Boosting Retention

Effective Instruction Series

2011-12

Brain Basics

Objective

You will be able to… Identify and explain research-based ways to boost retention

Key Concepts: Clear Objectives Information Processing Model Primacy-Recency Sense & Meaning VAK Closure

The questions that p____________ face as they raise

ch_______ from in________ to adult life are not easy to

an______. Both fa________ and m_________ can become

concerned when health problems such as

co___________ arise any time after the e__________

stage to later life. Experts recommend that young

ch_________ should have plenty of s__________ and

Nutritious food for healthy growth. B________ and g _______

should not share the same b__________ or even sleep in the

same r__________.

Now try this...

Objective: Identify issues that poultry farmers face.

The questions that p____________ face as they raise

ch_______ from in________ to adult life are not easy to

an______. Both fa________ and m_________ can become

concerned when health problems such as

co___________ arise any time after the e__________

stage to later life. Experts recommend that young

ch_________ should have plenty of s__________ and

Nutritious food for healthy growth. B________ and g _______

should not share the same b__________ or even sleep in the

same r__________.

The questions that poultrymen face as they raise

chickens from incubation to adult life are not easy to

answer. Both farmers and merchants can become

concerned when health problems such as

coccidiosis arise any time after the egg

stage to later life. Experts recommend that young

chicks should have plenty of sunshine and

Nutritious food for healthy growth. Banties and geese

should not share the same barnyard or even sleep in the

same roost.

Objectives(learning targets, outcomes, learning goals, benchmarks, goals, purpose)

Aligned with district standards and indicators Express what students should know (declarative) or

be able to do (procedural) at the end of a learning episode describes learner following instruction specifies what is to be learned, to what level, and

the behavior that will provide evidence describes conditions necessary for the objective to

be met and expected performance level

Write – Pair - Share

Write Record “sharing objectives” on your craft knowledge

record (name it, describe it, say why it’s good).

Pair Find your 3:00 partner

Share Compare your descriptions, check for accuracy and

thoroughness, revise as necessary

What will I do to help students effectively interact with new knowledge?

What do I typically do to identify critical information?(MRL, “Teacher’s Guide to Reflective Practice”, p. 7)

Determined by Local School Districts / Classroom Teachers

Determined by State Board Guidance for Districts, Schools, & Teachers

Determined by State BoardRequired for all

Curriculum

Has my district articulated curriculum? Am I to use specific materials? To Consider

Are some standards more important than others? Must I use certain materials? Can I supplement? Is there a pacing guide or timeline? Are district assessments administered at a particular

time?

Curriculum

Identify important skills and strategies, content rules and concepts, vocabulary

Make a clear target. Essential? Worthy? Nice to Know?

What is the evidence that you will accept, to what level of mastery?

Objectives(learning targets, learning goals, benchmarks, goals, purpose)

Stated explicitly very early in the lesson Feedback tied closely to objectives Clear purpose explained to students

relevance to students previous or future learning, current experience (sense & meaning)

(Sharer, Anastasio, & Perry, 2007, p. 62)

Clock Partner – 6:00

Discuss why sharing clear objectives with students is important.

Objective

You will be able to… Identify and explain research-based ways to boost retention

Key Concepts: Clear Objectives Information Processing Model Sense & Meaning Primacy-Recency VAK Closure

Information Processing Model

(Sousa, How the Brain Learns, 2007, p. 39)

The learning brain asks two questions before it stores info.

Does this new learning make

sense?

Does this new learning have

meaning?

Has Meaning

Little SenseLittle Meaning

Little Chance of Remembering

Makes SenseLittle Meaning

Moderate Chance of Remembering

Has Meaning Little Sense

Moderate Chance of Remembering

Makes SenseHas MeaningHigh Chance

of Remembering

Importance of Processing Time

The brain needs time to create connections and pathways to create long term memories.

The hippocampus can only hold so much example of glass of water Too much, too fast, it won’t Last.

Partner ResponsePartners A & B

Find your 9:00 clock partner

(A) Tell your partner everything you remember about…

(B) Add, clarify, question…

Objective

You will be able to… Identify and explain research-based ways to boost retention

Key Concepts: Clear Objectives Information Processing Model Sense & Meaning Primacy-Recency VAK Closure

Primacy-Recency Effect

“During a learning episode we remember best that which comes first, second best that which comes last and least that which comes just past the middle” (Sousa, 90).

Memory Task

Paper clips Stapler Marker Sticky notes Notepad Pencil Ruler Calculator White out Glue

Primacy-Recency(Sousa, How the Brain Learns, 2007, p. 90)

Amount of Prime Learning Time

20 minute episode 18 prime time (90%), 2 down time

40 minute episode 30 prime time (75%), 10 down time

80 minute episode 50 minute time (62%), 30 down time

Serial Positioning

Beginning(Prime Time 1)

Middle End(Prime Time 2)

Bell RingerSharing the AgendaSharing the ObjectivesGoing Over Homework

Sharing 1st ObjectiveAnticipatory SetInput for Objective 1CFU for Objective 1 Using 5-1 & 10-2 RulesPractice with FeedbackRepeat for Each Objective

ClosureAssigning HomeworkGetting the Homework Started

(Sharer, Anastasio, & Perry, 2007, p. 27)

Average Retention Rate after 24 hours

(adapted from David Sousa, How the Brain Learns, p. 95)

Boosting Retention

VAKMatch to what you’re teaching!

Visual Primary source of input More developed in digital natives

Auditory Both listening and speaking E.g., choral response

Kinesthetic Can be “small” movement E.g., solid, liquid, gas example

Closure(summarization, generalization, terminal closure)

Sense and meaning attached to new learning Occurs at end of lesson or after sequence of

instruction for an objective (3-7 minutes) Directly involves learner processing Relates directly to objective

(Sharer, Anastasio, & Perry, 2007, p. 120)

ClosureTalk a Mile a Minute / Name that Concept

Goal: Successfully communicate all items in one minute.

Partner A: Provide clues to your partner without using the actual

words, derivatives, or rhymes. definitions, examples, descriptions, contexts

Partner B: Name the concept or component or say “pass” to move on

to the next item.

Ways to Boost Retention

(Sharing) Objectives Information Processing Model Sense & Meaning Primacy-Recency VAK Closure