neuroeducationciceld.com/uploads/1414450264education_e_for_teachers_l.pdf · 2014. 10. 27. ·...

November, 2014Amman, Jordan

International Center for EarlyLearning & Development - Jordan Focus Education

Australia

Childhood International Center f o r E a r l y L e a r n i n g & D e v e l o p m e n t

ádƒØ£∏d ‹hódG õcôŸGôjƒ```````````````£àdGh ôµ``ÑŸG º«∏```©àdGh

w w w . c i c e l d . c o m

in association with

C a l l f o r P a r t i c i p a t i o n in the Specialized Training Workshop

brought to you byin collaboration with

Jordan Image for Educational& Cultural Exchange

Amman-JordanP.O. Box: 921907 Amman 11192 Jordan Phone: +962-79-5517278Fax: +962-6-5653317E-Mail: [email protected] Website: www.joimage.org

Amman-JordanP.O. Box: 3548 Amman 11821 Jordan Phone: +962-79-5892584, 79-5812657Fax: +962-6-5370484E-Mail: [email protected]: www.ciceld.com

NeuroeducationF o r E d u c a t o r s

w w w . c i c e l d . c o m - w w w . j o i m a g e . o r g

Teachers, Administrators

November 2014, Amman, Jordan

2 w w w . c i c e l d . c o m - w w w . j o i m a g e . o r g

Special Training Workshop on Neuroeducation for Educators

Neuro-Education: Learning with the Brain in Mind Amman Jordan October 2014 © Focus Education 2014 P 2

The FOCUS EDUCATION Journey:

“Dear John, thank you for coming half way around the world to be with us in Istanbul. You were sensational! Your workshops were overflowing. People were spellbound by what you had to say about the brain and how the way it works affects teaching and learning. Your presentations and content were just so effective. We learnt a lot from you.” David Chojnacki, Executive Director, NESA, 5-day residential conference for 1,200 delegates, Istanbul, Turkey Company Profile Focus Education is a global research, training and resource organisation that develops educational programs for consumer and professional markets. Developing Critical and Creative Thinkers is a subsidiary of Focus Education Asia with Corporate Headquarters located in Australia Its role is to manage and develop Focus Education’s thinking-based range of consumer products. Vision To create engaging new educational experiences for consumers by combining latest generation thinking with contemporary content and delivery services.

Mission Focus Education is committed to developing resources and services that challenge the traditional ways that school students, adult learners, families and corporations think and learn.

To have the courage to articulate and work towards a better education future for all To move from an answer-based to a question-based learning curriculum To inspire critical and creative thinking

Focus Education: The Company Numbers We offer programs that captivate and activate educators, students, parents, families and corporations.

4,000+ Schools we

have worked in across 29 Countries

300+ Companies and

community organisations we have worked with

350,000+ Delegates who have

attended a full-day (or longer) workshop with

John Joseph

150,000+ Students who have

attended a Learning to Learn workshop with

John Joseph

1,800+ John Joseph keynote and workshop presentations

globally

Key websites: http://www.focuseducation.com.au Information about Focus Education plus additional reading

http://www.learningandcareers.com Learning and Career Profiling System

http://www.mytalents.com.au Learning and Career Profiling (English, Mandarin and Thai Versions)

http://www.mindwebs.com.au Education and Parent Resources for sale

www.criticalandcreative.com.au Critical, Creative and Curious Thinking Programs

Email: [email protected] Contact CICELD for teacher, parent and student workshops.

Email: [email protected]

3





Commonly used terms in this workshop Stages of Learning and Memory

Sensory first stage of memory; awareness of a stimulus through the senses (Sensory Memory)

Acquisition second stage of memory; making sense and meaning; link to interest level (Immediate Memory)

Rehearsal third stage of memory; constructing new neural interconnections (synapses) (Working Memory)

Retention forth stage of memory; building long-term memory (Long-term Memory)

Retrieval fifth stage of memory; recall for use and modification in light of experience(s) (Recall Memory)

The Four Worlds Model Four Worlds a conceptual framework for identify, learning preferences, career aspirations,

the future. Direct Experience ‘World Two’ approach to learning: participatory, going places, meeting people,

doing things. Using episodic and procedural (skills-based) memory pathways Indirect Experience ‘World Three’ approach to learning; non-participatory (observatory) listening,

watching and reading. Using semantic memory pathways

Abstract relating to thinking (theoretical) without necessity for practical application Analyse to identify components and their relationships to reach conclusions Career the combination of paid employment (jobs) over an extended period Concept a core idea expressed as an opinion and justified by experience Behaviour actions we take to release our emotions or influence another person Concrete relating to practical (application) with or without theoretical justification Confidence perceived ability to satisfy the requirements of the learning task Convergent tending towards a common or standard conclusion Creative Thinking how we imagine new possibilities. Creativity is imagination made real. Critical Thinking the ability to use relevant criteria to make judgments about information Divergent tending towards an uncommon or novel conclusion Emotions our experiences represented by the physiological of the state of the body and mind

High Risk speculative, exploratory, possibility-driven Imagination creative thinking about possibilities. Future tense Learning process to construct knowledge, concepts and skills to make sense of the world Low Risk conservative, conventional, probability-driven Memory neural representation of information, objects or events. Past tense Motivation the degree to which one wants to engage in the learning task Novel original, new, unusual, new-fangled, fresh, unique, high-risk Perception the inside view of the outside world; how we see things Profile an outline, summary and report Standard normal, typical, usual, old-hat, regular, tried-and-tested, low-risk Strategy the cognitive processes used to acquire and rehearse information Tangible relating to physical objects and events Thoughts cognitive (thinking) activity that we are aware of. We speak or hear our thoughts Weighted Elements factors that contribute to the achievement gap between students





implements such as coloured pens, different types of pencils, paint, crayons, textas, ochres, type. Novelty is a major key to engagement. Make learning memorable through choice and self-directed projects.

12. Encourage students to learn how their brains actually learn. Organise a brain dissection (sheep brains may be

available from your local butcher). Use specific brain terms when students are learning so they know that learning requires a change in the anatomy of their brains (Focus Education created an extensive DVD with teacher and student notes for a unit on how the brain learns – see References Section).

13. Tag learning regularly by asking students to write, illustrate or state what they have acquired, rehearsed, retained

and retrieved. Many students are unaware that they learns things in classrooms and when asked, ‘What did you learn?’ reply, “Nuthin.’ tagging eliminates this.

14. Turn intellectual learning into applications as often as possible. Utilise learning applications within the classroom

and beyond the classroom. Provide experiences that met the needs and interests of the learner. 15. Audio or video tape your lessons occasionally and ask students to take them home for review. You will be

amazed at how much conversation these tapes generate. 16. Set up review cycles for learned material. Review key points after ten minutes or so, then after 24 hours, again

after two days and yet again after seven days because these time frames allow for information to be processed (Read Sousa, How the Brain Learns).

17. To utilise the episodic component of memory teach important skills and concepts in different locations. For

example, shift to outside or another room for a particular memory and when students are recalling, prompt them with suggestions such as, “Remember when we were outside last week; what did we learn?’

18. Prime students with interesting posters, models and other displays at least a week ahead of when you teach a

new skill or concept. Pre-exposure allows for implicit learning and has the effect of mapping the curriculum. 19. Use acronyms and other memorisation techniques whenever possible. The brain learns by association. 20. Use PowerPoint shows, interactive whiteboards, blogs, Skype, and other kid-accessible technologies. Engage

through novelty, strengthen through interest, self-questioning and emotion, memorise through repetition. 21. Ask questions that elicit positive responses – “What will we find enjoyable about our classroom learning today?”

Where enjoyment is unlikely due to the mundane nature of the learning task, ask questions about completing something, e.g., “What will be rewarding about this lesson?” Some of our most rewarding and satisfying moments come after completing something that was not enjoyable.

