Www.theCenter4Learning.com Creating the Conditions for Learning Arch Diocese of Philadelphia March 1-4, 2010 with Susan Kovalik and Sue Pearson Senior

www.theCenter4Learning.com

Creating the Conditions for Learning

Arch Diocese of Philadelphia

March 1-4, 2010

with Susan Kovalik and Sue Pearson

• Senior Advisor Center for the Leadership in Education• Founder of Center for Effective Learning

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.


Catholic Nuns as Nation Builders• Nations largest private school system, in 1950

11% of American students were enrolled• 1st school for African-Americans, helped create a

black middle class• 1st schools west of the Mississippi• Created the Xavier University New Orleans1915• Large percentage of Fortune 500 CEO’s

attended Catholic schools



1st large network of female professionals

• Largest non-profit hospital system in the nation

• 20% of nurses during the Civil War worked on both sides

• 1st responders to health epidemics• RR tycoons gave them lifetime passes

because their hospitals offered the only decent care for injured workers



DISCIPLE AND UTTER LACK OF FEAR

• 16% of nations community hospitals

• Co founded Alcoholic Anonymous

• 1st large group of educated women

• 1st group to brave going west to the mines, the undeveloped cities (SF) and bring hospitals and schools

• Over 600 schools and 400 hospitals


www.theCenter4Learning.com©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

We are the only species that creates the

environment that creates who we become!

—Land of Childhood


Topics you asked for:• Critical Thinking• Parent Support• Learning Styles• Needs of Specialists• Limited Funds• Classroom

Management

• Gifted• Assessment• Depth of Study• Range of Abilities• Transition Times• Technology• Environment



Creating the Conditions for Learning

• The Physical Environment-room design

• The Cultural Environment-character

• Managing differences-multiple intelligences

• Engaging students – levels of input

• Motivation comes from within – progression of understanding



Flow for the Day• A video clip of actual classrooms that are

part of the Highly Effective Teaching Model

• Susan-the Science behind the video

• Sue- Practical ways to facilitate an effective classroom



WHY ARE WE HERE


Instructional

Strategies

ConceptualCurriculum

Biology of Learning

HIGHLY EFFECTIVE TEACHING

Creating Context

GROWING RESPONSIBLE CITIZENS


1. Learning is an inseparable body/brain Partnership

• EMOTION is the gatekeeper to learning and performance

• Movement enhances learning

BRAIN PRINCIPLES


2. Intelligence is a function of EXPERIENCE-level the learning field

3. There are multiple ways to demonstrate understanding

MULTIPLE INTELLIGENCES-DIFFERENTIATION


BodyBrain Compatible Instructional Strategies:

1. Absence of threat2. Meaningful Content3. Choices4. Movement to Enhance Learning5. Enriched Environment6. Adequate Time7. Immediate Feedback8. Collaboration9. Mastery/Application


Critical attributes of a learning environment:

• A safe and predictable environment

• Consistency and continuity

• Context, Context, Context


An Integrated Unit of Study

• A week long intensive about the HEART, quadrant D and Gold Seal all in one

• Skills and standards integrated

• First Day-three hour class-what would you do the rest of the week?



Adequate Time



• EMOTION IS THE GATEKEEPER TO LEARNING AND PERFORMANCE

• and your classroom has emotional impact



Emotions Drive >>>

Attention * Learning * Memory!—Bob Sylwester


MIRROR NEURONS

• Some brain memory networks store and recall facts and experiences and others, including mirror neurons, store and recall specific movement sequences.

www.theCenter4Learning.com©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.brainstorm


Every change in the physiological state is accompanied by an appropriate change in the mental emotional state, conscious or unconscious, and conversely,

— Elmer Green, Mayo Clinic


Every change in the mental emotional state, conscious or unconscious, is accompanied by an appropriate change in the physiological state.



Learning and memory processes exist in a circular relationship…learning enables information to cross over the lines of perception into memory, but once stored these memories affect future learning.

—Ratey


Our emotions have a mind of their own, one which

can hold views quite independently of our

rational mind.

——Joseph LeDoux

www.theCenter4Learning.com©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.TOWANDA


GENDER DIFFERENCES



““The agreed upon behavior when we’re together.”

CULTURE


Being There


We belong to many groups and each one has

defined cultural behavior.


• Home, School, Church• Teams, Hobbies, Civic• Suburbs, City, Rural• Women’s, Men’s, Relatives• Liberal, Conservative, Green

• Faculty, Military, Bureaucracy

GroupsGroups::


Without a defined school culture students

and teachers choose their behavior,

attitudes, and means of interaction based on comfort and survival.


