.

Cognitive Context

copyright 2008 Ribas Associates

GOOD MORNING!

• Sign the attendance sheet .• Please make a name tag in marker with your first

name, school and position.• Read the agenda on chart paper• Please start your do now.

Workshop Guidelines/Norms1. Attention move: Raised hand means the time to

talk with colleagues is ending. Please put up one finger if you need another minute.

2. Auditory learners have difficulty focusing on a speaker when there is side noise. Please be considerate of these people and avoid side conversations.

3. Shut off cell phones or put on vibrate. If you must take a call, please take it outside the

room. No texting please. 4. Honor confidentiality (colleagues/students)

THANK YOU.copyright 2008 Ribas Associates

Homework for the Next Session

• Read Chapter 2 in the green book

• Select/Create an Activator for your lesson plan• Select/Create a Summarizer for your lesson plan

Activator – Do Now

• Think of a BEST lesson—one that both you and the students really enjoyed. On note paper write down the major learning activities of the lesson. Turn your paper over and list at least 5 reasons why you think the lesson went as well as it did for both you and the students. You will have 15 minutes to complete the warm-up.

• Later, you will be sharing your best lesson and the reasons it worked with a colleague.

Add to Your Strategies List

• Be sure to list in your notebook all strategies mentioned today.

• The third column includes how you might adapt or change the strategy

• Be prepared to explain each strategy and how you do or might use it in your classroom.

“At Least” Community Builder

At your table, find at least three things that your

group has in common other than having college degrees or being an educator.

Community Builder-True or False1. I taught elementary school2. I blog, twitter, and play simulation games like Myst3. I watch “True Detective” and “American Odyssey”4. I traveled to China5. I have a tattoo6. I listen to and or read at least 100 books a year7. I have written poetry, a musical, and a text book8. I have two sets of twins (one identical, one fraternal) (There are 3 false statements above)

copyright 2015 Ribas Associates

Essential Question/Important Concepttnb 70

How can I use the strategies of standards based teaching and differentiated instruction to raise the achievement of my students?

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10copyright 2008 Ribas Associates

Processing Partners gb 209-211 tnb 72

• Use the sheet on page 22 in the nb.

PROFESSIONAL DEVELOPMENTHow do we learn?

Group Task - Let’s Play Family Feud

• Teachers were polled. What did they say were the most valuable factors in developing their competency to teach?

• At your tables, make a list of the factors the teachers listed. (they could list multiple factors)

• We will be making a master list on the easel.• In your groups you will guess at the top 3!

copyright 2008 Ribas Associates

Milken Family Foundation Report, 1999A Strategy for Assuring the High Caliber of America’s Teachers

Most Valuable Factors in Developing Competency to Teach GB 10

• 92% One’s own Teaching Experience• 73% Courses in Subjects Taught• 72% Other Teachers• 43% Studying On One’s Own• 37% Education Methods Courses• 37% Staff Development Workshops• 17% College or Education Faculty

copyright 2008 Ribas Associates

(modified from green book 427)

After adequate time and coaching, each staff member receives feedback from the supervisor regarding the level of mastery reached

Staff learns a new effective teaching strategy, (introduction level).

A majority of the staff has reached application mastery with this new strategy.

Guided practice with a non-evaluative peer reflection partner to discuss successes and challenges with the new strategies as well as generating ideas for improving implementation

Re-teaching occurs if it is determined that additional support is needed in order to master implementation of the new strategy.

Teaching

Re-teaching CoachingMastery

Professional Development Change

Cycle

Assessment

Think Pair Share

• Can you think of a time when you were engaged in this cycle successfully? When/how?

• If not, what steps were missing? How could you advocate for yourself to insure that all elements

were present for successful implementation?

Gb 427

Workshops and courses result in

10% to 15% classroom

implementation unless aligned with follow-up:

CoachingTeacher

EvaluationSMART Goals

Re-teaching

copyright 2008 Ribas Associates

On Common Ground…DuFour, R. (2005)

“ the fundamental purpose of school is to see to it that all students learn at high levels, rather than merely be taught at high levels”.