22. Stand at the door as the students arrive for class, and greet each one cheerfully by name. Watch the reactions

you get! Give high fives and secret handshakes. Make classrooms friendly places. Reduce threats and fear. 23. Giving students choice over aspects of what they learn, how they learn it and the particular resources they use is

a motivational strategy and just plain common sense. (Read Bloom’s Taxonomy, Weiderhold’s Question Matrix, deBono’s Hats, Joseph’s Emotional Rooms and Gardener’s Intelligences).

24. Drama and role-play are great media for expressing, and even expunging particular feelings. Added to that,

dramatic activities usually require collaboration and if the focus is interesting and enjoyable student states are generally positive ones. Drama teachers are great sources of interesting ideas and games for classrooms.

25. Having groups work on spelling challenges, rebuses, word or mathematical problems, riddles, crosswords, trivia

or subject quizzes, and guessing games builds enjoyment, collaboration and healthy emotional states. 26. Identify and utilise each student’s learning styles and talents and share the notion that learning styles are

fascinating but temporary snapshots of evolving habits and preferences (see Focus Education’s ‘What’s Your Style’).

27. Incorporate regular, public rituals whenever students have achieved something special. Include celebrations,

presentations, certificates, stickers and trophies. Demonstrate that learning is effortful but satisfying. 28. Always use students’ names in questions. For example, ‘John, what would you do if…?’ ‘Sam, how might…?’ a

person’s name is the sweetest sound they know. Kids love being acknowledged in questions. 29. Build curiosity, imagination, creativity (Blue Room) as well as reasoning, experimentation and reflection (Green

Room). Make learning and thinking exercises rigorous, not trivial. Go for great results, not mediocrity (Read Joseph, Learning in the Emotional Rooms – How to create classrooms that are uplifting for the spirit’)

5





30. Teach about different types of thinking and emotion so students can relate to the intellectual, creative and emotional demands of school (Read Joseph’s ‘Learning in the Emotional Rooms)

31. Ensure that a high proportion of any day is set aside for creative, design-oriented thinking and construction tasks

as opposed to the more analytic, problem-based curriculum. The brain thrives on creativity. 32. Use question generators to help students design questions that can be researched. Focus on ‘how’ questions

because they are linked to the future. A sense of a future that is better than the present is fundamental to kids’ engagement in learning (Read Kagan, Multiple Intelligences).

33. Create dignified withdrawal options for students who get themselves into trouble in classrooms. Eliminate

punishment-oriented practices that focus on guilt and threat and replace them with options that focus on repair and restitution.

34. Move away from rules and consequences to operational principles and guidelines because the latter creates

flexibility within socially acceptable constraints. 35. Set homework tasks that encourage students to teach other family members what they have learnt. 36. Give praise publicly but reprimand when necessary, privately. Public humiliation creates guilt or excitement for

children and both of these are poor instructors. 37. Create class rituals to finish and begin each day. 38. Teach students about the hope and despair cycles (available from Focus Education). Demonstrate how to

intervene in despair thoughts by using the intellectual and emotional qualities of the brain. 39. Teach students about self-talk and how to train their thoughts to generate emotional states that strengthen them

rather than weaken them. 40. Use catch-up-learning-time (C.U.L.T.) when students have missed lessons. 41. Design lessons with opportunities to develop social, cognitive, creative, physical, aesthetic & emotional skills.

Emotion is the ‘glue’ for memory formation (Read Damasio, Descartes Error and Looking for Spinoza). 42. Reduce acceptance of mediocrity and set high expectations in a context of coaching, high levels of feedback and

ritualised celebrations when success has been achieved. Treat all students as if they are highly capable. 43. Develop curriculum rubrics based on learning outcomes and coach students to move through the levels of the

rubric. Rubrics can also be used as recording and reporting frameworks. 44. Carefully consider the implications of moving students into more complex learning before they have demonstrated

mastery at the previous level. The compounding nature of this eventually leads students and their teachers into states of frustration. Mastery is not simply recall. It is the capacity to explain, to show connectedness, to ask further questions, to feel satisfaction from achievement.

45. When student motivation is high but achievement low, ask for sight and hearing tests. 46. Create conditions for students to learn dependently, independently and interdependently. Use a range of

groupings and set group roles with clearly defined statements and expectations. Keep individual accountability high by strategies such as coloured pens or individual type fonts to instantly recognise each student’s contributions and numbered heads for reporting back to others. Encourage collaboration as well as competition. Emphasise process as well as content.

47. Teach students to be resilient and resourceful in the face of hardship and problems. 48. Reduce the use of negations such as ‘don’t do…’ and replace them with ‘do…’ for example, instead of saying,

‘don’t forget your homework.’ say ‘remember your homework.’ the brain seems to respond better to what to actually do rather than what to actually avoid.

49. Set team goals and intriguing challenges and ask students to create ways to celebrate their team’s achievements. 50. Tell stories and personal anecdotes with key messages about hope, resiliency, challenge and triumph embedded

in them. Kids love personal stories. Additional references for Neuroeducation strategies include: Patricia Wolfe, Eric Jensen, John Joseph, David Sousa, Geoffrey and Renate Caine, Spence Rogers, Spenser and Laurie Kagan, Marian Diamond, Arthur Costa, Shari Graham, Robert Sylwester, Daniel Pink





Changing views about brains, learning, memory and intelligence Older View Newer View

Occupation for life Occupations are temporary Smart people go to university Most people go to university Brain dies from birth Brain grows from birth Brain matures about age 15 Brain matures about age 22 – 23 IQ fixed IQ malleable (not fixed) Education for the Mind OR an

education for the Hands Education for the Mind AND an

education for the Hands 2 levels of memory (short-term and

long-term) 4 levels of memory (sensory, short-

term, working, long-term) Memory during lesson Memory during sleep Emotions not important Emotions very important Attitude (concepts) important Attitude (concepts) critical Diet effects are minor Diet effects are major Drill and skill (routines) Drill and thrill (novelty) Feedback for grades Feedback for learning Good memory important Good memory and thinking important Critical thinking most important Critical, + creative thinking important Fear as motivator Future as motivator Forgetting = laziness Forgetting = effectiveness

The doctrine of the unchanging brain is over. The idea that the brain can change its own structure and function through thought and activity is, I believe, the most important alteration in our view of the brain since we first sketched out its basic anatomy and the workings of its basic component, the neuron. Celebrated author, Norman Doidge M.D. 2007

The human brain is the only organ we know of that controls its own self-development.

What thinking experiences should school students have to

develop their thinking brains?

Questions for discussion:

1. Over the span of your teaching career, what changes have you noted 2. What has changed for the better 3. What are some of the ‘fads’ that ended up as dead-ends 4. Which changes have helped students the most/least 5. If you were in charge of further changes, what would you implement

Thinking about the past relies on memory. Thinking about the future relies on imagination.

7





Changing views about learning, schooling, occupations… Australia’s Profile is changing

1930 – 1945 Builders

1946 – 1965 Boomers

1966 – 1980 Gen X

1981 – 1995 Gen Y

1996 – 2010 Gen Z

Predicted 2050

Population 7.4 mill 12.6 mill 14.8 mill 17.9 mill 23.8 mill 38 mill

% in workforce today

1% 34% 42% 21% 2%

Predicted % in workforce in 2020

0% 17% 36% 35% 12%

Ratio of workers to retirees

20:1 15:1 12:1 10:1 5:1

Inflation (averaged over decade)

3.1 4.3 9.2 5.1 2

Life expectancy (averaged over decade)

58 62 68 75 82 90

Ageing Society (Median Age)

27.5 30.5 37.3 40

Uni Degree 1:10 1:5 1:4 1:3 1:2 2:3

PhD Graduates in Australia

500 2,000 4,000 7,000 ??