Creating a positive and transferable

school culture allows students and adults

to function in a safe and predictable environment..


Lifelong Guidelines and LIFESKILLS are

the cultural parameters of a Highly Effective school/classroom.


Lifelong Guidelines

Trustworthiness: To act in a manner that makes one worthy of confidence

Truthfulness: To act with personal responsibility and mental accountability

Active Listening: To listen with attention and intention

No Put-Downs: To never use words, actions and/or body language that degrade, humiliate, or dishonor others

Personal Best: To do one’s best given the circumstances and available resources

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 9.1


Community is a Community is a dynamic whole that dynamic whole that emerges when emerges when a group a group of people:of people:•participate in common practices

•depend on one another•make decisions together


What would the Lifelong Guidelines look like, sound like, and feel like in your work environment?

TRUSTWORTHINESSTRUTHFULNESS

ACTIVE LISTENINGNO PUT-DOWNSPERSONAL BEST

What behaviors would you no longer see if these were part of your school culture?


• Defined by 19 LIFESKILLS• Consistent pursuit of a moving target

• Not about treats/rewards• A mindset of personal/group goals• Transferable-family, school, work, religious experiences, recreational life

PERSONAL BEST IS. . .


• Rigor: Curriculum for “life”• Relevance: Curriculum for

responsible citizenship • Relationship: Curriculum

for family/work/community

LIFESKILLS


INTEGRITY: To act according to what’s right and wrongINITIATIVE: To do something because it

needs to be doneFLEXIBILITY: The ability to alter plans when necessary PERSEVERANCE: To keep at it

ORGANIZATION: To work in an orderly way

LIFESKILLS


SENSE OF HUMOR: To laugh and be playful without hurting othersEFFORT: To do your best

COMMON SENSE: To think it through

PROBLEM SOLVING: To seek solutions

RESPONSIBILITY: To do what’s right

LIFESKILLS


PATIENCE: To wait calmly

FRIENDSHIP: To make and keep a friend through mutual trust and caring

CURIOSITY: To investigate and seek understanding

COOPERATION: To work together toward a common goal (purpose)

LIFESKILLS


CARING: To show/feel concern

COURAGE: To act according to one’s beliefs

PRIDE: Satisfaction from doing your personal best

RESOURCEFULNESS: To respond to challenges in creative ways

CREATIVITY: To generate ideas; to create something original

LIFESKILLS


LIFESKILLS in Common Pair up with another participant that you do not know very well. (one minute)

Take three minutes to introduce yourselves and identify three LIFESKILLS strengths you have in common.

At the prompt, join with another team, introduce yourselves, and identify three LIFESKILL strengths the four you have in common.

Thank each other and return to your table when finished.Business [email protected], 2005


LONE RANGEROne teacher ~One class

TEAMGrade levelLoop group

COOL SCHOOLWhole school

implementation of LG/LS

DECISIVE DISTRICTEntire community participates

IMPLEMENTING the LG/LS


• Definition• What it is . . .• What it’s not . . .

• Why practice . . .?

• How do you practice?

• What does it look like in real life?

• What does it look like in school?

• How do I practice. . .?

• Signs of success.• Signs that more practice is needed. . .

• Curriculum Connections

• Home Connections

LIFESKILLS in ACTION


CARING

TODAY

WEEK

YEAR

ORGANIZING YOUR SOUL


LG/LIFESKILL Resources

• Tools for Citizenship and Life: Using the LG/LS in your Classroom

• Character Begins at Home: Family Tools for Teaching Character and Values

• LIFESKILLS DVDs, activity cards, bookmarks, magnets, songs,


MOVEMENT TO ENHANCE LEARNING

• When exercise requires complex motor movement such as Dance, Dance, Revolution, we are also exercising the area of the brain involved in the full range of cognitive function.


Repetitive gross motor movement

balances brain chemicals that calm behavior and elevate

self-esteem.

BRAIN RESEARCH


85% of school age children

are bodily-

kinesthetic learners.

~Jean Blaydes~neurokinestheologist

BRAIN RESEARCH


• North Pole: touch head

• South Pole: stamp feet

• Equator: hands around waist

• Latitude attitude: circle body around

• Multitude of Longitude: arms up, touch

toes

• Tropic of Cancer: chest (lungs)

• Tropic of Capricorn: knee caps

Talk and Touch

Latitude Attitude


IGNEOUS (Fire)– move arms to imitate volcanic eruption

SEDEMENTARY (layers)– move arms in horizontal position to show layers

METAMORPHIC (pressure)– press hands together like shaking hands when meeting someone.

3 Kinds of Rock


Movin’ and Groovin’!