Mastery Objectives for Today

• Creating the Cognitive Context for Learning.

• Please read the objectives for this standard gb 37.

Why is Good Instruction So Important?The Relevance of Value Added.

The School Administrator

Hershberg,T., Simon,V. Lea-Kruger,B. (2004, December)

“While family income remains the best predictor of absolute achievement, good instruction is 10 to 20 times more powerful in predicting student growth.” (pg. 10)

Sharing: the Do NowProcessing Partners-What is a positive learning environment?

• Think about an effective standards based classroom. What does good instruction and learning “look like”? Sound like? What do excellent teachers do?

• Write at least 7 true facts.• Share with your processing partner.

Cognitive Context

What is Cognitive Context?

• Cognitive context is used by effective teachers to increase learning, student understanding, retention, and motivation.

• The ideas presented today can be found in Chapter 2 in Instructional Practices That Maximize Student Achievement by Bill Ribas known as, “The Green Book” (gb)

Neuron Pathways GB 353

• The brain does not have a “learning” or “memory” region that stores what is learned.

• Learning new information or a skill is the process of the firing of neurons along a neural pathway.

• Remembering this new information or skill means that the neurons along that neuron pathway communicate so effectively with each other that the brain can easily recall the information or skill.

Neuron Pathways p. 353-4

The reason we become more skilled at a particular task the more we practice it is that the neurons involved in that particular task actually “get better at communicating with each other across their synapses.” This practice causes the neurons to develop additional branches that facilitate better communication between the neurons.”

25copyright 2008 Ribas

Associates

Context for Learning: (CC8) Elements nb 73 Jigsaw

1. Agenda/Itinerary GB 40-412. Mastery Objectives GB 11-13 and 39-40 3. Activators GB 43-504. Summarizers GB 62-685. Connections to previous learning GB 55-566. Essential Questions GB 527. Connections to real world/students’ own lives GB 56-588. Assigning homework at the start of the lesson

GB 42-43

Jigsaw (Research-Based Literacy Technique)

• Read the section assigned to your group individually, underlining, making marginal notes, using sticky notes, drawings, etc.

• You will be asked to summarize the section for the rest of the class as we go through the CC8.

• Use chart paper to provide an overview of the section.

• Illustrate the concept(s) if this will help explain the idea

Essential Questions: Grant Wiggins

4. stimulate vital, on-going rethinking of big ideas, assumptions, and prior lessons;

5. spark meaningful connections with previous learning and personal experiences;

6. naturally recur, creating opportunities for transfer to other situations and subjects.

Essential Question Examples tnb 76

• Why did mammals thrive and develop while dinosaurs became extinct?

• How does what we measure influence how we measure? How does how we measure influence what we measure?

• Is there really a difference between a cultural generalization and a stereotype?

• Whose voice am I hearing? What is the point of view?• How do things, events, or people fit together? What is the

cause and what is the effect? What else do I know that fits with this?

• How do geography and climate affect the lives of people and people affect geography and climate?

The Importance of Mastery Objectives

"Would you tell me, please, which way I ought to go from here?”

"That depends a good deal on where you want to get to," said the Cat.

"I don't much care where—" said Alice. "Then it doesn't matter which way you go,"

said the Cat.Lewis Carroll, Alice's Adventures in

Wonderland

copyright 2008 Ribas Associates

Why Mastery Objectives?Because they:

• tell students who are curious, the information and skills they will learn today.

• help students understand the importance of each piece of learning in the context of the entire lesson thereby increasing the likelihood the learning will move into their long term memory.

• keep the teaching focused on those activities that serve to increase student mastery on the information and skills identified as essential and most important.

gb 11-12

Mastery Objectives and UBD

• Just like using a GPS, you need to “plug” in the final destination before you begin your journey in order to get to your destination in an efficient and effective manner.

• In lesson planning, you must start with the end in mind, determine how you will assess mastery, and then plan the supporting activities to insure mastery of your desired goal/objective.

• Note: Mastery objectives relate to Standard 1 in the Teacher Evaluation Rubric.