Info: Radio/Paper Radio/Paper TV/Paper TV/PC TV/PC/SP

Source: Australian Bureau of Statistics (ABS) We have a growing, ageing, moving population that begin education earlier and extend their formal education longer than ever before. Generation Z can expect 17 jobs, 5 different careers and 15 different homes in their lifetime. Generation Z spend nearly 10 hours and 90 minutes each day on digital media (multi-tasking rather than setting aside time). Older generation prefer television and radio whereas younger generation prefer browsing via PCs and smart phones. According to McCrindle forecast and strategies, based on ABS statistics, currently, there are 240,445 workers in the Aged Care Industry. In 15 years time it is estimated that we need an additional 77,976 workers in Aged Care alone. That equates to a recruitment goal of 650 per month! Current biggest employment sectors according to ABS Super-growth sectors according to BRW 2014

1. Health (especially age Care) 2. Property and Business Services 3. Retail Trade 4. Construction 5. Education

1. Gas (LNG and Oil) 2. Agribusiness 3. International Education 4. Tourism 5. Wealth Management and Banking

Questions for discussion:

1. How do you access ‘futures’ information for your country 2. How does that information impact what you do in schools 3. How relevant is your education system for the needs of its pupils

Without data, you are just another person with an opinion. But, data has its limitations. Andreas Schleicher, developer of PISA Tests





Closing the achievement gap: What kids think… Questions asked of thousands of students globally:

Why do you come to school Typical student responses:

1. Because I have to (legal or family insistence) 2. To see friends (social networking) 3. To learn (interest in what is being taught) 4. For my career (futures perspective)

There is much overlap in student responses

Why do some students do better at school than others Typical student responses: Motivation Confidence

Learning strategies *PEER* Time allocations

Career aspirations Preferred learning style

Developmental readiness

Learning disorders

*FAMILY* Physical and mental health

Sleep patterns

Competing responsibilities Family aspirations

Nutritional habits *TEACHER* Emotional state

Peer influences

Intellect

Teacher effectiveness

Poverty

Language barriers *STUDENT* Feedback and assessments

Who has the greatest influence over the Weighted Elements Typical student responses in order of preference:

1. Student 2. Teacher 3. Family Peer

Discussion Topic Consider students in your classes and make tentative judgements about why some students perform better than others. Consider the impact of social, ethnic, cultural and religious background factors.

Some people dream of success while others wakeup and work hard at it!

9





Closing the achievement gap: What research tells us… What evidence exists to show that teaching students about learning improves performance? John Hattie, University of Auckland undertook a study to determine the major influences on student achievement in classrooms. The study involved over 600 meta-analyses of over 300,000 studies involving over 200 million students. Hattie, a strong critic of national testing, tight curricula specifications, prescribed textbooks, bounded structures and ‘idiot-proofing’ curriculum, suggests that educators should instead focus on identifying the major sources of variance in students’ lives and then enhancing those sources of variance to truly make a difference. Influence Effect Size Notes 1 Feedback 1.13 Explaining and self-correcting 2 Prior knowledge (IQ) 1.04 What you know, and cognitive ability 3 Teacher quality and efficiency 1.0 Use of time, setting goals, inspiring students 4 Direct instruction .82 Using a range of effective teaching strategies 5 Remediation/Mastery .65 Multiple attempts to reach high standards 6 Student Motivation .61 Care factor, confidence, ability 7 Class environment .56 Mutual respect, no bullying, low disruptions 8 Challenge .52 Challenging, achievable goals 9 Peer tutoring .50 Students teaching and assessing each other 10 Parenting involvement .46 Reading, homework support, value of school 11 Homework .43 Rehearsal of day’s learning 12 Question-based instruction .41 Using critical and creative questioning 13 Peer effects .38 What your peers think, beliefs, attitudes 14 Use of computers .31 Computer-assisted instruction 15 Aims and policies of the school .24 How the school implements its policies 16 Ability grouping .18 Streaming, tracking, pathway for students 17 Finances/money .12 How much money is spent per child 18 Team teaching .06 Working with colleagues in tandem 19 Class size .05 Numbers to instruct, provide feedback 20 Retention -.15 Holding students back a year, extra years in HS

Note: part list only. Source: John Hattie, University of Auckland, ACER, October 2003

“Cognitive strategy training has a major positive influence on student performance, second only to the degree and quality of feedback.” Source: Professor John Hattie, University of Auckland Tony Townsend, Associate Professor at Monash University (Melbourne) reported a study that would reveal how concepts students held about schooling would impact on their learning and behaviour. The researchers surveyed students to determine whether a change in young people’s attitudes toward school would increase their achievement and concurrently whether particular methods of working with young people could be passed on to teachers. Results showed that when student grew healthier concepts about learning and the future their performance improved dramatically.

“There is a 90% correlation between the concepts student hold and their perceived ability to learn within the school system.” Source: Associate Professor Tony Townsend, (2003) Radical Intervention. Working with those who struggle to learn. IARTV Seminar Series No 126, Melbourne One of the major ways to increase student engagement and improve student performance is to show students how to grow healthy concepts about learning and about the future. Ways to do this include:

1. Facilitate engaging and inspiring Learning to Learn programs 2. Bring more meaning to the schooling experience by profiling student strengths, areas for development and career

interests 3. Provide timely, relevant feedback so that students can re-work assignments to mastery level 4. Bring parents and caregivers on-board as much as possible

The things that matter the most must never be at the mercy of the things that matter the least. Goethe





Assessing student motivation and confidence The capacity for learning can be viewed as a combination of at least five factors: your level of confidence based on previous learning experience(s) the motivation (degree of wanting to learn) you expend on learning the strategies (learning methods) you use the amount of time it takes you to master the learning your concept of the future Confidence and motivation are more significant than strategies and time – but not sufficient – as conditions for learning. You may have high confidence in your capacity for learning, for example, an algorithm in maths but low motivation. An optimistic view of the future is essential for engaging in productive learning in the present.

© Focus Education Australia. May be photocopied for classroom use Student motivation tends to rise when one or more of the following conditions are present: 1. The learning is personally interesting to the student (I’m fascinated by it all) 2. The learning solves a perceived want or need (I really need to know or be able to do this) 3. The instructional practices are challenging and/or enjoyable (I enjoy reading, debates, simulations...) 4. There is an opportunity to develop mastery (you can coach me and I can improve performance) 5. Teacher feedback can be used for revision and to gain better grades (If I don’t get it, I can seek help)

Questions for discussion: How important are motivation and confidence to student performance at school How would you rate the students in your classes Do you notice differences between subject areas for individual students How do you contribute to building motivation and confidence in students What role does feedback and assessment play in building motivation and confidence What do you do to engage the Struggling Learners Are there any cultural or gender patterns in your students How would you teach students about motivation and confidence When one door closes, another opens; but we often look so long and so regretfully upon the closed door that we do not see the one which has opened."--Alexander Graham Bell, inventor

11





Our best 5 ways to encourage student motivation

Just because a student appears low in motivation to learn what we have to teach,

it doesn’t mean that what we have to teach is not important. 1. Have students create their own Inspirational Messages and post these on their Class Inspiration Board

2. Before beginning a new teaching theme or topic, I prime students (at least a week before) with posters, stories, anticipatory instructional strategies, readings… so they look forward to what is ahead of them

3. I explain the effectiveness of the instructional strategies I use and apologize when the best strategy happens to be a repetitive and at times, boring way to learn

4. I focus students on the future (goal-setting) and work with students and their parents on identifying talents and areas for development

5. Create as much acknowledgement and celebration as possible. Reinforce effort and excellence Our best 5 ways to build student confidence 1. Whenever possible and practical I assess draft assignments and encourage revision

2. I begin each lesson with a brief review of what was acquired and rehearsed in the previous lesson

3. I make the distinction between effort and ability obvious. I praise effort more than results

4. I ask ‘How’ rather than ‘Why’ questions (how can you finish this rather than why didn’t you finish this?)

5. I encourage all students to keep a learning journal (a 2-column affair so that notes can be added as required and reflections made on those notes some days later). Journals contain Topics Studied, Skills Developed, Strategies Used, Self-Assessment Scales, Teacher Grades, Areas for Development…

Your best ways to encourage student motivation

1.

2.

3.

4.

5.

