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Turning Research into Practice Pam Schiller, Ph'D'

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Research to Practice: Intentional Instruction. Research ... Practices: ... Provide hands-on practice after all learning episodes. Provide time for reflection. ... – PowerPoint PPT presentation

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Title: Turning Research into Practice Pam Schiller, Ph'D'


1
Turning Research into PracticePam Schiller, Ph.D.
  • Ram Sam Sam
  • A ram sam sam
  • A ram sam sam
  • Goolie, goolie, goolie, goolie
  • Ram sam sam
  • A-raffey! A-raffey!
  • Goolie, goolie, goolie, goolie
  • Ram sam sam

2
Research to Practice Singing
  • Research Finding
  • Singing enhances learning.
  • Increases alertness (oxygen)
  • Enhances memories (endorphins)
  • Energizes thinking (cross-lateral movements)
  • Encourages pattern processing
  • Practice
  • Sing several times a day
  • Use singing as a delivery strategy

3
Research to Practice Intentional Instruction
  • Research Finding
  • Intentional instruction optimizes learning.
  • Practices
  • Act with specific outcomes or goals in mind.
  • Academic (literacy, mathematics, science)
  • Domains (cognitive, social-emotional, motor)
  • Possess a wide-range of knowledge.
  • (content, instructional strategies, research)
  • Balance instruction between teacher guided and
    student guided experiences.
  • Use developmental continuums.

4
Research to Practice The Environment
  • Research Findings
  • Safety and well-being must be assured in order
    for learning to take place.
  • Threats and emotions inhibit cognitive
    processing. Strong emotions (negative or
    positive) can shut down learning.
  • Practices
  • Make safety rituals routine.
  • Eliminate threats of any kind.
  • Use positive effectively.
  • Keep classroom space cozy.
  • Give conscious effort to not overprotecting.

5
Research to Practice The Environment
  • Research Findings
  • Over-stimulating classrooms inhibit cognitive
    functioning.
  • Students do not make thoughtful choices when
    given more than three options.
  • Practices
  • Be thoughtful when choosing classroom décor.
  • Limit and rotate environmental print.
  • Rotate art work.
  • Provide a place for the eye to rest.
  • Rotate instructional materials.
  • Limit the number of choices offered to students.

6
More Environmental Findings
  • Aromas
  • Colors
  • Senses
  • Nutrition and Hydration
  • Rest
  • Choices
  • Novelty
  • Space
  • Exercise (Brain Gym)

7
Research to Practice Wiring
  • Research Findings
  • Brain structure and capacity are the result of a
    complex interplay between genes and the
    environment.
  • Experience wires the brain.
  • Repetition strengthens brain connection.
  • Practices
  • Make instruction intentional and purposeful.
  • Base instruction on the Windows of Opportunity.
  • Offer positive experiences at fertile times.
  • Schedule repetition within two days of the
    initial instruction and make sure it occurs six
    times within 30 days.

8
Research to Practice Learning
  • Research Finding
  • Learning engages the entire person (cognitive,
    affective, and psychomotor domains).
  • Practices
  • Adapt curriculum so that it addresses each domain
    with the greatest amount of time spent on areas
    that are at the most fertile time for wiring
    during the preschool years.
  • Individualize instruction is meet the needs of
    diverse learning styles, personality types, MI
    profiles, temperaments and past experiences.

9
Windows of Opportunity
10
Research to Practice Learning
  • Research Finding
  • There is a predictable process for assisting the
    brain in channeling stimuli into long term
    learning.
  • Practices
  • Focus.
  • Engage multiple senses.
  • Follow the interest of the learner.
  • Help learners make sense of and establish meaning
    for information.
  • Use emotions as a tool.
  • Provide repetition of experiences
  • Provide hands-on practice after all learning
    episodes.
  • Provide time for reflection.
  • Keep learning space uncluttered.
  • Make sure learners feel safe.
  • Keep lessons short.

