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5
New Concepts are Difficult to Grasp at First
Because There are No Networks to
Create the Associations
You Can Either Have Your Students’ Attention
OR They Can Be Making
Meaning For Themselves, But
Never at the Same Time
7
All Learning Requires the Appropriate Mental State
Curiosity
Anticipation
Suspense
Low-Moderate Anxiety
High Challenge
Temporary Confusion
Creating the Right Mental State
Learners who know how to process negative moods optimize learning time. They model good decision making and critical thinking, and they have a sense of belonging. Visualization and goal setting activities, decision-making scenarios, and activities that require logical thinking and brainstorming help create the right mental state.
Motions and Actions Help Learning
Cross Body Motions Help
The Best Teachers Have the Learners Attention Less Than 20% of the Time
Right-Brain Left-Brain Research Shows the Two Hemispheres are Highly Integrated
The Brain Needs Something New Every 20 Minutes
David Sousa’s Hierarchy
66
Lecture
Read
Audiovisual
Demonstration
Discussion Group
Practice by Doing
Teach Others/Immediate Use of Learning
Average Retention Rate After 24 Hours
5%
10%
20%
30%
50%
75%
90%
Problem Solving
Reasoning and Proof
Communication
Connections
Representations
Problem Solving
Reasoning and Proof
Communication
Connections
Representations
Process Standards
Teachers are the primary
source of feedback for their
students.
Teachers are the primary
source of feedback for their
students.
FeedbackFeedback
16
Rules for Feedback
More Often
More Immediate
More Specific
More Appropriately Presented - Celebrations are better than rewards
Preparation
This stage provides a framework and sets up possible connections with the learner’s background and the new information.
This stage provides a framework and sets up possible connections with the learner’s background and the new information.
19
Acquisition
During this stage the learner is receiving sensory input. This may be in the form of data, written material, lecture, etc. This may also include talking and doing. The brain feeds on meaningful exposure to larger models, patterns, and experiences through manipulation, experimentation, discussion, and revisiting ideas.
During this stage the learner is receiving sensory input. This may be in the form of data, written material, lecture, etc. This may also include talking and doing. The brain feeds on meaningful exposure to larger models, patterns, and experiences through manipulation, experimentation, discussion, and revisiting ideas.
20
Elaboration
During this stage learners need to practice and refine their thinking. They need lots of feedback from the teacher but also from each other.
During this stage learners need to practice and refine their thinking. They need lots of feedback from the teacher but also from each other.
21
Memory Formation
Many factors such as adequate rest, emotional intensity, context, nutrition, quality and quatity of associations, stage of development, learner states and prior learning contribute to memory formation. It is the memory formation that allows the learning to be retrieved
Many factors such as adequate rest, emotional intensity, context, nutrition, quality and quatity of associations, stage of development, learner states and prior learning contribute to memory formation. It is the memory formation that allows the learning to be retrieved
22
Functional Integration
This stage provides for practice and use so that the new learning is reinforced and expanded upon.
This stage provides for practice and use so that the new learning is reinforced and expanded upon.
23