This document discusses brain-based teaching strategies that support long-term retention. It explains how memories are processed and stored in different areas of the brain. The four main lobes (parietal, frontal, temporal, occipital) and hippocampus are involved at different stages of encoding, consolidating, and retrieving memories. The document then provides examples of instructional strategies teachers can use to enhance long-term memory, such as giving handouts before lectures, priming students with advance organizers, modeling executive functioning skills, and providing retrieval practice through low-stakes assessments. Suggested accommodations for students with memory deficits include notes, checklists, activating prior knowledge, and self-evaluation.
Outlines 10 results of brain research and implications for the classroom. Based on 2008 piece by E. P. Jensen entitled: A Fresh Look at Brain Based Education. Retrieved 04 03, 2010, from Phi Delta Kappan: http://www.pdkintl.org/kappan/k_v89/k0802jen.htm
Utilizing Brain Based Learning to Design an Accelerate Learning ExperienceMishkat Al Moumin, Ph.D.
The presentation examines the benefits of employing the principles of brain-based learning to design an accelerated learning experience in the field of second language acquisition.
Currere encourages educators and learners to undertake an autobiographical examination of themselves.
Pinar suggests that the term currere, the infinitive form of curriculum, implies the framework for the autobiographical reflection on educational experiences that ultimately shape individual's self-understanding in our democratic society. In relation to curriculum Pinar states, "The method of currere reconceptualized curriculum from course objectives to complicated conversation with oneself (as a 'private' intellectual), an ongoing project of self-understanding in which one becomes mobilized for engaged pedagogical action—as a private-and-public intellectual – with others in the social reconstruction of the public sphere".
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Outlines 10 results of brain research and implications for the classroom. Based on 2008 piece by E. P. Jensen entitled: A Fresh Look at Brain Based Education. Retrieved 04 03, 2010, from Phi Delta Kappan: http://www.pdkintl.org/kappan/k_v89/k0802jen.htm
Utilizing Brain Based Learning to Design an Accelerate Learning ExperienceMishkat Al Moumin, Ph.D.
The presentation examines the benefits of employing the principles of brain-based learning to design an accelerated learning experience in the field of second language acquisition.
Currere encourages educators and learners to undertake an autobiographical examination of themselves.
Pinar suggests that the term currere, the infinitive form of curriculum, implies the framework for the autobiographical reflection on educational experiences that ultimately shape individual's self-understanding in our democratic society. In relation to curriculum Pinar states, "The method of currere reconceptualized curriculum from course objectives to complicated conversation with oneself (as a 'private' intellectual), an ongoing project of self-understanding in which one becomes mobilized for engaged pedagogical action—as a private-and-public intellectual – with others in the social reconstruction of the public sphere".
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
The Mudd Partnership Presents:
Appreciative Inquiry - Why?
Appreciative Inquiry – Why? We are talking about Appreciative Inquiry and at The Mudd Partnership we find this to be an extremely effective Change technique that is surprisingly straight forward to apply & it is certainly something which every skilled OD Consultant, or what Ed Nevis might call a “Skilled Intervenor”, should have in their Tool Box!
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We hope you enjoy!
If you enjoyed this, feel free to contact us at anytime :-))
In the context of supporting civil society organisations working in the field of the democratic transition in Tunisia, Democracy Reporting International, in partnership with inProgress, produced a practical guide covering the techniques and training of adults. Members of civil society organisations are often requested to give trainings, provide knowledge, or strengthen competencies in various fields. These fields include, among others, civics, electoral observation, and legal reforms, including those linked to the setting up of a new Tunisian Constitution.
Teaching others new aptitudes, methods, or procedures requires that the trainer to be aware of different parameters in order to ensure the best learning methodology. Identifying learning needs beforehand, determining the training objective, or managing the audience are some of the essential elements that must be taken into account.
Therefore, this guide emphasizes the elements on which learning efficacy and teaching competencies depend. It enables trainers to use learning principles intended for adults and to acquire a guiding pedagogy and interactive methods in line with active communication principles, while creating a positive environment to optimise the learning process.
Collaborating with inProgress, DRI has provided this practical guide to accompany the trainers through all the steps of the training process, from conception to setting up and follow-up of trainings.
This manual has been developed on the basis of three Training of Trainers courses, which were conducted in Tunis, Tunisia between October 2013 and January 2014.
Quantifying the Effects of an Active Learning Strategy on the Motivation of S...Zin Eddine Dadach
The main objective of this paper is to use performance of students in order to quantify the effects of an active learning strategy on their motivation.
In the first part of the investigation, the relative performance of students was used as a tool to gauge the effects of the active learning strategy on the motivation of students. The results indicate that the active learning strategy enhanced the performance of 38 (69%) students.
For the second part of this quantitative method, the Dadach Motivation Factor ‘DMF’ was introduced in order to measure the effects of the active learning strategy on the motivation of students. Based on the requirement of the analysis (DMF> 1), the final results suggest that the active learning strategy has enhanced the motivation and increased the performance of twenty-two (40%) students. On the other hand, motivation did not have a significant role for the other sixteen (29%) students whose performance in the process control course (FGP) was higher than their average performance in the department (CGPA).
The results of the quantitative approach were compared with the student survey.