11
Brain Based Lesson Cycle
  • Focus
  • Questions
  • Interesting statements
  • Photos
  • Develop
  • Tap into prior knowledge
  • Point out likenesses and differences
  • Identify patterns
  • Practice
  • Hands-on
  • Follows as the lesson as closely as possible
  • Reflect
  • How will I use this information?
  • How has my thinking changed?

12
Average Retention Rate after 24 Hours
5 Lecture 10 Reading 20 Audio-Visual 30
Demonstration 50 Group Discussion 75 Practice
by Doing 90 Teach Others/Quick Use of
Learning Sousa, David A., How the Brain Learns.
Virginia NASSP, 2005
13
Research to Practice The Teacher
  • Research Findings
  • Early interactions affect brain structure and
    capacity.
  • The quality of learning rarely exceeds the
    quality of teaching.
  • External reward inhibits internal motivation.
  • Practices
  • Teachers are nurturing permanent, and
    knowledgeable.
  • Teachers are models of appropriate behaviors.
  • Children have more need of models than
    critics
  • Carolyn Coates
  • Teachers use encouragement as opposed to praise
    or tangible rewards.

14
Encouragement Instead of Praise
  • Findings
  • Extrinsic reward inhibits intrinsic motivation.
  • The brain functions optimally when stress is
    low and safe challenges are high.
  • Eliminate the use of stickers and privilege
    rewards.
  • Be honest and sincere with compliments.
  • Encourage students to critique themselves.
  • Avoid comparisons.
  • Focus on process instead of product.

15
Negative Impacts of Praise
  • Too much praise burdensit pressures students to
    live up to your expectations.
  • Value driven praise result in students equating
    good with pleasing others and bad with
    displeasing others. We raise people-pleasers
    instead of thinkers.
  • If you praise for only completed tasks you send a
    message that effort doesnt matter.
  • Bottom line You cant build confidence from the
    outside.

16
Encouragement StrategiesNotice, Acknowledge and
Appreciate
  • Notice and describe behavior
  • Look at you. You finished the puzzle. That
    took determination.
  • You did it. You came down the slide feet
    first and landed right in my arms.
  • Link actions to enjoyment and satisfaction
    instead of a tangible reward.
  • Use encouragement especially when someone makes a
    poor choice.
  • I feel confident that you will find a better
    way.
  • Children need love especially when they dont
    deserve it.
  • Harold Hulbert

17
References
  • Bransford, J., Brown, A., Cocking, R. (Eds.)
    (1999). How people learn Brain, mind,
    experience, and school. Washington, DC National
    Academy Press.
  • Goleman, Daniel. (2007) Social Intelligence The
    New Science of Human Relationships. New York, NY
    Bantam.
  • Hannaford, Carla. (1995) Smart Moves Why
    Learning Is Not All in Your Head. Great Ocean
    Publishers, Arlington, VA.
  • Jensen, Eric (1997) Brain Compatible Strategies.
    Delmar, CA Turning Point Publishing.
  • Jensen, Eric (1998) Teaching with the Brain in
    Mind. Alexandria, VA Association for Supervision
    and Curriculum Development.
  • Morrison, R.G. (2005). Thinking in Working
    Memory. In K. J. Holyoak R. G. Morrison
    (Eds.), Cambridge Handbook of Thinking and
    Reasoning (pp. 457-473). Cambridge, UK Cambridge
    University Press.
  • National Research Council. (2006). Rising above
    the Gathering Storm Energizing and Employing
    America for a Brighter Future. Washington, DC
    The National Academies Press.
  • National Center on Education and the Economy.
    (2007). Tough Choices or Tough Times The Report
    of the New Commission on the Skills of the
    American Workforce. San Francisco
    Jossey-Bass/John Wiley Sons.
  • Ramey, Craig T. and Sharon L. (1999) Right from
    Birth. Goddard Press, NY, 1999.
  • Schiller, Pam (1999) Start Smart Building Brain
    Power in the Early Years. Beltsville, MD Gryphon
    House.
  • Sousa, David (2005) How the Brain Learns.
    Thousand Oaks, CA Corwin Press.
  • Schillereducationalresources.com
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