Your best ways to build student confidence

6.

7.

8.

9.

10. 11.

The things that matter the most must never be at the mercy of the things that matter the least. Goethe





The Four Worlds: a model for explaining the roles of education

Live as if you were to die tomorrow. Learn as if you were to live forever. Gandhi

World Three – the external world This is the world I learn about indirectly through listening, reading, observing and writing. In World Three I seek to analyse, to think critically, creatively and curiously. The world I know about but have never experienced through my senses. This world is full of people I have heard about, but never met – places I know about but have never seen. It contains all the things that others have done but I wasn’t there. It’s the world I know about, but don’t really know. My World Three experiences are not necessarily personally meaningful. This is the world of my intellect.

AN EDUCATION FOR THE MIND

World Two – the external world This is the world that is just outside of me – I interact with it every day through all of my senses. It is the world I learn about through direct experience. It is the world where I apply my thinking. In World Two I learn to do things such as play sports and musical instruments, to build and create, to use artist’s tools and construction tools. In World Two I travel and meet people. My World Two experiences are personally meaningful.

AN EDUCATION FOR THE HANDS

World One – my internal world This is the world of my personal likes and dislikes, biases and prejudices, my loves and fears, my personal thoughts. World One is the world of my hopes and dreams - the world of my attitudes, feelings and beliefs. This world is mine and mine alone. I may choose to share parts of it with others but it is, in essence, private. It’s the world inside my mind. It lives, grows and dies with me. Family and friends who help me develop and grow my World One are important to me.

AN EDUCATION FOR THE HEART

World Four – the external world This is the world I have yet to experience. It holds all the possibilities that I am not even aware exist. World Four can be exciting – all the things that might happen to me – all the things that others know about but I have not yet experienced – all the places I might visit and the people I might meet but I have no idea where they are, what they are like and whether or not they even exist. It is my career pathway, my life-long family structures, my eventual death. World Four is my uncertain future.

AN EDUCATION FOR THE FUTURE

13





Brain Care: eliminating Sleep Thieves and creating Sleep Plans

Purposes of Sleep Release growth hormone Rest and repair Construct memories Fight off sickness Energy rejuvenation

POOR SLEEP results in….

What does sleep do? Sleep affects how we look, feel, play, behave, learn and generally perform, on a daily basis.

Sleep and Learning The sleeping brain may be selectively consolidating new learning. “Sleep, it seems, does something to improve memory that being awake does not do.” Source: Stickgold and Ellenbogen, 2008 Recent studies have shown that we sleep 30 - 60 minutes per night less than we did twenty years ago, so it is unlikely that the majority of us get the amount of sleep we need. Source: Dollman 2007

Tiredness during class

Attention

Academic performance

Aggressive behaviour

Social withdrawal

Hyperactivity

Clumsy behaviour

Weight

Impact of Sleep Most learning happens at home, not school! In a typical year, a student spends about 15% of their time at school. They spend about 33% of their time asleep. They spend the remainder of their time at home or on holidays with family and friends. What kids do with their sleep and home time will significantly influence the quality of their learning and behaviour.

Source: Dr Sarah Blunden Sleep Psychologist, Australian Centre for Education in Sleep

Denise Pope, a senior lecturer at the Stanford School of Education, co-authored a 2007 paper that looked at 496 students at one private and one public school and found that those with more than 3.5 hours of homework a night had an increased risk of physical and mental health issues, like sleep deprivation, ulcers and headaches. In a separate study of 26 schools, Ms. Pope said, 67 percent of more than 10,000 students reported that they were “often” or “always” stressed out. “At some point, we say too much is too much,” Ms. Pope said. “In our study, that’s 3.5 hours.” Source: The New York Times, Education Supplement, October 2011 Questions for Discussion What is the relevance of this information for the students you teach How can educators help students and their families understand the importance of

sleep for well-being, behaviour, learning and performance What, realistically, can teachers do for sleepy students at school What sleep and study routines could you suggest for students that would help them sleep How might you handle any family or cultural issues that may arise





Our Top 10 Sleep Tips for Students

1

Fill out a Sleep Diary and manage your sleep patterns. Why? Because this helps you to see if you are sleeping enough, what problems may exist and what strategies you may want to put in place to improve your sleep.

2

Have a regular bed-time each night. Why? Because the body’s sleep-wake rhythm needs to be regular. On weekends, try to keep bedtimes and wake times within 1- ½ hours of your weekday patterns.

3

Avoid sleeping in too much on weekends - use 20 minute naps instead. Why? Because 20 minute naps can give you up to 3 hours of further activity and performance if you are tired. Napping should not be too close to bedtime.

4

Reduce Sleep Thieves, especially light and noise. Why? Because they will disrupt you from getting to sleep and staying asleep. In turn, sleep thieves can significantly affect your stress levels and performance levels.

5

Avoid exercising before bed. Why? Because exercise raises your core body temperature, which in turn makes it difficult to fall asleep. Core body temperature has to drop in order to fall asleep.

6

Avoid food, especially caffeine and sugar close to bed-time. Why? Because foods can cause the digestive system to operate lessening the feeling of being sleepy. Some foods such as caffeine act as brain stimulants.

7

Turn off the computer or TV about one hour before bed. Why? Because of the blue light, the excitement from TV programs and video games, and the displacement of sleeping with screen time.

8

Use the bathroom before bed. Why? Because needing to get up in the night to use the bathroom disrupts your sleep cycles and can make it difficult to fall asleep again.

9

Have a relaxing, quiet bedtime routine. Why? This gets the body to ’prepare’ for sleep. Calm, quiet and relaxed time of about 1 hour before bed will help you sleep.

10

Prepare clothes for the next day and set time to mentally prepare for tomorrow. Why? You may be stressed or have something special on. If you prepare both mentally and physically you are less likely to worry when trying to get to sleep.

In life, it takes a lot of unspectacular preparation to produce spectacular results. Roger Staubach

15





Learning and Career Profiling: linking education and employment

What is a Learning Profile? A Learning Profile is an outline and report designed to inform and direct personal development. It is a snapshot of where you are at and a road map for where you want to go. A Learning Profile is a summary of how individuals prefer to act and think; not how well individuals act and think. There is little (if any) evidence to show that a person who uses their preferred style shows improvement in learning performance, purely as a result of using a particular style. We make no claim that you will learn better when instruction matches your learning profile. We make no claim that a student should know his or her learning profile in order to gain an edge over others in their learning. What is a Career Profile? Each occupation is a combination of Doing (World 2) and Thinking (World 3). Each occupation is also a combination of ways to think; Critical (Green Room) and Creative (Blue Room). For example, a house builder’s job is best described as about 70% World 2 (doing things, using tools, equipment and materials) and about 30% World 3 (thinking, planning, organising, book-keeping). The builder is more of a Critical thinker (following plans and instructions). No-one wants a creative builder! The creative thinking is the job of the architect. We use two unique models that relate to human behaviour and thinking. The horizontal axis, is based on the Four Worlds Model. Conceptual being World Three and Practical being World Two. World Three Conceptual means: indirect experiences, the construction of mental images, not directly associated with practicality, theoretical. Relies heavily on listening, reading, observing, writing and discussing matters… World Two: Practical means: direct experiences, relating to things able to be perceived by the senses, directly associated with practicality, tangible, without reference to mental images. Relies heavily on going to places, meeting people, making, building and crafting things, playing sport… The vertical axis is based on the Emotional Rooms Model. Critical Thinking being the Green Room and Creative Thinking being the Blue Room. Critical Thinking means: clear and valid reasoning, deducible thinking, rational, plausible, planned, organised, analytic, step-by-step, linear, sequential, capable of withstanding intellectual scrutiny Creative Thinking means: imaginative and inventive thinking, divergent, intuitive, instinctive, unplanned, random, non-linear, ingenious, not capable of withstanding intellectual scrutiny





My Talents My Preferences – My Future

How to Turn Your Career Dreams into Reality My Talents leads students in a compelling exploration of how to choose a career that best matches their talents and interests. It introduces them to methods that are both reliably proven and readily available to them. In our increasingly globalized world, the need for linking education, thinking approaches, teamwork and career planning has never been more essential to our success in life.