Mastery Objective

https://www.youtube.com/watch?v=MRNq1jhQ0EY#t=63 8:09 Sonar and MO• There must be relevance for the students.

They need to know the purpose of the lesson and their learning responsibility.

• Clarity of MO many samples

copyright 2008 Ribas Associates

A Brain Compatible ClassroomActivators (Erlauer, 2003)

“ the first ten minutes of class represents the period during which students are most likely to focus, comprehend and commit

to long-term memory the information they are taught”

(gb49)

copyright 2008 Ribas Associates

Why Activators?

• Create a common base of information on the topic which is shared by all the students.

• Connect to previous learning.

• Inform the teacher about the students’ current knowledge of the topic.

• Inform the teacher of the students’ confusion and misconceptions about the topic.

• Inform the teacher about the parts of the topic that may be most interesting to the students.

(gb 43, 49-50)

copyright 2008 Ribas Associates

Do Now Activator

• First time, carefully explain directions and have students practice the routine.

• Use tasks that do not need teacher explanation.

• Factor the Do Nows into your grading system.

• Have them be important learning activities.

• Remember: it is easier to keep kids going then it is to get them going!

(gb 49-50)

Why use a “Do Now?”

1. It is easier to keep kids on task than to get them on task.

2. Some “do now” activities help create the cognitive context for learning.

3. Teachers can manage the start of class responsibilities without losing instructional time.

Extension: Do you know how much instructional time you

will gain by reclaiming 2 minutes per day?

Examples of Activators

• Do Now (gb 49)

• Give One-Get One (gb44-45)

• Whipshare

• Group Question (gb 231 )

• KWL chart (gb-46))

• Thinking Maps or graphic organizer(gb284-287,337)

Create Activators

• Independently, create at least 3 activators for your lesson or upcoming unit.

• Be specific with the what and the when you would use the strategy within the lesson

• Share in In job-a-like/grade level groups

copyright 2008 Ribas Associates

Summarizers

• Tell the teacher what the student has learned. • Tell the teacher what the student believes is

important about what he/she has learned.

• Provide the information at a time in the lesson when the brain is more likely to remember what was learned.

• Put the learning into a context by helping students to see the “big picture”.

(gb62)

40copyright 2008 Ribas Associates

What do you know/ think you know about…?

• Connecting to previous learning.• How does it raise student learning?

• (Preschool and ELL videos)

Assigning Homework at the Start of Class GB 42-43

• Make clear that students won’t know how to do this until the end of class and that you will teach them how to do it before the end of class.

• It takes practice to get the students comfortable with the idea that you are assigning homework at the beginning

• Have a clear management plan for students who try to do the homework while they are supposed to be doing other tasks during the lesson.

20-2 and 35-90 Chapter 8

1. for every 20 minutes of new learning students need 2 minutes to process the learning (20-2.). The processing in the concept of 20-2 (the time may vary based on the age level of students) helps students to develop a deeper understanding of the information directly taught by the teacher. – The students can process themselves (with reflection journals), with a partner, or in a

group. Sometimes the partner activity is the embedding of a specific piece of information.

– At other times it is used to infuse a higher order thinking skill question to raise students’ application mastery of the information.

2. Teachers also use processing buddies to effectively operationalize that for every 35 minutes that students sit they need to move 90 seconds (35-90). This movement gets the heart to pump the blood that is settling in their feet and buttocks back up to their brain (which is where we want it to be to maximize learning).

Write processing partners, 35-90 and 20-2 on the strategies sheet.

copyright 2008 Ribas Associates

How the Brain LearnsSousa, D. (1995)

“Studies have found school-age children cannot pay attention to a single subject for spans longer than twenty minutes. After twenty minutes of focus on a particular topic, the brain shifts its attention to something else.”

What strategies do you use to address this need?

