This document provides strategies for teachers to effectively teach students in quick lessons. It recommends that teachers 1) chunk information into small portions and allow time for processing between chunks, 2) use a variety of teaching methods like visuals, movement, and partner work to engage different learning styles, and 3) incorporate games, competition and trial-and-error activities to help students learn and memorize content in an engaging way. The strategies are meant to help teachers address learning standards while creating a supportive learning environment.

1. So many teachers want the quick strategies they can use the very next day. Unfortunately, many of those
are just more of the same. Sometimes what makes a strategy work (or not work) is HOW the teacher
“sets up” the activity. Other times it works because of the timing or the environmental factors.
In short, it not about just the strategy. But for a moment, let’s say, you’ve already taken one of my
amazing multi-day brain-based courses. The following might be good for a quick reminder:
1. The saying “too much, too fast,” means we won’t integrate and recall the information if you teach is
quickly. Instead, chunk down the learning into small chunks; allow processing and settling time with
partners or as reflective journal time.
2. Because every brain is different—genes + experience, plus the interplay between the two, recall the
importance of honoring uniqueness, respecting differences. That means use huge variety to maximize
learning. Use visual, with illustrations, and podcasts and DVDs. Then use movement with drama, hands
on and energizers. Also use plenty of call-response with partner dialogs.
3. Most subjects can be learned under moderate stress; think of it as “healthy concern.” To ramp that
up, use constant accountability. After every learning chunk, have kids create a quiz question, stand up,
quiz their neighbor or create a short quiz of 10 questions. Use teams, peer pressure and deadlines to add
concern. Remember the material better with an emotion embedded with it. After the quiz, celebrate the
progress.
4. Thinking about thinking builds learning skills as active processing time. Add the process of
journaling, discussion and learning logs valuable for better learning. Give students starter sentences such
as “What I was curious (or stressed over) about today was”… Or, “What I learned today was… and, the
way I learned it best was when I.” Until patterns emerge, learning is often random and messy, following
no clear path over time, the patterns become more obvious. Pattern making is more complex in second
languages like math and music.

2. 5. Remember the value in non-learning or “settling” time, to consolidate the content. Take breaks,
recess, lunch, relax time, walks, for passive processing. Even a quick energizer that’s fun and playful can
be a good break.
6. Our brain can memorize, but our best learning is the trial & error learning; it’s a key to complex
learning–there’s value in games done well, so use games, computers, competition, building, initiatives,
etc. Games like hopscotch, relays, or just let kids quiz each other. Brains rarely get it right the first time—
learning complexity is built over time Using checklists, peer teaching, computers, asking Qs, are all
examples of using trial and error.
sUsing Brain-Based Teaching Strategies to
Create Supportive Early Childhood Environments
That Address Learning Standards
Pam Schiller, PhD, is a curriculum
specialist and freelance author and
speaker. She has worked as a child
care administrator and taught in public
schools. Pam served as head of the
Early Childhood Department at the
University of Houston and directed its
Lab School. She is the author of five
early childhood curriculums and more
than 30 teacher resource books.
Clarissa A. Willis, PhD, is a full-time
author, speaker, and consultant, and
former associate director of the Center
of Excellence in Early Childhood
Learning and Development at East
Tennessee State University. As a consultant,
she has provided workshops
and keynote addresses for schools and
organizations across the country and

3. abroad. Clarissa@clarissawillis.com
Learning (or content) standards are intended to set the bar for student achievement.
They can help create equity among learners by ensuring that all children
are prepared to meet the challenges of an increasingly complex, demanding
world. Although standards vary state by state, they generally have similar broad
goals for children in the primary grades (National Institute for Early Education
Research 2008). As they mature and develop from ages 5 to 8, young children
are expected to achieve the following:
1. develop as effective readers;
2. expand their abilities to use complex mathematical applications;
3. deepen their understandings of science concepts; and
4. broaden their social studies skills and learn the concepts necessary to be
responsible citizens.
Many learning standards also address a wider range of skills children can master
in technology, art, music, theater, health education, and physical education. The
Early Childhood Education Assessment Consortium of the Council of Chief State
School Officers defines early learning standards as
Statements that describe expectations for the learning and development of young
children across the domains of: health and physical well-being; social and emotional
well-being; approaches to learning; language development and symbol systems; and
general knowledge about the world around them. (CCSSO 2008)
This definition is broad in nature, specific to domains, yet consistent with nurturing
the whole child. It is also compatible with brain research timetables for
neurological wiring.
It’s important to understand that standards are not intended to fence in creative
teachers or to become obstacles for learners with special needs. Instead,
they can guide, support, and encourage enterprising and knowledgeable primary
teachers to create intriguing and motivating educational environments

4. and experiences that are developmentally appropriate for each child and optimize
learning for all (NAEYC & NAECS/SDE 2002).
Of Primary Interest
Pam Schiller and Clarissa A. Willis