Transcript Change of States

Resources
• Brain Compatible Strategies, 2nd Edition by
Eric Jensen
So why is it
necessary to change
up instruction?
As your brain gets numb-er
Your brain gets dumber
Changing STATES
Change up instruction 5-10
min. for pre-adolescents, and
Every 10-20 minutes for
adolescents into adults.
Thinking About It
• Why would you want to change states
when you finally have students quiet,
sitting in their seats, and looking like they
are listening to you?
• Because the brain needs a chance to
refocus and start again.
• When you stand up blood flow to the brain
increases.
Synapses or Brain Breaks
Judith Willis
• Change activates and turns on different
parts of the brain.
• Dopamine is a pleasure neurotransmitter
that makes you feel good and is released
during certain activities and depletes over
time.
• Dopamine, a neurotransmitter, needs an
opportunity to recharge and rebuild.
• Brain breaks (synapses) help to replenish.
Primacy-Recency Effect
• During a learning episode we remember
best that which comes first, second best
that which comes last and least that which
comes just past the middle.
• Applies from the time period from state
change to state change.
Changing States
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Find Someone Who
Clock Partners
Think-Pair-Share
Write-Pair-Share
Stand up, touch 3 walls
Stand up, hand up, pair up and share
Inside-outside circle
Split the line or fold the line
Changing States
• Find Someone Who
• Clock Partners
• Think-Pair-Share
– Share while moving around the room or in hallway
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Write-Pair-Share
Stand up, touch 3 walls
Stand up, hand up, pair up and share
Inside-outside circle
Split the line or fold the line
Change of States
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Sitting on larger bouncing balls
10 second stretches
Deep breaths
Posture, sit up straight
Stress balls
Stand up to talk
Snowball fight
Follow the leader
Change of States
• Mirror me, watch me
• Agree and disagree on different sides of
the room
• Stimulate frontal lobe (rub your forehead)
Massage the brain
• Write word or letter on back and tell what
the letter is
• Have everyone shut books at the same
time
Changes of State
• “write” first name with elbow, last name with hip,
“write” friend’s name
• Have a student lead stretches
• Play different types of music
• Provide choice, you may touch 3 walls and come
back or do 10 toe touches
• Play “Simon Says”
– Simon says shake hands with someone you don’t
know, stand on your chair
– choose a student leader.
Puzzle face up and face down
• If you can see where you are going it
makes a difference. You need the picture
When You See My Hand Up:
• Raise your hand
– This lets me know that you have seen my
signal.
– This lets others in the room that may not be
looking at me become aware of the signal.
• Finish your thoughts with your partner or
group.
• Wait for clarification or more directions.
A Cooperative Learning Activity
Line-ups
• Participants line up as to knowledge about a topic, a
value about a topic, or just for class-building
information.
– Your knowledge and understanding about cooperative
learning
– Height, birthday (excluding year)
– Value (merit pay, tolerance of an issue, etc.)
• Demonstration
Line Up Instructions
• Smile and nod during line up.
• When you see that I have my hand up,
raise your hand, finish your thoughts and
stop talking.
• Question: Should teachers eat lunch with
their students?
Process the Activity
• What did this activity accomplish?
Rally Partner
• Smile and nod during line up.
• Partner A, Partner B
• Partner A shares one thing they learned, thought about or pondered
with partner B.
• Partner B shares one thing they learned, thought about or pondered
with partner A.
• Partner A shares one thing they want to know more about with
Partner B.
• Partner B shares one thing they want to know more about with
partner A.
• Demonstration
Inside-Outside Circle
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Two circles facing each other
Students are facing a partner
Provide notes, cues, questions
Rotate the circle
Demonstration
My web-page,
– instructional strategies, Note-taking, flash card plus
Choral Response
a way for all age groups to
rehearse and reinforce
Questions & Choral Response
• Making Choices
– Provide contexts for students to decide
whether the target word is appropriate or
which word of those given is best.
– To differentiate:
• visual cues
• literal/recall stems
• abstract or higher order stems (and ask students to
justify)
(Beck, McKeown, Kucan, 2002, p. 57)
Making Choices
leisurely or in a hurry?
• Taking a walk in the park
• Firefighters getting to a fire
• Runners in a race
• Sitting and talking to friends
• A dog lying in the sun
T-P-S: Think of more situations that sound leisurely.
(Beck, McKeown, Kucan, 2002, p. 57)
Making Choices
• glimpse
scrutinize
– Which can you do more quickly?
• inspector
spectator
– What would you probably call every person
watching a football game?
• largo
ritardando
– Which tells me to slow down gradually?
(Beck, McKeown, Kucan, 2002, p. 80-81)
Making Distinctions
• Would you pay homage to something
tolerable?
• Would you suppress a profound thought?
• Would blurting out your thought be an
example of indecorum?
(Beck, McKeown, Kucan, 2002, p. 89)
I Have…. Who has….
• My web-page,
– instructional strategies, Note-taking, flash
card plus
Matching With Folder
• My web-page,
– instructional strategies, Note-taking, flash
card plus
Find a threeish group
• Stand up
• Threeish group is a group of 3, maybe 2
or 4
• Can not be someone at the same grade
level or subject area.
• Someone that you “don’t know” very
well.
• Fill in a venn diagram with
characteristics about yourself.
Pause and Reflect
Strategy
Think - Pair - Share
Read about the
strategy.
