today’s goal: deepen our understanding of the effects of engagement on the brain and student...

Today’s Goal:

Deepen our understanding of the effects of ENGAGEMENTon the brain and student achievement.

Brain-Based Teaching?It’s E-S-P !

the purposeful

ENGAGEMENT

of effective

STRATEGIES

derived from

PRINCIPLESof cognitive neuroscience.

• Will I get something practical…today?

• What is the link between Brain-based learning theory and ENGAGEMENT?

• What’s the science behind the theory?

• How do I get the students to buy-in?

• What tools will help me better engage students?

The Secret to ENGAGEMENT is 1 Big Idea with many facets:

• Start noticing what works in your classroom like timing, word choice, what was done before and after the activity,…

•Most of what works is often invisible.

•Take some time to notice the little things, like the human head in the next slide!

Why?1.Why do some students participate in

classrooms while others do not?

2.What responsibility do you have in the process?

1 2 3

4 5 6

7 8 9

3 reasons kids do not participate in class

3 reasons kids participate in class

3 examples of teacher’s responsibility in the process of ENGAGEMENT.

You have muchmore capacity to

influence your students than you

may have previously thought.

Good News!

More Good News…

• Having an engaging classroom DOES NOT mean you must entertain.

• You’ll become more efficient at engagement if you work smarter, not harder.

• Your students will enjoy learning more, you’ll reduce burnout (for you and them).

• Everything that we offer you today can be used with just a little practice.

Defining “ENGAGEMENT”…It is active participation, by choice, in a cognitive, physical, and emotional way.

It requires the ABCDE’s!

1. Att__________ (look & listen)

2. Bu___________ (emotionally sold)

3. Cho__________ (willingness to do)

4. Decis_________ made (mind activated)

5. Empowered actions (equals a b________ in motion)

The Foundation of Engagement is Relationship

All Successful Engagement is Based on These 3 Rules

1. RespectYou show respect _____ ____ they give it to you; You cannot ______ respect, only earn it.

2. RelationshipShow _______ ______ about them, first, before they’ll _______about you.

3. HopeYou must never, ever, give up on them; they’ll sense it and ____ _____ on you, too.

Purposes of ENGAGEMENT…• Promote student learning• Increase understanding• Boost motivation• Reduce boredom• Strengthen memory• Enhance self-concept• Make school fun• Increase self-control

Possibilities for ENGAGEMENT:

INSTRUCTION

environment

curriculum

assessment

ENGAGEMENT

The Brain’s

Response

Systems

Moving On!

MYTH:Learning about the brain is for science geeks. TRUTH:We are all in the learning and brain profession.

What do we know about the brain?

• Talk to your table group about…– Size, shape– Made of…– Types of cells…– How does learning work?

How many neurons do you think humans have?

This is a visual representation. Can you represent this kinesthetically?

Which lobe of the brain is responsible for vision?

A. Parietal C. OccipitalB. Frontal D. Temporal

Mid-brain Structures

Which structure organizes explicit

learning and causes it to be stored in the

cortex?

How sure are you?

How do we learn?

• Input from senses, imagination, reflection• “Sorting out” – needs immediate attention,

further processing, ignoring• Important things to ________________, later

stored in appropriate lobe• Time frame ________________________!

Once the brain is overloaded…

• It doesn’t have the working memory to store new thoughts

It doesn’t have the physical resources to make new memories (glucose,

acetylcholine, etc.)• It doesn’t have the space in the hippocampus to

even a temporary memory.

3 Important Ideas

• Adaptability• Integration• Sophistication

The human brain is dynamic, not fixed.The brain (depending on your age) is:• making connections • adding new neurons • pruning excess neurons • changing its chemistry • re-organizing itself every single day!

A New View of the Human Brain

Can Brains Change? If so…

How Much Capacity for Change is Built into Student’s Brains?

Greater Time in School Environment Means Longer Dendrites

Integration

• Left brain/right brain?• Corpus callosum• Cross control• Trained musicians vs. novice• Left-handers use right for language

Sophistication

• Electrical-chemical-electrical signal• Synapses formed and “pruned”• Protein fibers hold neurons together• Neurons learn!!

Break!

Be back in 10 minutes

It’s time for a little dissection…

…of your book!

Jigsaw Activity – Chapter 2

• Preparing the brain for school– Brain development

• Count off into 3 groups…– Conception to age 2– Ages 2 to 5 – Age 5 through teen years

Tell your tablemates…

• Read, discuss with age group buddies, then share with table–3 to 5 most important things about your age

group

ENGAGEMENT

STATES

The Brain’s

Response

Systems

Moving On!