“Planning your future is not about closing your mind.

It is about opening it.” John Joseph

My Talents provides an engaging and effective on-line tool to maximise productivity and plan the future. It enables students to break through the mysterious world of choosing a career to profile their expectations and plan the careers they want!

The future is a matter of

preparation meeting opportunity.

My Profile The My Profile Tool is a series of 25 questions where candidates select one of five check boxes to identify preferences from uniquely defined pairs of opposite statements. Results are compiled by our evaluation algorithm and a profile drawn for you, about you, and because of you! You can save and print a report displaying your unique Profile. Career Profile Your Profile can be overlaid against more than 300 career options! Each career has a short description providing you with instant feedback on what strengths you already have and what you may need to develop to get into your career of choice. My Talents opens your mind to what is possible for you. My Talents Profiling System can help me to:

understand my personal and unique learning profile ✓

review my strengths and areas for development ✓

document a meaningful personal learning and career ✓

adjust my plans as necessary to set and reach new goals ✓

research options and preferences for employment ✓

articulate my interests, capabilities and plans ✓

bridge the gap between school, further education and employment ✓

My Talents is a planning, evaluation and reflection system for you to reach your own

goals. It provides a common language for communication between you, your teachers,

your family, your career advisors and employers. It is about YOU, the student!

17





Information Processing Model Key Components Developing Independent learners by Cognitive Strategy Training Sensory Memory: Acquisition

World Two World Three Hands and Feet Going places Doing things Meeting people Drawing on physical skills

Eyes and Ears Observing others Reading Listening Noting

How teachers contribute: Select the appropriate balance between World 2 and World 3 Flood the sense(s)

Immediate Memory: Initial Rehearsal Linking to prior knowledge Making sense Determining relevance Motivation and Confidence How teachers contribute: Prime students and seek prior knowledge Explain and seek questions of clarification Help students set learning goals Clarify assessment expectations Flood with rich content

Working Memory: Distributive Rehearsal Building new interconnections (making new memories) Building better cognitive processes (critical and creative thinking) Making better sense of the world in light of new experiences (developing knowledge, concepts, skills...) How teachers contribute: Explain the what and how of the task at hand Cater for individual needs Set homework tasks Assess draft assignments Inspire students Flood with instructional and feedback strategies

Long-Term Memory: Retention Consolidating, strengthening and creating new interconnections Linking to new questions How teachers contribute: Check for accuracy, misconceptions, mastery... Assess and evaluate performance Flood with repetition (distributive practice), revision Flood with feedback and assessments Plan and enact rituals and celebrations based on achievement

A good education is the only way to stop being left behind. Joseph





Forget it! Forgetting is not a modern phenomenon, nor is it a sign of mental laziness. A German psychologist, Hermann Ebbinghaus conducted studies back in the late 19th Century to try to determine the purpose of forgetting and the rates at which the human brain forgets. Ebbinghaus drew conclusions along the lines that forgetting plays a fundamental role in acquisition, rehearsal, retention and retrieval and without the capacity to forget, the human brain could not cope with the deluge of information it acquires. Imagine the enormous difficulty we would experience if the brain had to rehearse and retain all that happened to us; all that our senses acquired and all the trivial information we are exposed to during the course of a normal day. Forgetting benefits the process of remembering by allowing us to eliminate the unimportant. Ebbinghaus developed a ‘forgetting curve’ which has subsequently undergone modification in light of new findings. He concluded that forgetting occurs in two major ways: eliminating recently acquired information and the slower decay of long-term memories (a condition that seemingly intensifies as we age!). In a nutshell, the following represents some current thinking about the rates of forgetting:

Time frames for forgetting Amount Probable reason for forgetting

Immediately after the initial rehearsal MOST Doesn’t make sense or low motivation

Throughout the next 24 hours Interference from other learning

Throughout the next 14 days Weak rehearsal or retention strategies

Two weeks after the initial rehearsal LEAST Not much left to forget

Other contributing factors to forgetting include poor sleep, stress, poor nutrition, mind altering substances such as alcohol or marijuana, lack of purpose, and even learning modality. For example, we probably forget more from what we hear than from what we read because reading is a more sustained and more focused activity than listening. When reading, we can return to re-read a sentence or paragraph, and we are only reading one thing at a time. When listening, the words are fleeting, gone in an instance with fewer opportunities for replays (unless we record the voice). Further, when listening, there are typically other sounds competing for the brain’s attention. Discuss with students the purposes, plusses and minuses of forgetting. Consider when forgetting would be a good or bad thing to happen... Invite students to construct an Advantages/Disadvantages Matrix to explain the function of the junk detectors. Encourage students to arrive at their own terms for describing the ‘junk detector’. Questions for Discussion What are the benefits of building independent student learners What are the concerns, for you How and when might students get opportunities to plan their own learning experiences What are the implications of Hermann Ebbinghaus’ Forgetting Curve for your classes

19





The Learning Pyramid No single strategy for learning exists that suits all learners in a class all of the time. However, it is well known that some learning strategies result in more retention and better retrieval than other strategies, for some learners. For more in-depth reading on the topic, read Jensen, Teaching with the Brain in Mind and the Great Memory Book, and Sousa, How the Brain Learns, and Wolfe, Brain Matters. In the 1960s, the National Training Laboratories of Bethel, Maine (USA) conducted studies with university students to ascertain what the students could recall 24 hours after being taught primarily through a particular teaching methodology. The researchers worked on the assumption that information that could be recalled 24 hours after the initial acquisition was stored in long-term memory. Subsequent studies over the years since the original study have generally NOT confirmed the results, leading many researchers to question the methodology used. The purpose of sharing the memory pyramid is two-fold:

initiate discussion about whether certain teaching strategies are beneficial when compared with other strategies

introduce students to the idea of preferred strategies as opposed to efficient strategies The diagram below shows the percentages (rounded to the nearest 5%) and those figures are not additive. The researchers apparently did not take account of Learning Style, subject content, teacher expertise or other individual preferences. Please do not over-interpret these results. Lecture receives the poorest retention percentage at only 5%. As an acquisition and rehearsal strategy, listening to information can be powerful, on the proviso that there is high student interest in the material being presented and frequent breaks in the presentation for more complex rehearsal. In the absence of additional strategies, plus the problem stated earlier that speech is fleeting and often competes with other noises, it is not that surprising that lecture does so poorly. The low percentage does not mean that teachers should abandon the strategy. However, it does suggest that lecture on its own, or too often is one of the weakest ways to transfer information from teacher to student. Reading fares better by about double when compared to lecture but still underperforms when compared to combinations of verbal, visual and tactile methodologies. Prolific readers may take exemption to the figures, citing their love of print and their capacity to become almost totally absorbed in a book. It should be pointed out that the percentages are averages across a cohort of students and individual differences therefore do not readily appear in the overall stats.

Success is going from failure to failure without losing enthusiasm. Churchill

Average percentage of retention as demonstrated by retrieval after 24 hours for each of the instructional methods. Figures are rounded to the nearest 5% and are not additive. Source: National Training Laboratories, Bethel, Maine USA





Audio-visual probably involves students more in the learning process than either lecture or reading on their own. Clearly, combinations of these would be better. Whether today’s students are more engaged with the superb range of audio visual materials available to them than their learning cousins of more than 40 years ago when the initial research studies were completed, will be a matter for further research. The audio visual presentations on the Mind Your Brain DVDs hold many student audiences spellbound and attract many more questions of interest and clarification than presentations about the brain without the high level graphics. Demonstration (as in a show and explain format) lifts the bar yet again. Combining audio, visual, directed attention, and typically step-by-step explanations, demonstrations allow the teacher to teach and re-teach as the need arises. However, this methodology can suffer the same fate as the others near the top of the pyramid in that rote rehearsal predominates (Rote rehearsal refers to the strategies we use to retain information and retrieve it in exactly the same way we acquired it). Rote typically requires lots of repetition to be successful and whilst this is possible with demonstrations it is probably unlikely to happen due to time and material constraints. Discussion Groups prove to be the best of the verbal and visual processing strategies. This is almost certainly due to the degree of complex rehearsal undertaken through discussion (Complex rehearsal refers to the strategies we use when we associate new learning with existing knowledge in intricate relationships). Scaffolding discussion groups would be a necessity to alleviate the problem of off-task talking and individual accountability measures would need to be in place to ensure each student was given the opportunity to speak, be heard and to listen to other’s points of view. Practice by Doing and Teaching Others/Immediate Use stand head and shoulders above the rest when it comes to retention and retrieval. Questions for Discussion What percentages would you assign for you own Learning Pyramid What is the difference between a preferred strategy and an efficient strategy Hattie suggests that teaching students about learning helps close the achievement gap.