(gb 297 tnb 192)

My Favorite NO: Warm up/Activatorhttps://www.youtube.com/watch?v=Rulmok_9HVs

Information and Skills Taught in a Lesson

O O

O O O

O O O

O O

O O O

O O O

O O O O O

O OO O O

Without Cognitive Context

With Cognitive Context

Tnb 73

Information and Skills Taught in a Lesson

O O

O O O

O O O

O O

O O O

O O O

O O O O O

O OO O O

Information and Skills Students Mastered

Without Cognitive Context

With Cognitive Context

More Gaps in Learning

Fewer Gaps in LearningTnb 74

Kinesthetic Devices for Learning

How does this clip relate to our previous discussions? Move to routines.

https://www.teachingchannel.org/videos/third-grade-math-routines

copyright 2008 Ribas Associates 48

The Power of Games(time limit)

(limit on numbers of words)• http://blog.getkahoot.com

• How might you use Kahoot or other games as a method for review and/or increased engagement?

• What are the benefits of using strategies such as these?

Define “freefall”

Define Cognitive ContextDefinition (In your own words) A Sentence (can be funny or creative)

Example An illustration

More Commonly Used Activators & Summarizers

7. A Thought Going Round In My Head…(summarizer) tnb 13

8. Quick writes (both)

9. Ticket to leave (summarizer) tnb 16

10. Agree/disagree (both) gb 47

11. Create your own sentence (both) gb 48

12. Word splash (activator) gb 52

13. Bingo (summarizer)

14. Synectics nb1415. Stoplight Method Exit Slip(The Learning Channel)

Sites for Summarizers

• M.socrative.com or T.Socrative.com• Quizstar.4teachers.org• Quizlet.com• studyBlue.com (for flashcards and pictures)• Showme.com (app and web based)• Educreations.com• Studystack.com• Facetime (on any apple product)• Kahoot• Padlet

Review Strategies Log

• Add techniques from the CC8 8-17 NB and Chapter 2 to your log (independently or with table/partner)

55copyright 2008 Ribas Associates

Processing Partners - Connecting to Real World and/or Student Own Lives

• Independently, pick a concept that is taught in the curriculum for which you are responsible

• Give an example of how you do (or could) connect this concept to

students’ own lives and/or the real world.• Be prepared to tell your partner.

Exit Slip

• https://www.teachingchannel.org/videos/teacher-assessment-strategy math elementary

The Power of Movement

https://www.teachingchannel.org/videos/daily-lesson-assessment (We work hard every day. 3rd grade math.)

Sample Sites

• Go Noodle https://www.gonoodle.com/home

• Boogie Breaks: https://www.youtube.com/watch?v=AF4UZiAYhjA

• Brain Break video clip with suggestions http://teachtrainlove.com/20-brain-break-clips-fight-the-fidgeting/

• Austin Indpendent Schools Office of Curriculum: All levels http://curriculum.austinisd.org/pe_health/resources/BrainBreaks/

Early Childhood

• Yoga for kids (similar to Brain Gym) https://www.youtube.com/watch?v=YFe0I8kkFOg

• Tootie Ta (PreK-1) https://www.youtube.com/watch?v=p4gNCR0HVuk

• Another Tootie Ta version with letter sounds https://www.youtube.com/watch?v=lNSn9EOTJ10

• Do the Macarena with the months of the year or days of the week.

60copyright 2008 Ribas Associates

Learning & Memory: The Brain in Action (Sprenger, 1999, p74 ) gb 371

Procedural memory involves the processes that the body does and remembers. …have students move in some way as they learn. This movement creates ‘muscle memory’ that (like the association of pictures and episodes) leads students to associate the content they are learning with their motion at the time the learning is taking place.

NCTM Procedural Memory:Ways to stay interactive and motivated

• Create a number line - teacher distributes cards randomly around the class. Students come and put the numbers in order. Perhaps in small groups by birthday month so its organized chaos.

• Simon Says –– positive slope and negative slope. – have them stand up and be the different shapes you are teaching about. This way they

have a physical movement to associate with the word. If you watch the students on test day - you will actually see them doing these motions as well.

• Singing - Create a quadratic formula into a song (such as Frere Jacques). Take common lullabies or rhyming songs to help students remember. Think about the state songs to remember all the state names. (Youtube has many examples for Biology.)

