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Judy Willis MCDS Faculty Presentation
1. With thanks to Margie Schwartz and the
committee for excellent guidance
2. Essential Questions
What does current brain research tell us
about effective strategies for teaching?
How can curiosity and prediction promote
and sustain attention so students want to
know what they have to learn?
How can prepare the brain to optimize
memory acquisition?
3.
4. R = REACH ATTENTION
Essential Questions
•! How does the brain !pay attention"?
•! What gets through the brain#s
!attention filter"
• How can sustain attentive focus?
5. Attention & Memory
!! Learning begins with
sensory information
!! Input not attended to,
can#t become memory
13. They are paying
attention to
sensory input,
just not always to the
sensory input! teachers
want them to! select
!
14. Millions of bits of sensory
information are available each
second
The RAS, an involuntary filter,
gives priority to novelty
Perceived threat before curiosity
!
16. For CURIOSITY
!! Sound (voice volume, pitch, cadence)
!! Color
!! Movement
!! Placement of objects
!! Your appearance (hat, clothing)
!! Curious Items
21. Animoto.com
Sign up as educator-you’ll get code
Access to their video clips, photos,
music, or your own
Your students can use your code and
make animotos to summarize
understanding
25. Why Did You Need to Know?
Your brain seeks the pleasure of
accurate predictions so it:
"! wants to predict
"! needs to know if predictions
are correct
"! learns from feedback
26. When the brain predicts
(selects & !bets")
•! Increases curiosity
•! Sustains attention
•! Promotes memory
28. !
!
•! Visual images related to lesson
• Unusual objects
Through novelty, curiosity, and prediction,
children are motivated to want to know
what they have to learn.
29. Use the power of *prediction*
to promote and sustain curiosity:
Predict with individual response tools:
white boards, magic pads, clickers
Accountability
Wait time
Lower mistake and participation fear
You get feedback on mastery or needs
All Students Respond to All
Questions
30.
31. To change passive
inattention to sustained
attention and
participation
Novelty and Curiosity promote
intake by attention intake (RAS)
Prediction sustains focus
!
!
32. Essential
Questions
•! How can input be propelled through the
brain#s !emotional filter" to reach the thinking
brain?!
• What strategies reduce stress & negativity
41. Causes of Stress in School
•! Unprepared for class
•! Peer relationships
•! No personal relevance
•! Boredom from material already mastered
•! Frustration due to previous failure
•! Test-taking anxiety and oral presentations
•! Physical, clothing, language differences
42. Fixed Mindset Beliefs
•! One’s intelligence and skills are
predetermined, limited,
unchangeable
•! Effort is fruitless after repeated
failure
Carol Dwerk’s research
43. Fixed Mindset
& Survival
Repeatedly expending effort
when there is a low
probability of success
promotes:
"•! Survival in animals
" •! !Drop out"$emotional/
physical in students
44. The amygdala is an !emotional filter"$
High or sustained stress blocks PFC flow
Failure to reach PFC:
Information cannot become long-
term memory
Behavioral outputs from lower
brain: reactions to stress: fight/flight/
freeze
45. The PULL of the Video
Games Model to Promote PFC
Passage of Information:
46. Characteristics of
Video Gamers
"! buy-in to goal
"! 80% of the time failure
"! persevere with challenge
"! use immediate feedback to improve
47. Correlations from
Neuroscience to Classroom
"! goal buy-in
"! achievable challenge
"! timely & frequent feedback
"! acknowledgment of incremental
goal progress
The Pull is powered by Dopamine
53. Prefrontal
Cortex
Where Prior
Knowledge
is pulled to make
a prediction
Steady state of dopamine to PFC
except when a prediction (choice,
decision, answer) is made
54. !
!!
!
!
Correct predictions increase
dopamine pleasure
The prefrontal cortex really loves
its dopamine pleasure, so the
networks used to make the correct
prediction are reinforced
55. !
!!
!
!
Less dopamine is released
when a a prediction is incorrect
The prefrontal cortex wants to
avoid the drop in dopamine
63. Rubrics Help Students
Analytic Rubrics
Reveal multiple criteria to be used in
assessment
gr
Students can select from a range of quality
levels
Provide informative feedback about their
incremental progress
Rubicon.com
.
76. !
Effort to Progress Experiences
Growth of self-confidence/
competence (growth mindset)
3
Motivated to persevere through
challenge and setbacks
Increase “risks” of participation
and creative innovation
85. Patterns are Passageways
for Memories to Follow
Patterning is the brain’s process
for linking new learning to
existing knowledge
!
86. Activate Prior Knowledge for
Successful Pattern Match
Activated
Prior
Knowledge The hippocampus
encodes sensory input
into working memory
87. Pattern Activation
With Prior
Knowledge Bridges
!
Bulletin boards that preview
!
Pre-unit assessments
!
Show videos or images that remind
students of prior knowledge
Remind students about previous
exposures
(cross-curricular, spiraled curriculum)
90. New information must link (encode) with
existing memory to become working memory
Frequently activated patterns promote
automatic responses (milk, cow, white)
Patterning strength promotes automaticity for
literacy and numeracy
Prior knowledge activation and graphic
organizers increase pattern matching for
memory encoding