How might you teach students about learning strategies, preferences and efficiencies How reliable is the Memory Pyramid. Set your older students the task of researching

the reliability of such studies In what ways would you change your practice if you knew each student’s

Learning Pyramid How could you reliably measure each student’s learning preferences

Good teaching and learning strategies are less about memorization and more about fluency in thinking, problem-solving, communication and collaboration. Joseph

21





Linking teaching strategies with student engagement Effective teachers know many powerful instruction strategies and know when, why and how to use them (Pedagogy)

30 ways to Acquire (Immediate Memory) and Rehearse (Working Memory) in classrooms Strategy Description 1 Acronym Memory Method Memorising by linking to known word or letter patterns 2 Blogs Using on-line sharing journals, resources and ideas 3 Case Study Previous event used as an example for study and discussion 4 Cloze Procedure Insert words to complete and construct meaning from text 5 Computer Games Educational Games that teach key ideas and skills 6 Constructing Following plans to build, join, cut, weld, sew, cook... 7 Computer Assisted Learning Using the computer to collect or produce information 8 Concept (Mind) Mapping A web diagram for describing relationships between ideas 9 Debating A contest in which individuals or teams take opposing views 10 Demonstration (observe and do) Observing another person doing or explaining something 11 Discussing A verbal exploration of a topic, object, concept or experience 12 Drill and Skill Repetition of the same specific skill or knowledge over & over 13 Essay Writing Explaining something by writing 14 Experiments Controlled tests to explain or discover something 15 Feedback and Revision Reworking assignments based on teacher feedback 16 Interviewing Asking questions to gain information or opinions 17 Journal Writing A method to document, clarify and reflect upon thinking 18 Lecture Listening to another person or panel speaking 19 Mind Mapping Combining colour, words, pictures and lines in diagrams 20 Metaphors Using images or ideas to represent something else 21 Model Making Using materials to build and explain something 22 Multi-Media Presentations Creating PowerPoints, videos, charts... to explain something 23 Narratives or Story Telling Personal stories told to explain an idea or particular point 24 Note-Taking Writing information while listening, watching or reading 25 Paraphrase Summarise using fewer words 26 Reading Using print to get information or make sense of something 27 Report Writing A formal structure to describe, explain, justify, infer, conclude... 28 Role Playing Acting out ‘situations’ or recreating an historical event 29 Surveying Collecting and analysing data 30 Teaching someone else Peer teaching or giving public performances Which of these strategies would you use throughout a teaching week Which are your most commonly used strategies How do you know whether the strategies you are using are the most useful How might you go about introducing a ‘new’ strategy in your classes

Consider not ‘how much time’, but ‘which strategy to use’ when

making judgements about how to teach.





Learning and Feedback Why is Feedback Important? Because our brain is self-referencing (that is, decisions are made based upon what has happened previously), feedback is an essential part of optimal learning. Brain-compatible feedback is Timely; Corrective; Regular and Non-Judgmental (descriptive). Students may lose motivation when they feel they are not reaching their goals despite trying hard. Comparing students against each other is inevitable. However, such comparisons can be demotivating for students who are not in the leading bunch. For this reason, constant feedback against the expected goals is preferable to competitive feedback against other students. Some Feedback Strategies: Self Reflection

- Self-Evaluation Prompts

eg I used to think …… but now I know ….. I learnt how to ….. by …. I can improve my work by…

- Goal Setting and Review

- Checklists

- ‘You Are Here’ Maps

- Graphic Organisers

- Door Passes

- Stealing Ideas Walks

- Journal/Learning Log

- Walk and Talks

- Mirroring

Peer Feedback

Peer Imitation (Mirroring)

Peer Correction/editing

Peer Review

Turn to a Friend/Pair and Share

Peer-Marked Tests and Quizzes

Teacher Feedback

Informal Feedback

Feedback Sandwich

Student-led Conference

Coaching Rubric

Marking Draft before final submissions

Recognition and Correction Cards

Revision tasks

Cloze Exercises

Quizzes/Puzzles

Other

Gallery Walk

Yellow Pages

E-mail an ‘Expert’

Audience Reaction

Product Demonstration

Cross-age Tutoring

WIIFM (‘what’s in it for me’ goals)

‘Roundtable’ Assessment

Which of these strategies have you already tried Which feedback strategies seem to work best, for you

“There is no problem in making errors. The problem occurs when one does not learn from the error.

The brain will learn either way. Would you prefer that your students learn the error or learn to correct the error? The choice is amazingly, yours!”

23





Strategies generating self-reflection Self-assessment Prompts A powerful way of increasing student control over learning is to use self-assessment prompts before, during or after learning episodes. Responses to prompts may be verbal or in written form. ‘Door Passes’ A strategy taken from ‘Motivation and Learning’ by Spence Rogers et al, where students fill in a small proforma with the three key points they learned during a particular lesson. They hand the pass to the teacher on the way out of the classroom. The teacher uses the passes to plan follow-up lessons and may provide brief feedback when returning the passes. Learning Journals These written formats provide opportunities for meta-cognition. Students who re-visit their journal entries at a later date strengthen their learning. This is achieved by dividing up each journal page into 1/3 then 2/3 sized columns. Typical prompts for the 2/3 size columns include: One thing I learned today was …….. What helped me learn ……. was …….. I used to think ….. but now I know ……. Topics I studies... Skills I further developed... Things I still want to know... Things I still want to develop... The 1/3 sized column is for meta-cognition (reflective comments) at a later date (preferably at least 1 week later to allow for ‘deep’ learning. Checklists When students use a checklist they can track their own development by marking off skills they can demonstrate, concepts they can explain or ideas they can remember as they go. Develop checklists collaboratively with students or individually by the teacher. ‘You Are Here’ Maps Eric Jensen (2000) suggests that when teaching a particular topic or theme, a flow chart or visual representation of the stages or checkpoints along the way allow students to check off whenever they reach a particular point. Construct a ‘You Are Here’ Map on a chart or on individualised sheets. Graphic Organisers As students learn particular concepts, encourage them to develop a visual representation of what they know by means of a graphic organiser. Typical examples include mind maps, concept maps, flow charts, diagrams, fishbone diagrams and Venn diagrams. For more information about graphic organisers, we recommend these publications: Michael Pohl (1997), Teaching Thinking Skills in the Primary Years, Hawker Brownlow Education Robin Fogarty (1997), Brain-Compatible Classrooms, Skylight Publishing Tony and Barry Buzan (1993), The Mind Map Book, BBC Books Karen Bromley, Linda Irwin De Vitis and Marcia Modlo (1995), Graphic Organisers, Scholastic Stealing (sharing) Ideas Walks Give students a five-minute warning pending the walk. The walk is an open book (or poster display, model…). Students are encouraged to look at and read others’ work in order to generate ideas for their own work. Mirroring Students rehearse their learning in front of a real mirror, or, in front of another student who repeats word-for-word what the speaker just said or did. Practice makes permanent rather than perfect. The idea behind the ‘Mirror’ strategy is for students to reflect on the degree of sense and accuracy their statements make.





