BRAIN BASED TEACHINGBRAIN BASED TEACHINGREPETITIONREPETITION LEADS TO LEADS TO

MASTERY LEARNING

““THERE IS NO BIGGER PHYCHOLOGIST’S THERE IS NO BIGGER PHYCHOLOGIST’S COUCH THAN YOUR CLASSROOM”COUCH THAN YOUR CLASSROOM”

THE COGNITIVE THE COGNITIVE REVOLUTIONREVOLUTION

New New technologies technologies have replaced have replaced Behavioral Behavioral Psychology with Psychology with Cognitive Cognitive Psychology Psychology based upon based upon NeuroscienceNeuroscience

THE COGNITIVE THE COGNITIVE REVOLUTIONREVOLUTION

MRI (Magnetic Resonance Imaging)MRI (Magnetic Resonance Imaging) EEG (electroencephalogram)EEG (electroencephalogram) PET (Positron Emission Tomography)PET (Positron Emission Tomography) Can now detect changes in brain physiology Can now detect changes in brain physiology

Patient drinks radioactive glucose

PET shows glucose activity in active areas of the brain

10% of what we ??? 20% of what we ??? 30% of what we ??? 50% of what we ??? 70% of what is ??? 80% of what is ??? 95% of what we ???

10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we SEE and HEAR 70% of what is DISCUSSED with

OTHERS 80% of what is EXPERIENCED

PERSONALLY 95% of what we TEACH TO

SOMEONE ELSE

““WE KNOW THAT LEARNING IS A MATTER WE KNOW THAT LEARNING IS A MATTER

OF MAKING CONNECTIONS BETWEEN OF MAKING CONNECTIONS BETWEEN

BRAIN CELLS AND THAT THE BRAIN CELLS AND THAT THE

EXPERIENCES OUR STUDENT HAVE SHAPE EXPERIENCES OUR STUDENT HAVE SHAPE

THEIR BRAINS. OBVIOUSLY WE DO THEIR BRAINS. OBVIOUSLY WE DO LEARN LEARN

FROM READING AND HEARING FROM READING AND HEARING BUT THE BUT THE

STRONGEST CONNECTIONS ARE STRONGEST CONNECTIONS ARE

OFTEN MADE THROUGH CONCRETE OFTEN MADE THROUGH CONCRETE

EXPERIENCE- INTERACTIONS WITH EXPERIENCE- INTERACTIONS WITH

OUR ENVIRONMENTOUR ENVIRONMENT. WHICH DO YOU . WHICH DO YOU

THINK WOULD MAKE THE MOST LASTING THINK WOULD MAKE THE MOST LASTING

CHANGES IN THE BRAIN, READING ABOUT CHANGES IN THE BRAIN, READING ABOUT

AN EXPERIMENT SOMEONE CONDUCTED, AN EXPERIMENT SOMEONE CONDUCTED,

OR PERFORMING THE EXPERIMENT OR PERFORMING THE EXPERIMENT

YOURSELF?” YOURSELF?”

PAT WOLFE ED. D PAT WOLFE ED. D

Neuron-brain cell consisting of a body, with an axon and dendrites

Dendrites – fingerlike input extensions that branch off from the neuron (brain cell)

Axon – output extension that pairs with dendrites

Synapse - synaptic gap the juncture between two connected neurons (the axon and dendrites)

Neurotransmitters – serotonin, dopamine, acetylcholine) and hormones like cortisol and adrenaline

Myelin sheath-covering of neurons that thicken with use

Neurogenesis – or regeneration is the creation or growth of new brain cells

Brain cells are called neurons.

You are born with at least 100 billion neurons.

Dendrites (fibers) grow out of the neurons when you listen to/write about/talk about/ practice something.

Dendrites can grow only from a dendrite (fiber) that is already there – from something the learner already knows. Dendrites connect to Axons.

HOW NEURONS HOW NEURONS COMMUNICATECOMMUNICATE

Cell DiagramCell Diagram

HOW THE BRAIN LEARNS AND HOW THE BRAIN LEARNS AND REMEMBERSREMEMBERS

Neurons are constantly firing, integrating, and Neurons are constantly firing, integrating, and generating new informationgenerating new information

Stimulation creates new dendrites Stimulation creates new dendrites

Axons grow to connect with other dendritesAxons grow to connect with other dendrites

Frequently used axons develop a fatty sheath Frequently used axons develop a fatty sheath of myelin = REPETITIONof myelin = REPETITION