States

What are “States”?They are bodily responses

created by a 1) momentary aggregate

of signals from emotional, cognitive and

sensory neurons AND2) a corresponding chemical signature.

How the brain’s response systems work

1. All behaviors are dependent onthe state that one is in.

2. The path to engagement isthrough reading and managing states

3. The longer anyone is is any state, the more stable it becomes.

Our “hardwired” built-in states, that are global and universalare anger, sadness, fear, surprise, joy, and disgust. All other states are learned from the culture you’re raised in.

There’s a Wide Range of

Potential States

Can You Identify These CommonSix States in Your Class?

• Confusion • Fear/Distress • Anticipation/Curiosity • Frustration • Apathy/Boredom

• Self-Convincer/Pride

Which states are positive for learning? Which are a high concern?

Can You Identify These CommonSix States in Your Class?

• Confusion • Fear/Distress • Anticipation/Curiosity • Frustration • Apathy/Boredom

• Self-Convincer/Pride

Red = states of high concern Green = positive states

States1. States usually last for seconds or

minutes, moods last for hours or days. 2. States are self-reinforcing; the longer

you’re in a state, the more comfortable it becomes.

3. We experience 100’s of states every day.

4. More states impair learning than help it.

There’s No Such Thing as an

Unmotivated Student… Only

Students in Unmotivated

States!

Engage with Open States

In closed states, behavior is predictable; it’s usually “No way” or “Whatever.”

To get a more positive response,

shift the state first.Always think...

“Better states get better results!”

Open or Closed State?

How the brain’s response systems work

1. All behaviors are dependent onthe state that one is in.

2. The path to engagement isthrough reading and managing states

3. The longer anyone is is any state, the more stable it becomes.

What Successful Teachers Do…• Read states

quickly• Read states

accurately• Respond to

“states of concern”• Manage

states proactively

To Succeed with ALL Students, Learn to Manage

Emotional States

Managing Student StatesTake on the role of

proactively managing your student’s states.

Your students will learn more and misbehave

less. The feeling of having more control

over your day lowers your own stress. Now,

let’s explore some strategies!

Herding Cats

Template Name:Sample

Category:________________________Description:______________________Examples:________________________

What’s in a Template?

1. Process-driven (it’s a structure for growth)2. Flexibility (always have a “plan B”)3. Clear directions4. Participant choice (or the perception of

choice)5. Students engage more than the teacher6. End point (on “up” emotion)

Strategies have “specific use” features guided by a goal andare good for a specific time, age, background andmoment.

Templatesare defined by the “features” of a process. They have “broad ranges” of applications. They can bevaried to reach objectives for any age or learnerbackground.

Let’s Use an Example

• If you say, “Turn to your neighbor and say, “Great job,” then you are using a stategy.

• The larger class of action sets (templates) that it “belongs to” might be called “social prompts” or “turn-tos.”

• Build out from the template, and you’ll have 3-10 strategies from every template, not just 1.

Why Our Templates and Strategies Will Work for You

• Superb teaching means you are in a partnership with the students

• Partnership means that you are supporting their own goals

• That can happen more easily if you know what their “drivers” are and

• You have the strategies to provide solutions to their “drivers”

Hard-Wired in Our DNA

• Survival-the quest to stay alive and protect who/what is valuable

• Bonding-to be accepted, loved and valued• Meaning-the quest to make sense out of

experiences and answer the “why?” question

• Status-social importance among peers-to “be somebody”Q: “What do these mean at school and how do each of them play out each day?”

Tie Strategies into the Drivers

1. Acting out in class2. Joining a gang or team sport3. Trying to cheat on a test4. Being a teacher’s “pet”5. Studying for a good grade6. Following directions7. Applying for college8. Talking back to teacher9. Being late for class10. Asking Qs in class11. Bullying another student

•Bonding•Meaning•Survival•Status

Template Name:Herding Cats

Category: Mass social energizer mixersDescription: Teacher (or students) gives

instructions to the group that re-mix the students based on new variable.

Examples: Each corner of the room is for each of 4 seasons. Go to the corner that matches your birthday, your favorite season, etc. Do, “I like people who…” Or, “all my neighbors with…” Also musical chairs, too.