Broadway Kids and PHILADELPHIA TEACHERS


• As a team, select a skill that you teach.

• Reflect on body actions that will help your students learn/remember and be able to “call back” this skill.

• Practice these movements. Refine.• Share with another table group.• TIME: 10 minutes

Variations: Build a specific machine; realistic; fantasy; community

Your Turn


Susan Griss

Helen Landolf

Traci Lengel, Ed.

Carol Glynn

Movement~Resources


Intelligence Is A Function Of Experience

We are not born intelligent only with a

capacity to be so


Every day our experiences can: — enhance — stifle — or diminishour intellectual, social and/or emotional capacity.


A day in the life of a student and a teacher!

StartStopStartStopStart…StopStartStopStartStop…StartStopStartStop…StartStop…StartStopStart….StopStartStopStartStop….StartStopStart…StopStartStopStart…StopStartStopStart….Stop………..

Every Hour Of The Day


REGRESS/PROGRESS

R---------------------P

R---------------P

R------------P

R--------P


The basic element of thinking requires lived experience, which is sensation filtered by an emotional structure that allows us to understand both what comes through the senses and what we feel and think about it, as well as what we might do about it.

—Greenspan


Field studyGARHIME

www.theCenter4Learning.com©1997 Susan Kovalik & Associates

Carla Hannaford, Ph.D., Smart Moves: Why Learning Is Not All In Your Head, Page 175

To learn, actively reason and remember new information it is essential for the brain to block out non-important stimuli and maintain attentive focus.


• The intensity with which you attend to such stimuli is determined by your own level of interest, alertness and anxiety.

• The cognitive process of assigning an emotional weight to perceptions affects attention as well.

—Ratey


• Oversimplification of input doesn’t make something easier to understand for there is no relationship and no context.

• Time on task does not equate to input; input involves raw materials from which patterns can be extracted, not the amount of time devoted to something.

—Kovalik


Expertise for students depends upon “a sufficient

accumulation of appropriate experiences.”.”

—Caine and Caine






Progression of Understanding

This is your life!



I CAN DIVIDE AND CONQUER


Theme in a Day


EFFECTIVE FIRST TEACHING

• It is much more difficult to unlearn something learned incorrectly than to learn it correctly the first time.


• Division facts are introduced in 3rd grade

• Takes 2 years and 3 months for students to learn long division

• Algorithm in 4th

• And again in 5th and 6th

• Yet we have junior high students • who cannot divide!

© Susan Kovalik & Associates 2007

What We Know!


We Maximized Input to the Brain• Appealed to a variety of intelligences

• Problem on board and in passport handbook

• Manipulatives to “see” the problem

• Adult explained problem; student used “math speak” to explain

• Hand jive (Movement)

Why Theme in a Day Works!


• By invitation-had to know multiplication facts

• Students received immediate feedback• Goodie box with work items-pencil, etc.

• Divided into groups of 5-adopted a famous mathematician for the day

• Incentives at every station: mini-stickers were given to anyone asking for help; Goodie box (pencil etc.)

• Direct instruction: 11-16 minutes per hour


How Did We Engage Students?


• Station: group work-45 minutes• Relaxation periods throughout day

• Lunch provided by parents/pizza lunch

• Many adults available to provide instruction and feedback

• Each student received an “I Can Divide and Conquer” badge and certificate at the end of the day


How Did We Promote Positive Performance?!


1.TELL2.SHOW3.SOLVE4.CHECK


What Is the Station Format?


• Using specialists -media, PE, music, art, technology

• Providing 26 different stations, each with concrete examples

• Providing choices at stations• Adhering to 2 management standards for the day: Active Listening and No Put-Downs

• PARENT TRAINING: volunteers attended a 2-3 hour training

How Did We Orchestrate Learning?


Methods of Orchestrating Learning• Organized students into groups of 5• Provided a snack station-manned by parents

• Worked through recess; take breaks as needed

• Recruited and trained at least 15 adults to help.

• Solicited “seed” money -grants, PTA

How Did We Orchestrate

Learning?


• Direct instruction: short division• Stations: visit 2-3 stations• Break: snack• Direct Instruction: long division• Stations: visit 2-3 stations• Direct Instruction: long division with remainders

• Stations: 2-3 visits

Pattern for the Day


Choices (Multiple Intelligences)–Art: working with division art project

–Music: learning division song–Drama: writing and acting out division problems

–Technology: using math programs focused on division

Afternoon Session


• Discuss, in your Learning Club, some ideas for “Theme in a Day”.

• Aim for three or more possibilities.

• Be prepared to share why you made these choices.

What Would You do?