• Trig Ball –a beach ball with mathematical equations. Students throw the ball and answer questions where hands land. A large die could also work. Add, subtract, multiply, or divide, depending on the level of students, the two numbers where hands land. Get a group up or moving about every twenty minutes. Even if students were still in their seats – the teacher circulates around all four sides of the rooms, so students would have to move and adjust to see what was going on.

Mr. Edmonds Science Videos

• Scientific Method• https://www.youtube.com/watch?v=WEXMB5

wsl0w

• Solutions• https://www.youtube.com/watch?v=3G472AA

3SEs

Others

• Scientific Method Raphttps://www.youtube.com/watch?v=bUa-ilQqEv0

• Revolutionary War: School House Rockhttps://www.youtube.com/watch?v=Y6ikO6LMxF4

• Mr. Simon’s 5th grade: Revolutionary Warhttps://www.youtube.com/watch?v=jsLVPlZ0G3U

• Conjunctions: School House Rockhttps://www.youtube.com/watch?v=RPoBE-E8VOc

What do you think?

How does procedural memory and the use of song connect to our topic of differentiation?

How can you capitalize on these strategies in you classroom?

Create at least one way you could use both song and movement to enhance your lesson.

Carol Tomlinson says that…

The idea of differentiating instruction is an approach to teaching that advocates active planning for and attention to student differences in classrooms, in the context of high quality curriculums….

so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.

(2013)

Challenges

• What are some possible challenges/obstacles to assigning homework at the beginning of the session?

• What might you propose as solutions?

Flipped Classroom as Homework

• http://www.edutopia.org/blog/flipped-learning-toolkit-common-hurdles-jon-bergmann

Homework for the Next Session • Read Chapter 2 in the green book.

• Choose and implement at least two (2) strategies discussed today in class.

• Write a reflection which includes the following: a) What strategy did you try? b) Why you chose the strategy. c) How did it go? d) What would you do differently

next time?

Connection to the Teaching RubricTeachers and Evaluators

• Look at the rubric and at your CC 8, where might cognitive context strategies fit?

• What evidence might you share with an administrator if he/she misses some of the strategies and their impact?

Ticket to Leave: Self Reflection

On a small piece of paper, finish the following prompt:

One element from today’s workshop you are hesitant to try is….and why ….

One element from today’s workshop you are most likely to try is …. Why….

copyright 2008 Ribas Associates

Self-reflection time

• Please describe one issue related to differentiated instruction in your teaching/classroom that you would like help with.

• Please be as specific as possible and include questions.

Commonly Used Activators & Summarizers

1. KW, KWL, KWLU (both) gb 46

2. Give-one-get-one (both) tnb 8

3. The three most important things you learned today and why you think they are important (summarizer) tnb 10

4. Paired verbal fluency (both) tnb 17

5. Group verbal fluency (both)

6. Three, Two, One (summarizer) tnb 14

Sharing the Activator – Do NowProcessing Partners

• Think of the BEST lesson you created as an activator.

• You will be sharing your Best lesson and the reasons it worked with a colleague.• How does this connect to the previous slide?

Making Connections: Relevance

• Connecting math to real life https://www.teachingchannel.org/videos/real-world-math-examples

• Connecting to interests for motivation https://www.teachingchannel.org/videos/student-motivation-techniques

• Connecting Sculpture and writing- Project Based

https://www.teachingchannel.org/videos/opinion-piece-writing-and-art-getty

Give One Get One: Collect Activators and Summarizers

• This sheet is in the teacher nb page 8.• Fill in all of the blocks on the grid by recording an

activator or summarizer in each square. Classify as activator or summarizer.

• Note the name of the person providing the strategy

• Do not repeat people or items.• Begin with people not at your table (sample next

slide).

79copyright 2008 Ribas Associates

Examples of Cognitive Strategies Grounded in Brain Research

• 20-2 (Chapter 8)

• 35-90 (re-oxygenated blood to the brain)• Brain breaks• Processing Partners