thoughtful education getting comfortable with the new american lecture june 9, 2010
DESCRIPTION
Functions of Memory Short Term Memory Is this important? Will I use this? Is it worth the risk? Attention Working Memory Multiple Exposure Variety of Strategies Intensity of Thought Engagement Learning Long Term Memory Stored RetrievedTRANSCRIPT
Thoughtful Education Getting Comfortable with The New American Lecture
June 9, 2010
Reflecting on What We’ve Learned
What do you know about the Thoughtful Classroom strategies?
What do you know about the New American Lecture strategy?
What questions do you have?
Functions of Memory
Short Term Memory
Is this important?Will I use this?Is it worth the risk?
AttentionWorkingMemoryMultiple ExposureVariety of StrategiesIntensity of Thought
Engagement
Learning
Long Term Memory
StoredRetrieved
Getting Comfortable with the New American Lecture
Goal 1 Relevance: Help students find personal meaning by
connecting to prior knowledge or experiences to new learning.
Goal 2 Organization: Model research based techniques for
organizing information.Goal 3 Note-taking: Guide students toward more effective
note-taking skills.Goal 4 Memory: Improve memory and comprehension.
Assets of the NAL
Teacher can impart multitudes of information! Allows students to question and practice. It is short and to the point. The teacher is very knowledgeable. The class is under control. It really helps auditory learners.
Liabilities of Lecture
Lecture can be boring. It is teacher-centered. Lecture has a negative connotation. It can often overwhelm young listeners. There can be a lack of student participation and
ownership of learning. There is often no way for the teacher to know
exactly what the students are absorbing from the lecture.
Making it BETTER!!!
P – Make it PERSONAL
R – Make it RELEVANT
I – Use their INTERESTS
C – Spark their CURIOUSITY
E – Appeal to their EMOTIONS
InteractiveTransitionsAnecdotesAttention grabbers
What is the New American Lecture
What can the NAL do for you and your students?
CONNECTION
Purpose:
Techniques:
Phase I: Preparation
CONNECTION
Purpose:
Techniques:
Phase I: Preparation
• attention
• hook
• bridge
• kindling
ORGANIZATION
What is it?
How is it used?
Principle:
Present Visual Organizer
ORGANIZATION
Purpose: • Chunk informationto fit the Memory
Techniques: •Visual Organizers• Say It and See It
Present Visual Organizer
What are some organizers you use? When? How?
Step 1
Step 2
Step 3
Step 4
D EEP
PROCESS
Phase III: Collecting Information
Purpose: •Multiple Memory Pathways
Techniques: • Dual Coding• Non-Linguistic• Primacy and Recency
Phase III: Collecting InformationD
EEP
PROCESS
•Dual Coding
EXERCISE
Phase IV: Review Questions
Phase IV: Review Questions
EXERCISE
Purpose: • Rehearsal Rote ElaborateTechniques:• Questions in Style• Stop 3-5 minutes (5-7 for high school) to pose questions and process information
4 Thought Learning Styles
Remember, Recall
•summarize
• retell
• sequence
Reason
• compare &contrast
• prove & disprove
• cause & effect
Relate
• connect personally
• evaluate
• empathize
Recreate
• suppositions, what if
• make and explain metaphor
• create, invent or design
4 Thought Learning Styles
Remember, Recall
• What are the phases of the New American Lecture?
Reason
• Why is the New American Lecture more effective in building lasting memories than traditional lecture?
Relate
• What new insights did you gain about the NAL and how to use it in the classroom?
Recreate
• How is the New American Lecture a key to improving students’ academic performance?
Let’s look at a teacher using the NAL
Hook: Have you ever achieved something that you didn’t
get credit for?
How did it make you feel?
What might you do next time to make sure credit is given for your accomplishment?
continued
Today, we are going to examine the question, “Who should get credit for discovering America?”
Who do you think should get the credit and why do you think so?
Early Man and Co. Leif Erikson and Co. Columbus and Co.
Exploration Dates
What was the culture like?
What were their motives for exploration?
What were some discovery processes they used?(technology)
What were some effects of the discoveries?
Who Discovered America?
30,000 B.C.
Hunters, gatherers; whole families and tribes traveled together.
Food: following caribou herd to New World.
Feet to walk across land bridge.
People spread over 2 continents; established over 200 different cultures and languages; adapted well to all environments. Sophisticated cultures-limited communication
1200 A.D.
Raiders and Traders
Booty and easily transported goods.
Knorr, slender flexible vessel using wind, man-power.
Keel, 2/3 of length; Word of mouth culture and no maps.
Small settlements in the new world that disappeared mysteriously; sagas in 1250 AD, moved from a pagan culture to a Christian culture.
Paleo Americans Vikings Southern Europeans
What do you remember about the Paleo American’s discovery of America?
Compare and contrast the Paleo Americans’ discoveries and the Vikings’ discoveries.
Talk with a partner to discuss the people or person you believedeserve credit for
discovering America?
What if the southern Europeans had never
come to America? What effects might this have
had on America?
Synthesis
Many people disagree about who should get credit for discovering America.
A. Identify at least THREE groups that should be considered.
B. Select the group whom you think deserves the credit and explain why.
Review NAL
Principle 1 – The stronger the connection, the stronger the memory.
Principle 2 – The clearer the organization, the stronger the memory.
Principle 3 – The deeper the processing, the stronger the memory.
Principle 4 – Memories are like muscles; they develop with exercise.
PHASE 1 – Connect
PHASE 2 – Organization
PHASE 3 – Deep Process
PHASE 4 – Exercise