Strategies utilising peer feedback

Peer Imitation This strategy sees a student teach a concept, series of facts or operational skill to a peer, who is then required to imitate the ‘teacher’. The extent to which the imitation is accurate provides feedback to the student providing the teaching input. Peer Correction/Editing In this strategy, a student has a peer correct the first draft of a piece of work. It is important that foci for correction (eg correct spelling, use of commas and full stops, accurate computation, essential elements ….) are established before peer correction is undertaken. Having both students collaborate on correction of any mistakes overlooked can increase accountability. Peer Reaction Here students share their work with a peer, who reacts to it using particular prompts developed before undertaking peer reaction. Typical prompts include: • One thing that I found very convincing was …… • Something I would have done differently was …… • I particularly liked the way you ….. Peer Review This involves students working in small groups of 3. Each student prepares a 3 – 5 minute presentation outlining the main points, concepts, skills... Only one person at a time speaks, and then only to one of the other two. The third person acts as an observer and time keeper. Students are NOT to ask questions of each and are NOT to seek clarification. Their job is to listen. The timekeeper lets the student know when her/his time is up and then members of the group then rotate roles until each person has had a go. At the conclusion of the Review, students give feedback to each other, ask questions of clarification, state what they found unclear and write any questions or comments they wish to share with the teacher. Strategies utilising teacher feedback Non-judgemental Informal Feedback Reacting to student learning performance with non-judgemental verbal feedback is an important role of the teacher. Typical non-judgemental responses include: • Thank you for your contribution. It really helped us move forward by ….. • Let me see if I understand what you are saying …… • The way you have set out your work is appropriate because …… Feedback Sandwich If providing constructive criticism, begin with a positive statement, even if it just to acknowledge the level of effort applied to the task. The idea here is to strengthen the learner first so that she or he is not into a defensive position. Avoid using the words ‘but’ or ‘however’ – rather, couch your criticism as a new sentence. Finish off the feedback with a further positive reinforcer. Conference Learner-Teacher Conferences are the ideal opportunity to coach students through particular stages of their learning. They are particularly effective where a sequence of explanation, modelling of the idea, guided practice and minimally supervised practice examples, is used. Conferencing takes significant amounts of time and works well when other students are able to learn independently from teacher instruction. Rubrics A rubric is any established set of criteria that specifically describes the levels of quality that may exist within a particular subject, endeavour or group. It is an excellent means for learners to gain specific feedback. Rubrics also provide opportunities for coaching students through particular stages of development. For more information about rubrics, we recommend the publication: Oral or Written Close Activities Students are required here to ‘fill in the gaps’ in text or conversation. Quizzes and Puzzles Quizzes and puzzles can be a fun way for learners to find out what they know and how well they can apply what they know.

25





Recognition and Correction Cards Partial credits and being recognised for what you’ve already mastered is motivational and can build confidence. Using 2-sided photocopied cards with student names (to make it personalised) use dots points to list 2 or 3 things the students. has demonstrated well. On the reverse of the card, use dot points to list 2 or 3 things the student still needs to rehearse in order to reach mastery. Other feedback ideas Gallery Walk Students who display their work seldom get specific feedback about the quality of their efforts. Display student work so ‘visitors’ (including peers) to the display have the opportunity to provide feedback (again, using particular prompts developed for the purpose) on sticky notes or on a comments sheet next to the work. Learners will likely receive both affirmation for the decisions they made and suggestions for future consideration. Scoring Games Team-based games (eg based around spelling, word knowledge, number, problem-solving or general knowledge) are an effective means of having students contribute their knowledge and skills and receive immediate feedback about their effectiveness in a situation where risk-taking is encouraged. Audience Reaction Presenting performances or exhibiting work to other teachers or classes is a rich, if slightly higher-risk source of feedback. Again, prompts developed beforehand will guide an audience to give the specific feedback sought. Responses could be on an individual, small group or whole group basis. E-mail Students who have researched or developed a product based upon a particular topic or theme, could e-mail an ‘expert’ in the particular field to seek feedback about their process or product. Class or School Yellow Pages Students who achieve strongly in a particular endeavour – academic, environmental, social or physical – list their abilities in a directory of skills so that others in the class or school can access them to coach or give feedback on their area of expertise. Those who have achieved at a consistently high level may even have an advertisement placed in the school’s intranet recognising their talents. Some education sites encourage specific time slots so that students may organise peer-coaching episodes. WIIFM (‘what’s in it for me’ goals) Students generate their own WIIFM by stating all of the benefits (emotional, cognitive, personal...) for reaching the goals set by the teacher. Some students do not necessarily comply with the goals set by their teachers. This strategy highlights the matches and mismatches and places an onus on the student to recognise that classroom learning is planned and sequenced by teachers in accordance with mandates and structures beyond the immediate control of teachers and students.

Your Top Feedback Strategies





References and resources

Items marked * available for purchase through Mind Webs. Visit www.mindwebs.com.au

Neuroscientists, scientists, doctors and psychologists Amen, Daniel (1998) Change Your Brain, Change Your Life. New York. Times Books *Bard, Arthur and Bard, Michael (2002) The Complete Idiot’s Guide to Understanding Your Brain. IN. Alpha Blunden S. Beebe D. (2006). The contribution of intermittent hypoxia, sleep debt and sleep disruption to daytime performance deficits in children: Sleep Medicine Reviews, 10 (2): 109-118 Brand-Miller, J, Foster-Powell, K and Gilbertson, H (2001) The GI Factor. Hodder Headline Australia Calvin, William and Ojemann, George (1994) Conversations with Neil’s Brain. Reading, MA. Addison-Wesley. Carper, Jean. (2000) Your Miracle Brain. NY, Harper Collins *Diamond, Marian and Hopson, Janet (1998) Magic Trees of the Mind. New York. Penguin *Damasio, Antonio (2003) Looking for Spinoza, Joy, Sorrow and the Feeling Brain. London, Vintage Books Doidge, Norman (2010) The Brain that Changes Itself. Scribe Publications *Greenfield, Susan (2000) The Private Life of the Brain. London. Penguin Books Giedd, Jay Frontline Interview Visit the website at: www.pbs.org/wgbh/frontline/shows/teenbrain Judith Rapoport, NIMH Teenage Brain, a Work in Progress. Web www.nimh.nih.gov/publicat/teenbrain.cfm Giedd JN, Raznahan A, Mills KL, Lenroot RK. (2012). Review: magnetic resonance imaging of male/female differences in human adolescent brain anatomy. Biol Sex Differ., 3, 19. Kandel, Eric (2006) In Search of Memory. W Norton and Co. NY Goleman, Daniel (1995) Emotional Intelligence. New York. Bantam Books Gopnik,Alison et al,(1999) The Scientist in the Crib – Minds, Brains and How Children Learn. W Morrow and Co, NY Kurland, Michael and Lupoff, Richard (1999) The Complete Idiot’s Guide to Improving your Memory. IN. Alpha McEwen, B.S. Excitotoxicity, stress hormones and the aging nervous system. Integrat. Med. 1:135-141 (1998) Pert, Candace (1997) Molecules of Emotion. New York. Charles Scribner’s Sons Pinker, Steven (1997) How the Mind Works. Penguin Press, London Sylwester, Robert (1995) A Celebration of Neurons. Alexandria VA. ASCD *Schwartz, J.and Begley, S.(2002) The Mind and the Brain: Neuroplasticity and the Power of Mental Force. NY Sapolsky, Robert (1998) Why Zebras Don’t Get Ulcers. New York. WH Freeman Stickgold, R ( 2008). Sleep and Memory. Conference proceedings, Australasian Sleep Association annual scientific meeting. Adelaide South Australia, October 2008 Winston, Robert (2003) The Human Mind and How to make the most of it. London, Bantam Books

