no
metabolic activity. Such things as threats,
insults, put-downs, and any other form of
bullying can activate the amygdala. When
this happens, it takes at least 30 – 90
minutes to calm down so that learning can
occur.
What just happened?
• How did that make you feel?
• Do you feel like engaging in learning
right now?
• What if a teacher had reacted this way
to a student in front of the class?
• How would the learning environment be
affected?
• What can you do to get centered and to
bring the class back?
• What can you do to prevent your-self
from getting so off-center?
Announcements
• Board policy says that new hires must
complete the following within 15 working
days from their start date:
- IPDP
- Participate in a goal-setting conference
Other announcements pertinent to
your campus BTs
• BTs verify in mentors activity in
MAS
Reflecting on the Learning
Complete the CAL Survey:
• What’s working? (What is going well so far
this year?)
• What are your challenges/concerns? (Have
there been any challenges or concerns that
have been difficult to resolve?)
• What might be your next steps? (What might
you do to address any pending concerns?
Will you use anything that has been
addressed in this learning?)
• What can I do for you? (What kind of support
would you like from your mentor and what kind
of training would you like from your CIC?)
CAL Survey:
Activities Completed with Mentor
• Which activities have you completed with
your mentor?
• Check the boxes on the CAL Survey for the
specific activities that you and your mentor
completed together.
• Be sure to verify the completion in MAS.