SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK Groups of 4 As you enter the room, please form complete groups of four and find a place where all four can sit

SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK

Groups of 4As you enter the room, please form complete groups of four and find a place where all four can sit together at a table.

A complete group is a set of four people who each hold a different card.


Your Brain, Your Students’ Brains, and What You Can Do

About ItExpertise, TIME, Automaticity, and Schemata


AgendaExplore how DN partners can impact:• TIME• Retrieval• Automaticity• Expertise


Initial Thoughts• Because of recent findings (confirmations) in learning practices, the

door is opening for DN to have a much greater impact in schools and on students’ success.

• This may require shifts in mindsets and traditional practices both in schools and in DN partners (TDS, CY, and CIS).

• DN can help close the gap in implementation of science of learning practices, but to do so, DN itself may need to re-think and re-train.


TIME“At times it is possible to acquire surface information fairly rapidly. On the other hand, time is still needed to allow learners opportunity to think deeply about the incoming information and to find relationships between diverse ideas and experiences.”

(pg. 41, Visible Learning and the Science of How We Learn, Hattie and Yates). Underlines added for purposes of this session.


TIME• ALLOCATED TIME: time

scheduledFor example, Algebra scheduled for 50 minutes for 180 days

• INSTRUCTIONAL TIME: actual time available for class instruction

• ENGAGED TIME: time a student pays attention to educational task

• ACADEMIC LEARNING TIME: time the student is learning with medium or high level success


Major ThreatIn your group, determine one major threat for each time concept.• Try to capture the major threats in a “headline” statement: One to

Five Words.• The person with the matching card, please write headline on the

appropriate poster in the room.

announcements transitions social distractions prior knowledge gaps


TIMEDN SolutionsDN Model Components

• Four Pillarso Teamso Curriculum and Instructiono Tiered Supporto Culture and Climate

• City Year Corps Members• EWS data, meetings, and

resources• Accelerated Curriculum• Coaches and Facilitators• Communities in Schools


Learning QuotesShould we want our students to retain meaningful information, allowing sufficient time to work on thoughtful and enriching activities, which promote knowledge, building, and consolidation, will pay dividends.(pg. 41, Visible Learning and the Science of How We Learn, Hattie and Yates)

…cognitive activities that lead to stronger learning. … include retrieval (recalling recently learned knowledge to mind), elaboration (for example, connecting new knowledge to what you already know), and generation (for example, rephrasing key ideas in your own words …).(pg. 89, Make It Stick, Brown, Roediger, & McDaniel, 2014)


Beware of the illusion of learning

Reciting information shortly after learning, or re-reading it later, can give a false impression that one knows and understands.

“Your performance in the moment is not an indication of durable learning. On the other hand, when you let the memory recede a little, for example by spacing or interleaving the practice, retrieval is harder, your performance is less accomplished, and you feel let down, but your learning is deeper and you will retrieve it more easily in the future.”

(pg. 89, Make It Stick, Brown, Roediger, & McDaniel, 2014)


How can the DN model support retrieval?

Retrieval - recalling learned knowledge to mindElaboration - connecting knew knowledge to what you already knowGeneration - attempting to solve a problem rather than being

presented informationSpacing - spreading out retrieval by minutes, hours, days, and

weeksInterleaving - varying and integrating the content to be retrieved

DN ModelFour Pillars, City Year Corps Members, EWS, Accelerated Curriculum, Coaches and Facilitators, Communities in Schools


Round Robin Brain Dump1. Start walking around the room to the music. Dance and walk if you

want.2. When the music stops, partner with the nearest person.3. You have 1 minute each to share an idea about how the DN model can

help one of the retrieval methods.4. Record the idea shared by your partner and have he/she initial.5. Repeat: Goal is to get all for retrieval methods recorded and initialed.Examples: Elaboration Generation SpacingInterleaving Pair Share Project CY Tutor Lab Other Content

Course


AutomaticityFirst time Rider with little Automaticity• https://www.youtube.com/watch?v=kz_AF6wygbQ

Expert Rider • https://www.youtube.com/watch?v=7iK2K160WyE

https://www.youtube.com/watch?v=kz_AF6wygbQ

https://www.youtube.com/watch?v=kz_AF6wygbQ

https://www.youtube.com/watch?v=7iK2K160WyE

https://www.youtube.com/watch?v=7iK2K160WyE


Learner AutomaticityYour group will be given a topic: Algebra, Biology, Writing, or Reading. Compare what we saw in the videos to your topic.

• What would be similar in your topic and the first time bike rider?

• What would be similar in your topic and the extreme expert rider?

• How can DN and partners help learners develop automaticity?


Experts have abundant automaticity in their subject, but how does that affect their

teaching?


Expertise Advantage“It is apparent that one advantage of demonstrating clear and coherent knowledge, together with positive attitudes toward developing your knowledge further, is that your students will regard you as a credible and motivating teacher.”(pg. 13 of Visible Learning and Science of How We Learn by Hattie and Yates, 2014.)

On the Flipside


Expertise Problem“Experts can become insensitive to how hard a task is for the beginner, an effect referred to as the curse of knowledge.”

“Experts may not know exactly what they are doing since their skill is automated and unconscious.”

“Even when attempting to make it easy, experts still tend to leave out information a novice would find valuable.”

“They [experts] will employ vocabulary that is relatively unfamiliar.”

Quotes from pg. 12 of Visible Learningand Science of How We Learnby Hattie and Yates, 2014.


How can the DN model address expertise dilemmas?

DN Model Components• Four Pillars

o Teamso Curriculum and Instructiono Tiered Supporto Culture and Climate

• City Year Corps Members• EWS data, meetings, and

resources• Accelerated Curriculum• Coaches and Facilitators• Communities in Schools

Experts may: • be insensitive to how hard

a task is for the beginner• not know exactly what

they are doing since their skill is automated and unconscious

• leave out information• use unfamiliar vocabulary


Survey Exit TicketPick up a index card. Thinking of the four topics addressed today,• on one side of the card, write one takeaway that you can

immediately implement this fall to impact one of the four topics • on the other side, describe one thing which your organization may

need to re-think or re-train, based on today’s four topics.• Turn in your card as you exit.

Thank you for a wonderful 75 minutes!

Documents

SUMMER INSTITUTEJULY 7-8, 2015 | TULSA, OK Groups of 4 As you enter the room, please form complete groups of four and find a place where all four can sit