Think of one
application for
this strategy
Think-Pair-Share
Think about:
Pair up with
neighbor
Share your
thoughts
Think-Write-Pair-Share
Think about:
Write about:
The power of writing!
Pair up with neighbor
Share your thoughts
Think-Pair Share
• Share a grading story that has left a
lasting impression.
Stand Up
Hand Up
Pair Up
Share
Stand Up
Touch 3 different walls
Find someone who you have
not shared with
Vocabulary Clock Partners
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Clock Partners
• Cooperative learning activity
• The teacher designates a time, the students
meet, and share ideas on designated topic.
• A specific time, for example 12:00 is designated
as homework partner. That clock partner is
responsible for getting assignments and
handouts when either is absent.
• For today fill in a different partner on your clock
for 12:00, 3:00, 6:00, and 9:00
Vocabulary Clock Partners
• Place vocabulary words around the clock.
• When the students meet with their 2
o’clock person, they begin by sharing their
understanding of the word then share
ideas on designated topic.
REVIEW ACTIVITIES
Review Activities
• The more you know the more you can
know
– Background knowledge
• The more we retrieve, the more we
remember
– Strengthening neural connections by
repetition.
Get One, Give One
• List items individually
• Walk around room
– Find someone
– Give them something off of your list
– Get something from their list
– If nothing new create a new item
• Go until you get 6 ideas
• Time limit 90 seconds
Memory box
• list items individually
• pair up cooperatively
– Add to both list
• pair up slight competition
– get one point for each item on your list that
your partner does not have
Processing
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Builds a community of learners
The student is doing the talking
Forces the student to do the review
Number of repetitions
– Write down, read to neighbor, listen to
neighbor, read for points.
• Also uses compare and contrast
Lotus Notes
Lotus Notes
Use of
Zeros
Find Someone Who …..
• Take the sheet around and have someone
sign in each place.
• When they sign have them tell you the
answer to the question.
• Only sign a sheet if you know the answer.
• Once everyone has their sheets
completed a person will be picked to begin
and we will continue in order.
Clock Partners
• Cooperative learning activity
• For today fill in a different partner on your
clock for 12:00, 3:00, 6:00, and 9:00
• To help students connect with a variety of
students have different times designated
by hair color, height, birthday month, etc.
• Designate a time. That clock partner is
responsible for getting assignments and
handouts when absent.
Vocabulary Clock Partners
• Place vocabulary words around the clock.
• When the students meet with their 2 o’clock
person, they begin by sharing their
understanding of the word.
• A similar strategy could be used with lotus notes.
Place names in the concept boxes.
• Label the coordinate plane
– Quadrants, origin, axis ….
• Label parts of conic sections
– Vertex, focus, directrix, point of inflection
Running the Tournament
• This activity is designed to help you become
familiar with several topics, not necessarily to
determine a winner.
• Become familiar with the concept that is on your
card.
• Place the cards on the table in a bracket
• From each pair decide which card moves on to
the next round.
• Complete the rounds until a single card is left.
• You may select a runner up from all of the cards
that did not advance.
Run the Tournament:
Most relevant, interesting to learn
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Use a “tournament bracket” to decide
which characteristic is most relevant or
interesting.
1. Each person will receive one characteristic.
2. Read yours carefully and be ready to defend
your characteristic as most relevant or
interesting
3. Line up the eight characteristics (randomly).
4. For each pair, decide which should advance.
5. Once a winner is decided, choose one
consolation characteristic from any of the
other seven.
Musical Cards
• On an index card write one of the “Craft
Knowledge” strategies you like the best
and a short description of that strategy.
Musical Cards
• This activity is designed to help you become
familiar with several topics, not necessarily to
determine a winner.
• Walk around the room shake hands and
introduce yourself to people in the room and
trade index cards. (model)
• When the music stops, remain with that person.
• Read each card and together distribute 7 points
between the two cards to represent the degree
of importance and relevance toward the
question: Which strategy do you like best to
enhance student learning.
• Write the points awarded on the back of the
card.
Musical Cards
• Trade cards while the music plays.
• When the music stops, partner with the
person currently trading with you.
• Read each card and together distribute 7
points between the two cards to represent
the degree of importance and relevance
toward the question: Why should I teach
some words explicitly?
Walk to the Music
• May be used to get to know other people.
When exchanging cards introduce
themselves and
– what they enjoy most about teaching,
– What going to do different to begin year
Continue
• Points may awarded 7-0, 6-1, 5,2 or 4-3
• Write the points on the sticky note on the back of
each card.
• Trade cards and walk around the room until the
music stops again.
• Share the information on the cards, assign
points and trade cards.
• After several rounds stop and add up the total
number of points for each card.
• Cards with the highest point total do the best at
meeting the desired criteria.
Ball Toss Review
• We are going to toss a ball as a form of
review.
• When you catch the ball you need to state
one fact from what we have learned about
the brain.
• If the ball drops we will start over again.
• You may get help from your table group.
“The more we understand the brain,
the better we’ll be able to design
instruction to match how it learns
best.”
Pat Wolfe
The Importance of Processing
Time
• The brain needs time to create
connections and pathways to create long
term memories.
• The hippocampus can only hold so much
• Example of glass of water.
• Too much, to fast, it won’t Last.
• 10-2 or 5-1 rule