HOW THE BRAIN LEARNS AND HOW THE BRAIN LEARNS AND REMEMBERSREMEMBERS

THE PHYSICAL PROCESS OF LEARNING;THE PHYSICAL PROCESS OF LEARNING;MEMORY FORMATIONMEMORY FORMATION

Long Term Potentiation (LTP)Long Term Potentiation (LTP)

Occurs when one neuron’s response to another has Occurs when one neuron’s response to another has been increasedbeen increased The neuron has learned to respond and each future The neuron has learned to respond and each future

response will require less effort response will require less effort

Sensory-perceptions through our senses

Short-Term Working memory Chunking

Long-Term Implicit Explicit

Holds sensory information for less than a second after it is perceived

Look and instantly remember/recall/ match

Good priming /introducing future objectives

Short time before dismissing/transferring

Holds only seven items

Lasts a dozen seconds

“Scratchpad”

Repetition, meaning, association increases transfer to long term

Immediate conscious/perceptions

Increases short term memory capacity

Break down objectives

Brain can easily remember

7 bits

Storing, managing, retrieving

Days, months, years, or a lifetime

Rehearsed short term memories

Change = Long term potentiation

Increased number of networks

Declarative or Episodic memory

KNOWING WHAT

Requires conscious thought

Facts/events

How most people define memory

Procedural or Priming KNOWING HOW Experience/

performance Does not require

conscious thought Rote-unaware

THE LEARNING PROCESS…THE LEARNING PROCESS…REPETITIONREPETITION

As we learn, specific dendrites grow so that specific neurons connect at specific synapses to create large and more complex networks.

There can be as many as 10,000 connections (synapses) per neuron (100 billion neurons).

Do the math!! - a very complex network.

Synapses can change in number minute by minute.

Some synapses are strong, and some are weak – so weak they don’t even send a signal.

Through learning (REPETITION), weak synapses can become strong.

No matter how many synapses a neuron has, it also has the potential to grow more.

STRENGTHENING STRENGTHENING CONNECTIONSCONNECTIONS

The brain learning, The brain learning, remembering, and remembering, and growing.growing.

““Crossing The Crossing The Ravine”Ravine”

https://www.youtube.com/watch?v=BEwg8TeipfQ

ACTIVITYACTIVITY Look at the math formulaLook at the math formula Can you imagine how students feel when they see that Can you imagine how students feel when they see that

monster?monster?

x = -b ±√bx = -b ±√b2 2 -4ac-4ac 2a2a

Now put it to the tune of pop goes the Now put it to the tune of pop goes the weasel weasel

12 PRINCIPLES OF BRAIN 12 PRINCIPLES OF BRAIN BASED LEARNINGBASED LEARNING

The brain is a complex adaptive system.The brain is a complex adaptive system.

The brain is “plastic.”The brain is “plastic.”

Learning occurs through “patterning.”Learning occurs through “patterning.”

Emotions are critical to learningEmotions are critical to learning

Every brain simultaneously perceives and creates parts Every brain simultaneously perceives and creates parts and wholes.and wholes.

Brain chemistry affects behavior.Brain chemistry affects behavior.

We are what we eat.We are what we eat.

Movement affects learning.Movement affects learning.

Repetition is vital, necessary.Repetition is vital, necessary.

Complex learning is enhanced by challenge and inhibited Complex learning is enhanced by challenge and inhibited by threat.by threat.

Every brain is uniquely organizedEvery brain is uniquely organized..

Frequently used axons Frequently used axons develop a fatty sheath of develop a fatty sheath of myelin = REPETITIONmyelin = REPETITION

When you practice something, the dendrites grow thicker with a fatty coating.

The thicker the dendrites, the faster the signals travel. The coating also reduces interference.

Have you ever noticed how some people seem to come up with the answer quicker than others? Thicker dendrites.

With enough practice, the dendrites build a double connection.

Myelin sheath thickens -faster, stronger, double connections last a very long time. You remember what you learned!

Students remember –increased academic success

Keep going over it!

“Repetition is a fundamental quality for learning new skills”, (Kilgard and Merzenich, 1998)

Synapses are not static, they constantly adapt in response to activity, (Atwood & Karunannithi, 2002)

Pre-exposure

Priming

Previewing

Reviewing

Revision

Pre-exposure-covertly introduce days, weeks, months ahead;

Example: I am teaching the proclamation of 1763 and I ask does anyone know what manifest destiny is, or elementary kids being exposed to algebraic signs by working with symbols

Priming- covertly teach objective for multiple purposes. ex U.S. map-it is not the state I am interested in but they don’t know that

Previewing- aka long term priming-set up content minutes before presenting it activate prior knowledge Hard Overview-allows for student to build comfort, access prior knowledge

Reviewing- minutes after learning; going over previously exposed material-re-firing the same neural connections

Revision- hours, days or weeks after; reconstructing the learning and solidifying neural connections

“We are tasked with manipulating the most sophisticated organ on the planet”

Weathers, 2014.