Secrets to Herding Cats

1. Always be inclusive—never leave anyone out

2. Music helps the movement3. This activity works best when

done quickly4. Never place a value (or priority

or special judgment) on a particular group

5. Use the new grouping for something useful

Herding Ideas

1. Walk until the music stops2. Touch 7 tables3. Use birth month number (July = 7), walk that many

steps X 34. Walk until you’ve circled the room 1X and music

stops5. Walk until the vocals come up on the music6. ID a close friend, touch and take 25 steps away from

friend7. Walk for so much time…go exactly 22 seconds

Herding Ideas

1. Touch the shoulders of 11 people2. Change how you walk—salsa, shuffle or skip until music

stops3. Become more kinesthetic—walk until you touch 21 chairs4. Walk until you shake hands with 10 people then stop and

wait5. Walk for next 25 seconds giving everyone you meet an

affirmation6. Touch a chair in each corner of the room7. Find partner with same birth month

Time for a Brief Partner walk…Share the answers to ”G-N-L”

G - Grateful for?N - New Learning?L - Looking Forward to?

Four-Minute GNL Walk

With someone you don’t know well

Keep moving--no standing

Enjoy--4 minutes!

Template Name:POW: Progress on Walks

Category: Partner walks for movement, cognitive or social time

Description: Students get 3-5 minute walk indoors or out with specific verbal task

Examples: GNL, GLP, dream and scheme, dump and dig out, gallery walks, meet a new person (ask preset questions)

Why Go For Walks?

• Many students will talk more while walking than seated

• It gives students a chance to socialize and bond• Many students get restless from too much

sitting• Memory improves while walking • Walking releases useful brain chemicals for

learning

Stand and Deliver

Template Name:AIA: Arts in Action

Category: Use of arts to activate learningDescription: Students may use visual, kinesthetic

or musical arts to show, highlight or satirize a concept. Do short commercial to “sell us” on the idea. Demo X and Y axis or angles.

Examples: Acting out, using body to demo (neurons) or the whole world on your body

Arts in Action Examples

• At your table, discuss some examples of AIA that you already use in your classroom.

Break!

Be back in 15 minutes

Template Name:Effort First

Category: Front of the room interactionsDescription: Affirm effortExamples: “Thanks for jumping in.”

NOTE: Use raised hands as a formative assessment and relationship building, not a scavenger hunt for correct answers.

Reinforce Effort--not Accuracy• Thank you• Good effort• Thanks for jumping in• Nice effort, now, who else?• Let’s grab some more…• I appreciate your jumping in…

(What do all these have in common? No judging!)

Class Rules

1. If you don’t know the answer to a question, it’s okay to guess.

2. If you don’t know the answer, and you have no clue, just say, “I don’t know, but I’d like to know.”

3. If you guess and you are wrong, you’ll be thanked for your participation and effort.

4. If you answer correctly, you’ll be thanked for your participation and effort.

5. In this class, you’ll get further by a good effort, then you will by having the correct answer.

Better Questioning Tools1. Appreciate and acknowledge verbally every

single response2. Thank students for their effort, not their

accuracy--sort that out later3. Give questions, then give individual or

partner think time4. Use comments to help extend their answers

(“Tell me how you arrived at that answer.” Or, “Could you say more please?”)

Model the Response

• Show the hand raised, OR

• Show and say if your students can

shout out• Be consistent

Bus Ride

• Look around your table and choose the person who you think is the craziest driver.

Template Name:STRETCH Breaks

Category: Cognitive builder or body breakDescription: Allows for structured consolidation

time to deepen learning and reflect upon it. Or, it gives the learner time for the body.

Examples: The brain break can use the word “STRETCH” as a way to strengthen the learning. The body breaks may be simple movement activities.

STRETCH the Body Breaks

1. Cross laterals (5+)2. Partners four do hi-fives3. Stretching4. Swim motions5. Back pat lines6. Creative handshakes7. Lazy 8s8. Writing circles, feet moving9. Bicycle/tricycle riding

Template Name:Social Prompts

Category: Social engagers or activatorsDescription: Discover, identify or affirm others

while forwarding the class actionExamples: “Before you have a seat, please thank

your neighbor.” Or, “Identify the person in your group who you think is most likely to do yoga on the weekends.”

NOTE: Social prompts promote inclusion and build relationships.