Schooling Abbott, John (2014) Battling for the Soul of Education: Moving beyond school reform to educational transformation. The 21st Century Learning Initiative. Bath, UK www.battlingforthesoulofeducation.org Bill and Melinda Gates Foundation (2013) Learning about Teaching: Initial findings from the Measures of Effective Teaching Project. http://www.gatesfoundation.org/media-center/press-releases/2013/01/measures-of-effective-teaching-project-releases-final-research-report Claxton, Guy (2009) What’s the Point of School: rediscovering the heart of education. Oxford. Oneworld. Clayton, G (2012) The alarming democratic void at the heart of our school system, The Guardian, [online]26 April, available at www.guardian.co.uk [accessed, 9th August 2012]. Fullan, Michael (2011) Choosing the Right Drivers for Whole Systems Reform, Centre for Strategic Education, Australia Glasser, William (1999) Choice Theory.: A new Psychology of Personal Freedom. New York. Harper Collins Hattie, J.A., (2003). Teachers make a difference: Building teacher quality: What does the research tell us? Paper presented at the Australian Council for Educational Research Annual Conference in 2003. Available at: http://research.acer.edu.au/research conference_2003/4. Hattie, J.A., (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge. Hattie, J.A., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112. Marzano, R.J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Curriculum and Development. Marzano, R.J. (2009). Setting the record straight on "high yield" strategies. Phi Delta Kappan, 91, 30-37. Marzano, R.J., Pickering, D. & Heflebower, T. (2010). The highly engaged classroom. Centennial, CO: Marzano Research Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2004). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Curriculum and Development. OECD. Building a High Quality Teaching profession: Lessons from Around the World. Paris: OECD Publishing, 2011 OECD. Education at a Glance: OECD Indicators. Paris: OECD Publishing, 2011 OECD. The High Cost of Low Educational Performance: The Long-Run Economic Impact of Improving PISA Outcomes. Paris: OECD Publishing, 2010

27





Ripley, Amanda (2103) The Smartest Kids in the World and how they got that way. Simon and Schuster, NY *Rogers, S, Ludington, J. and Graham, S. (1997) Motivation and Learning. Peak Learning Systems. Sahlberg, P. (2011) Finnish Lessons, Teachers College, Columbia University Willingham, Daniel (2009) Why Don’t Students like School? CA, Jossey-Bass.

Emotions and relationship to learning and teaching *Joseph, John (2006) 2nd Edition Learning in the Emotional Rooms: How to Create Classrooms that are Uplifting for the Spirit. Adelaide, Focus Education Australia *Joseph, John (2006) Learning in the Emotional Rooms – A1 POSTER. Focus Education Australia *Jensen, Eric (2003) Tools for Engagement: Managing Emotional States for Learner Success. CA Seligman et al (2007) The Optimistic Child: A Proven Program to Safeguard Children Against Depression and Build Lifelong Resilience. Houghton Mifflen. NY

Learning and Career Profiling *Joseph, John and Clinch, Randall (2010) Learning and Career Profiling System. Adelaide, Focus Education Australia *Joseph, John and Clinch, Randall (2012) My Talents Profiling System. Adelaide, Focus Education Australia (available in Chinese, Finnish, Thai and English versions) On-line access only: www.learningandcareers.com and www.mytalents.com.au

Brain books for Parents *Joseph, John (2002) Brainy Parents – Brainy Kids 2nd Edition. Adelaide, Focus Education Australia. *Fuller, Andrew (2002) Raising Real People. ACER. Australia *Fuller, Andrew (2007) Tricky Kids. ACER, Australia *Pugh, Derek (2011) The Owner’s Guide to the Teenage Brain

Young Thinkers’ Program *Langrehr, John and Joseph, John (2013) Young Thinkers’ Program Adelaide, Focus Education Asia On-line access only: www.criticalandcreative.com.au and follow the prompts

‘The community has to be the unit of education, not – as is currently seen to be the case – the individual school.’ John Abbott

Focus Education and CICELD Workshops:

Workshop #1: Neuroeducation: Learning with the Brain in Mind Workshop #2:: Developing Emotional Intelligence Workshop #3: Focus on Assessment: Assessment with the Brain in Mind Workshop #4: Developing Critical, Creative and Curious Thinkers Workshop #5 Mind Your Brain Teacher Training: 2-day train-the-trainer program for teachers

Workshop #6 Mind Your Brain: part day – up to full day workshop for students

Workshop #7: How to become a SuperStar learner! (2-day up to 5-day workshop for students)

Workshop #8: Parenting with the Brain in Mind: raising great families (a seminar for parents)

Workshop #9: Certification Training: 10 day training for Professional Trainers only

www.focuseducation.com.au www.ciceld.com




Trainer at Glance, Mr. John Joseph: Mr. John Joseph holds one of the most impressive education CVs in the education

world. He has presented conferences, workshops and extensive training in more than 4,000 schools across 27 countries, and has presented more than 400 keynote addresses at education conferences worldwide.

He is the author of multiple books, including “How to Create Classrooms that are Uplifting for the Spirit”, and “Brainy Parents – Brainy Kids”. Mr. Joseph is a writer of subscription articles for schools and education programs, used across all grade levels. He has developed learning and career profiling systems, translated into Mandarin, Thai and Finnish.

His on-line Young Thinkers’ Program is widely being used to implement critical and creative thinking strategies for elementary students globally.

Mr. Joseph has taught at all school grade levels from kindergarten to senior high school and has taught extensively in education programs at three Australian universities. He holds a Master’s Degree in Mathematics and Science Education from the University of South Australia. He has a real passion for neuroeducation. His focus is on learning: how it happens; how to maximize it; how to inspire it in students; and practical strategies to enhance it. John is a parent of two young adults.

Mr Joseph has worked with all of Australia’s supreme Court and Federal Court Judges on matters relating to alcohol and drug abuse and the problems faced by young people in today’s communities.

John has worked in some of the most challenging and complex school settings known and provides hope and inspiration to those who attend such schools.

About CICELD: The International Childhood and Early Learning Center (CICELD) is a subsidiary of the

International Center for Childhood, Early Learning, and Development LLC, incorporated in the Hashemite Kingdom of Jordan. The company was established at the initiative of a group of Arab educators and experts in childhood development. The International Childhood and Early Learning Center was established as a pioneering project to fulfill the need for an advanced and modern structure to develop and support early childhood stage in the Arab World. The company´s human and financial resources are dedicated to serve and support children from birth until 9 years old.

CICELD provides quality services to children in order to produce and possess knowledge; to develop human resources; and enhance the concept and practice of comprehensive and integrated education, based on the a child´s individual character, and enable him or her to acquire the skills needed for the third millennium.

About JIECE: Jordan Image for Educational and cultural Exchange (JIECE) is an educational services

provider founded in Amman, Jordan at the beginning of the year 2008. JIECE is an independent private organization that focuses on bringing together existing educational initiatives into a process that links national, regional and international movements for educational programs, services and learning resources. JIECE is trying to create and maintain educational relationship networks through holding well-targeted training and workshops, organizing youth cultural activities and events, coordinating students-teachers participation in national and international projects and competitions, and working on outreach & exchange programs. All this would result in helping JIECE to liaise between current educational international foundations and local & regional educational communities.

JIECE’s main goal is to join efforts with reputable institutions in order to advance, strengthen and foster students-related educational and cultural trends practices in Jordan and the Middle East. Thus, JIECE has built a wide network database for prominent schools and educational institutions in the region and has recruited reputable professionals in different aspects of work scope. JIECE is heading towards exercising the widest possible flexibility in its activities in order to cover a sizeable number of projects and youth activities that allow students to share knowledge and expertise; through workshops, camps, educational trips, and cultural exchange programs.

Childhood International Center f o r E a r l y L e a r n i n g & D e v e l o p m e n t

ádƒØ£∏d ‹hódG õcôŸGôjƒ```````````````£àdGh ôµ``ÑŸG º«∏```©àdGh

w w w . c i c e l d . c o m

neuroeducationciceld.com/uploads/1414450264education_e_for_teachers_l.pdf · 2014. 10. 27. ·...

Documents