Guiding Principles in the Selection and Use of Teaching Strategiessheisirenebkm
This is a presentation about some of the guiding principles in the selection and use of teaching strategies. I hope you'll like it.
I presented this in front of my block mates as part of our mini-symposium activity during our Principles of Teaching 1 (EDUC 206A) class when I was in second year college at the University of Santo Tomas College of Education.
How to plan lesson ? ( according to CBA > < Official Approach in Algerian eaducational system, PPU and PDP frame works & PIASP teaching grammar or pronunciation items .
DEVELOPMENTAL PHYCHOLOGY AND LEARNING ( II Bimestre Abril Agosto 2011)Videoconferencias UTPL
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Elvia Ivanova Pinza Tapia
Ciclo: Quinto
Bimestre: Segundo
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Parietal Lobe: integrates
sensory information;
supports auditory and spatial
awareness/processing;
helps mediate attention
Frontal lobe: systems that
support the functions of
encoding and retrieval;
houses executive function
(prefrontal cortex)
Temporal Lobe: receives
sensory information;
temporary memory storage;
supports memory recognition
Occipital Lobe: center of
visual perception; process and
organizes visual information
Working &
short-term
memory
Short-term, working
& long-term
memory
Hippocampus and Amygdala
6. Encoding Consolidation Retrieval
Requires attention
(front lobe/prefrontal cortex)
When memories become more stable;
converted from short- to long-term
memory
If memories are strong; mostly
automatic
Hippocampus dependent
Sensory perception must occur
(temporal lobe)
Long-term memories are temporarily
stored in the hippocampus
Hippocampus involved again!
Reintegrates information we have
moved to LTM- specifically episodic
memory
Long-term memory dependent on
encoding
STM and WM deficits reduce
encoding opportunities
Over time and with sleep, memories
are transferred to permanent storage
Frontal lobe (prefrontal cortex) is
involved:
1. focus on what needs to be
retrieved
2. Supports reasoning of
reconstruction
7. How Memories are Processed & Stored
•Memories are impacted by personal and emotional association
with new information (be it emotional, physical, etc…)
•Memories are formed based on brain activation of association
•Memories become networks of interconnected concepts with
links between associated items
Key Idea: Memories end up being stored in same areas that
sensed, perceived, and processed information.
8. Affective Strategies Before
Instructional Strategies
• Memories are impacted by the emotional connection that students have to the
classroom environment
•Long-term memory is enhanced when teachers Connect Content to authentic
Context (Three C’s)
•Vital to activate an emotional connection to an instructional strategy
• Example 1: Pretty Little Liars
• Example 2: Sports Center Top 10
• Example 3: Dropping a bowling ball vs marble out of the window
• Example 4: Pre- and post- unit engineering challenges
• Example 5: students’ activities outside their classroom life
•Catch students using strategies effectively and offer praise
9. Instructional Strategies to Support LTM
1. Give teacher-prepared handouts prior to and during class lectures.
WHY?
•The handouts for class lectures could consist of a brief outline or a partially completed
graphic organizer that the student would complete during the lecture.
•Having this information both enables students to identify the salient information that is
given during the lectures and to correctly organize the information in their notes.
•Both of these activities enhance memory of the information as well.
•This is visible teaching.
12. Instructional Strategies to Support LTM
2. Prime the memory prior to teaching/learning
WHY?
•Cues that prepare students for the task to be presented are helpful. This is often
referred to as priming the memory.
•Students will get an idea of what is expected by discussing the vocabulary and the
overall topic beforehand.
•Allow them to focus on the salient information and engage in more effective depth of
processing.
•Advance organizers also serve this purpose.
14. Instructional Strategies to Support LTM
3. Be the "prefrontal cortex" for your class.
WHY?
•Articulate and model effective thinking practices:
1. Clearly state your intent for a learning activity
2. Demonstrate the steps of planning, carrying out, and assessing the outcomes of
the activity (support working memory, writing out steps for math problems)
3. Identify up front any thorny problems and tough spots in new lesson
content
4. Talk through possible strategies for identifying and overcoming any learning
difficulties that arise (planning and evaluating)
•Use cues to remind students when activating their executive functions might be
useful.
15. Instructional Strategies
to Support LTM
3. Be the "prefrontal cortex" for your class.
•Clearly state your intentions for the activity
refer back to them frequently
• Discuss executive functioning skills need for the lesson
or specific activity
• CAROUSEL EXAMPLE- make vocabulary visible,
talk out/write out, checklist for
answers
• HOMEWORK EXAMPLE- visual images, chunking the
information
16. Instructional Strategies to Support LTM
4. Provide retrieval practice for students
WHY?
•Research has shown that long-term memory is enhanced when students engage
in retrieval practice. Taking a test is a retrieval practice, i.e., the act of recalling
information that has been studied from long-term memory.
•Offers predictability of topics. Students are most successful when they can
predict their mastery level.
•Allows students to see what high-level thinking looks like on assessment
questions
19. Accommodations for Students
with LTM Deficits
Provide lecture notes
Remember the benefit of breaking down information and test preparation
Extended time on testing
Procedural checklists (ie: rubrics) and review guides
Activate prior knowledge; prompt this process
Retrieval practice: support transfer by practicing retrieval
Evaluation: support self-evaluation of preparation and performance
