Transcript Present

Thoughtful Education
Getting Comfortable with
The New American Lecture
June 9, 2010
Reflecting on What We’ve Learned

What do you know about the Thoughtful
Classroom strategies?

What do you know about the New American
Lecture strategy?

What questions do you have?
Functions of Memory
Learning
Long Term
Memory
Stored
Retrieved
Engagement
Working
Attention
Memory
Short Term
Memory
Multiple
Exposure
Is this important?
Variety of
Strategies
Intensity of
Thought
Will I use this?
Is it worth the
risk?
Getting Comfortable with the New
American Lecture
Goal 1
 Relevance: Help students find personal meaning by
connecting to prior knowledge or experiences to new
learning.
Goal 2
 Organization: Model research based techniques for
organizing information.
Goal 3
 Note-taking: Guide students toward more effective
note-taking skills.
Goal 4
 Memory: Improve memory and comprehension.
Assets of the NAL
 Teacher can impart multitudes of information!
 Allows students to question and practice.
 It is short and to the point.
 The teacher is very knowledgeable.
 The class is under control.
 It really helps auditory learners.
Liabilities of Lecture
 Lecture can be boring.
 It is teacher-centered.
 Lecture has a negative connotation.
 It can often overwhelm young listeners.
 There can be a lack of student participation and

ownership of learning.
There is often no way for the teacher to know
exactly what the students are absorbing from the
lecture.
Making it BETTER!!!

P – Make it PERSONAL

R – Make it RELEVANT

I – Use their INTERESTS

C – Spark their CURIOUSITY
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E – Appeal to their EMOTIONS
Interactive
Transitions
Anecdotes
Attention grabbers
What is the New
American Lecture
What can the NAL do
for you and your
students?
Phase I: Preparation
C
Purpose:
O
N
N
E
C
T
I
O
N
Techniques:
Phase I: Preparation
C
O
Purpose:
• attention
N
N
E
C
T
I
O
N
Techniques:
• hook
• bridge
• kindling
Present Visual Organizer
O
R
G
A
N
I
Z
A
T
I
O
N
What is it?
How is it used?
Principle:
Present Visual Organizer
O
R
G
A
N
I
Z
A
T
I
O
N
Purpose:
• Chunk information
to fit the Memory
Techniques:
•Visual Organizers
• Say It and See It
What are some organizers you use? When? How?
Step 1
Step 2
Step 3
Step 4
D
E
E
P
P
R
O
C
E
S
S
Phase III: Collecting Information
D
E
Phase III: Collecting Information
Purpose:
E
P
•Multiple Memory Pathways
P
R
O
C
E
S
S
Techniques:
• Dual Coding
• Non-Linguistic
• Primacy and Recency
Phase IV: Review Questions
E
X
E
R
C
I
S
E
Phase IV: Review Questions
E
X
Purpose:
• Rehearsal
E
Rote
R
Elaborate
C
Techniques:
I
• Questions in Style
S
E
• Stop 3-5 minutes (5-7 for
high school) to pose
questions and process
information
4 Thought Learning Styles
Remember, Recall
Relate
•summarize
• connect personally
• retell
• evaluate
• sequence
• empathize
Reason
Recreate
• compare &contrast
• suppositions, what if
• prove & disprove
• make and explain metaphor
• cause & effect
• create, invent or design
4 Thought Learning Styles
Remember, Recall
Relate
• What are the phases
• What new insights did you
of the New American
Lecture?
gain about the NAL and how
to use it in the classroom?
Reason
Recreate
• Why is the New American
• How is the New American
Lecture more effective in
building lasting memories
than traditional lecture?
Lecture a key to improving
students’ academic
performance?
Let’s look at a teacher using the NAL
Hook:
Have you ever achieved something that you didn’t
get credit for?
How did it make you feel?
What might you do next time to make sure
credit is given for your accomplishment?
continued

Today, we are going to examine the question,
“Who should get credit for discovering America?”
Who do you think should get the credit and why
do you think so?
Who Discovered America?
Early Man and Co.
Paleo Americans
Exploration
Dates
30,000 B.C.
What was the
culture like?
Hunters, gatherers; whole
families and tribes traveled
together.
What were their
motives for
exploration?
What were
some discovery
processes they
used?(technology)
What were
some effects of
the discoveries?
Food: following caribou herd
to New World.
Feet to walk across land
bridge.
Leif Erikson and Co. Columbus and Co.
Vikings
1200 A.D.
Raiders and Traders
Booty and easily transported
goods.
Knorr, slender flexible vessel
using wind, man-power.
Keel, 2/3 of length; Word of
mouth culture and no maps.
People spread over 2
continents; established over
200 different cultures and
languages; adapted well to all
environments. Sophisticated
cultures-limited
communication
Small settlements in the new
world that disappeared
mysteriously; sagas in 1250
AD, moved from a pagan
culture to a Christian culture.
Southern Europeans
What do you remember
about the Paleo
American’s discovery of
America?
Compare and contrast the
Paleo Americans’
discoveries and the
Vikings’ discoveries.
Talk with a partner to
discuss the people or
person you believe
deserve credit for
discovering America?
What if the southern
Europeans had never
come to America? What
effects might this have
had on America?
Synthesis
Many people disagree about who should get
credit for discovering America.
A. Identify at least THREE groups that should be
considered.
B. Select the group whom you think deserves
the credit and explain why.
Review NAL

Principle 1 – The stronger the
connection, the stronger the
PHASE 1 – Connect
memory.
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
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Principle 2 – The clearer the
organization, the stronger the
memory.
Principle 3 – The deeper the
processing, the stronger the
memory.
Principle 4 – Memories are like
muscles; they develop with
exercise.
PHASE 2 – Organization
PHASE 3 – Deep Process
PHASE 4 – Exercise