Mastery Alignment Outcomes Based Education

How the brain learns is already incorporated into the Hamilton Instructional Plan

Priming, previewing are key components to help you repeat learning objectives, thus leading to mastery.

Student state is highly important!

REPEAT, REPEAT, REPEAT, AND REPEAT

QUESTIONS?

Correlates of Effective Schools

• Clear and Focused Mission

• High Expectations

• Positive School Learning Climate

• Strong Instructional Leadership

• Effective School-Community Relationships

• Opportunity to Learn and Time on Task (TIME)

• Frequent Monitoring of Pupil Performance (FEEDBACK)

Instructional Alignment

Mastery LearningOutcomes-based Education

Mastery Learning, ML,  is an instructional strategy based on the

principle that all students can learn a set of reasonable objectives with

appropriate instruction and sufficient time to learn.

Mastery Learning puts the techniques of tutoring and individualized

instruction into a group learning situation and brings the learning

strategies of successful students to nearly all the students of a given

group.

In its full form, it includes a philosophy, curriculum structure, instructional model, the alignment of student assessment, and a teaching approach.

Unit Outcomes

Pre-TestCheck for PCS

Direct Instruction

Formative Assessments

Enrichment

Correctives

Summative

NextUnit

Re-teach• Anticipatory Set• Objective / Purpose• Input • Modeling• Checking for

Understanding• Guided Practice • Independent

practice. • Closure

Our goal is to Master information that is Instructionally Aligned!!!

Instructional Alignment refers to the degree to which intended outcomes, instructional processes and assessment (testing) match with efforts to produce the outcomes.

Performance Indicators

AssessmentInstructional

Processes

The assessment defines and describes better than anything else what you want students to know and do at the end of a learning experience.

The assessment item is the “De Facto Descriptor” of the learning experience.

Unit Tests

Instruction and alignment are powerful predictors of standardized test performance! Alignment is imperative to student success!

Alignment

Standardized Test

Curriculum

Environment

Instruction

Planning

Assessment

• Safe and Orderly Climate

• Effective Classroom Mgmt.

• Conducive to learning

• Lesson Plans• Unit Plans• Study Guides

• Aligned• Formative and

Summative• Frequent• Begin with end in

mind

• Aligned• Curriculum Guides• Curriculum Maps• Unit Plans

Foundational Building Blocks Effective Schools Outcomes-based Education Mastery Learning Instructional Learning How the Brain Learns

• High Quality• Alignment• Variety• High Level of Student

Engagement

Summative

Instructional

Alignment

Next Quart

er

Next Quart

er

The High Success Network Perhaps the best-known model of OBE was developed by Bill Spady and his

associates at the High Success Network. Spady lists four principles that he believes should characterize OBE:

Clarity of focus (having specific outcomes gives a strong sense of purpose

to everything teachers and students do). Design down, deliver up (when planning curriculum, educators start with

the outcomes and work backwards; when planning instruction, teachers teach what students need to learn to demonstrate the outcomes).

High expectations (OBE departs from traditional education in its assumption that all students can learn well—although not in the same way and not necessarily on the same day), an.

Expanded opportunities (students must be permitted to demonstrate their learning in different ways, and they must have numerous opportunities to demonstrate the outcomes, not just one. Spady calls this “grading in pencil”).

Concerned that some people equate outcome-based education with mastery learning, Spady and his colleague Kit Marshall have developed a way of categorizing OBE programs. Mastery learning, they explain, is a technique for insuring that more students learn well, but it applies to any content. Outcome-based education incorporates the principles of mastery learning but goes beyond them to be concerned with what students are to learn and why.

What Effective Schools Correlates directly connects to Outcomes Based Education?

http://play.simpletruths.com/movie/212-leadership

We are in this together!!!! Are there any questions.

How are you going to prepare for the school year with the information given to you in these informational sessions?

What are the seven Effective Correlates?

What is Instructional Alignment?

What is Mastery Learning?

What is Outcomes Based Education?

Your classrooms are your laboratories!!!

This is where teaching and learning processes meet and interact!

Through all that has been said today remember, you will not digest this at one time! http://play.simpletruths.com/movie/212-the-extra-degree