Social Prompts

• Help people feel part of a group• Support greater camaraderie• Help others feel noticed• Boost feelings of others

Examples of Social Prompts

1. Who has laughed the most2. Quick draw – (hands behind back, draw, whoever draws

highest number is it)3. Shortest (or longest) first name4. Tallest5. Most organized each day6. Wearing most # of, or most varied colors7. Has the curliest, waviest hair8. Who has taken the most detailed notes9. Messiest desk area10. Sitting closest to door ( window, exit sign, etc.)

Template Name:3 – By – 3

Category: Cognitive or social strengthenerDescription: A grid of nine squares (3x3) is used

as a template. Students respond to what’s asked for and put it in the boxes.

Example: Teacher uses it for pre-test or mid-unit assessment with Qs to gather info about other students. Or, use for processing in-depth concept or unit. Use to create 9 (not 6 ) hats of understanding.

Herding Cats

• Stand up. Touch 2 walls and find the members of your department. Wait for further instructions.

Templates

• Write this Way• Active Listening Response• Herding Cats Mixer• Think-Choose-Act• Arts in Action• Stretch Breaks • Scavenger Hunt• 3 x 3

Templates (cont.)

• POWs• Graphic Organizers• Rapid Review• Case Studies• Social Prompts• Effort First

• Class Jobs• Peer Teach and Learn• Cut ‘n Paste• Peer Edit• Nudges

Template Name:Write this Way

Category: Cognitive enhancer

Description: Short, thoughtful, structured writing activity

Examples: Daily journaling, instant content summary, weekly gratitudes, or personal reflections

Template Name:ALR-Active Listening Responses

• Category: Content-driven mind-body activators

• Description: Text, song or story is delivered. Students respond verbally or physically to key words. Includes “ripple call” and military calls.

• Examples: Tony Chestnut (songs). Stories read with active words like L-R (teacher or student-written stories).

Template Name:TCA: Think-Choose-Act

Category: Cognitive engagersDescription: Students observe options and make

decisionsExamples: Give a quiz Q on screen (multiple choice, T-F

or fill-in). Voting w/ hands or feet. Do brain illusions, problems to solve, Stroop (L-R brain activators) or finding lost items. Give 3 lists, students take one from each to form a ___? “How are you” words. Analyze quotes and share meaning.

Template Name:Scavenger Hunts

Category: Cognitive, Social or Physical “hunt” for objects or persons

Description: Teacher (or students) sets targets and students “collect” them

Examples: “Find and touch things in the room that start with the letter ___.” Or, “Locate 3 persons with a birthday in the same month or year.” Or, “Find your handouts and pass them to others on your team.”

Template Name:Graphic Organizers

Category: Cognitive skill builderDescription: Provide skeleton or final samples.

Students build variety over time to discover favorite.

Examples: Students begin each day with “skeleton mind map” of the day’s content. They fill it in as the class progresses. Use for pre, post, group work and active learning.

Template Name:Rapid Review

Category: Quick reinforcement of learningDescription: content available to individuals.

Time for recall and processing. Group time for discussion possible.

Examples: Students write a question on one side of 3x5 index card, with the answer on the other side. Stand up, mix and ask others their Q, then exchange cards. Repeat.

Template Name:Case Studies

Category: Problem-solving in social contextDescription: content available to individuals. Time for

reading and processing. Group time for discussion and possibly action plans.

Examples: Students do case study on a student who was a significant discipline issue at another school. Questions are raised and values are discussed. Other studies can be text content or local issues.

Template Name:Class Jobs

Category: Activity builderDescription: Students have relevant jobsExamples: Student in charge of stretch breaks,

one in charge of plants or animals, etc.

Template Name:PTL: Peer Teach (and Learn)

Category: Cognitive enhancerDescription: Partner and small group processes

to build or review content understanding and memory

Examples: Expert interviews

Template Name:Cut and Paste

Category: Cognitive skill builderDescription: Students create the pieces to make the

whole. Great for sequencing and processing skills. Works as a relay, solo or with partners. Music moves it along.

Examples: Students put their lists of story items in key areas. Once the activity starts, students collect one piece of a whole from each of lists, either verbally or writing.

Template Name:Peer Edit

Category: Cognitive skill builderDescription: Students show their work to others

to be editedExamples: Students put their work on the wall

and allow others to attach Post-its with comments on them, as directed by teacher

Template Name:“Nudges”

Category: Accountability boostersDescription: Simple, small, direct “nudges” to

move things along. Never a big deal.Examples: “Turn to your partner and if they have

not yet completed part one, raise your hand.”

NOTE: They keep students “in the game.”

Facing the Giants