LIFELONG GUIDELINES &LIFESKILLS

“IT’S A GREAT LIFE”

POLITICAL ACTION

“THE BUCK STOPS HERE!”

PETITION FOR . . .

“HEY, MR. POSTMAN”

EARTHDAY

“PARK IT HERE!”

PUNCTUATION

“GET THE POINT?”

COMMUNITYPROJECT

“WE ARE FAMILY”

FRACTION DAY

“LET’S ALL GO TO PIECES”

SERVICE“IT WAS THE BEST OF TIMES, IT WAS THE WORST OF

TIMES”

MULTIPLICATIONWEEK

“WE’VE GOT YOUR NUMBER”

POSSIBILITIES


• Ah Ha! It is a Mirror Neuron in Action!


Some brain memory networks store and recall facts and experiences and others, including mirror neurons, store and recall specific movement sequences.


The frontal lobe creates a mental template of the intentional movements of others, and then primes the responsive behavior.


Baby laughing


The ProcessWhen we observe in the initial stages of a movement sequence as when a diner picks up a knife and fork, we infer the subsequent actions because our brain is mirroring the entire movement sequence and so knows what will occur next.


When someone on a street corner in a rough part of town pulls out a knife the inference response is to what movement sequence they have seen before.


Autistic children have a deficient mirror neuron system, and this explains their inability to infer the thoughts and behaviors of others.


The mirror neuron system works best when it directly observes human behavior, but apparently it can also respond to televised and filmed human movements.


Children see


Our mirror neuron system may eventually explain the effectiveness of many teaching and parenting techniques in which explicit modeling provides children with effective behavioral patterns to follow.


DO AS I SAY, NOT AS I DO

—And how is that working for you?


micro


When learning something new we UNDERSTAND . . .

• 10 percent of what we hear

• 15 percent of what we see

• 20 percent of what we see and hear


When learning something new we understand:

• 40 percent of what we discuss

• 80 percent of what we experience directly or practice doing

• 90 percent of what we attempt to teach others


Pathways To Understanding• Being There

• Immersion

• Hands on Real Things

• Hands on Representational

• Second Hand

• Symbolic


R. Rivlin and K. Gravelle, Deciphering Your Senses

SightHearingTouchTasteSmellBalance-MovementVestibularTemperaturePainEidetic ImageryMagneticInfraredUltravioletIonicVomeronasalProximalElectricalBarometricGeogravimetric

Visible LightVibrations in AirTactile ContactChemical MolecularOlfactory MolecularKinesthetic GeotropicRepetitious MovementMolecular MotionNociceptionNeuroelectrical Image RetentionFerromagnetic OrientationLong Electromagnetic WavesShort Electromagnetic WavesAirborne Ionic ChargePheromonic SensingPhysical ClosenessSurface ChargeAtmospheric PressureSensing Mass Differences

19 SENSES!


stream


BarometricGeogravimetric

IonicUltraviolet

InfraredMagneticElectricalProximal

VestibularBalance

VomernasalPain

TemperatureSmellTasteTouch

Eidetic ImageryHearing

Sight

19 Senses


IMMERSION

ElectricalProximal

VestibularBalance

VomernasalPain



Sight


Hands-on Real

VomernasalPain



Sight


Hands-On Representation

TouchEidetic Imagery

HearingSight


2nd HAND

EideticImageryHearing

Sight


HearingSight

SYMBOLIC


• The challenge of word problems in math is that the students seldom has a mental picture, based on their experience, of what the question is asking.


• You only understand information relative to what you already understand.

• You only understand the size of a building if there is a car or a person in front of it.

• You only understand facts and figures when they can be related to tangible, comprehensible elements

— Richard Saul Wurman, Information Anxiety


INPUT PATHWAYS

Immersion

Hands OnReal

Things Hands OnRepresentation

2nd Hand

Symbolic

Being There

*


• • The ability to use the language of the discipline or subject in complex situations and in social interaction

• • The ability to perform appropriately in unanticipated situations

Caine &Caine,

Real-World TESTS of MASTERY


• The ability to solve real problems using the skills and concepts

• The ability to show, explain, or teach the idea or skill to another person who has a real need to know


recycle


Instructional

Strategies

ConceptualCurriculum

Biology of Learning

HIGHLY EFFECTIVE TEACHING

Creating Context

GROWING RESPONSIBLE CITIZENS


We are the only species that creates the

environment that creates who we become!

—Land of Childhood


POWER OF ONE

Documents

Www.theCenter4Learning.com Creating the Conditions for Learning Arch Diocese of Philadelphia March 1-4, 2010 with Susan Kovalik and Sue Pearson Senior