iLead with the Brain in Mind

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iLead with the Brain in Mind. Brain-Based Training for Change Agents Eric Jensen Conference January 16-18, 2012. Learning Agenda. How to Build Student Achievement How to Plan and Present Staff Development How to Get Staff on Board to Improve Any School. I.Q.?. - PowerPoint PPT Presentation

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Game - Changers

iLead with the Brain in MindBrain-Based Training for Change AgentsEric Jensen Conference January 16-18, 2012

1Learning AgendaHow to Build Student AchievementHow to Plan and Present Staff DevelopmentHow to Get Staff on Board to Improve Any School

2I.Q.?3Raise your hand if you heard . . .NeurogenesisNeuroplasticityGrowthHope

4Critical QuestionsIs it even possible to take the struggling, underperforming learners and turn them into high-capacity students who graduate? Can the human brain change that much, that fast?

If you answer No, is it due to students limitations or our own?

5Old Paradigm: Brains stay the same as do our students. New Understanding: Brains can and do change everyday, but if something doesnt change in a students experience (school and/or home), neither will his or her brain!

If we keep using the same strategies, and they keep failing, who is really the slow learner?

6Neurogenesis

Neurogenesis occurs in three known areas, each with important roles in memory and learning.Generation of neurons.If connections arent made between new neurons and others, they will die.7NeuroplasticityLifelong ability of the brain to reorganize neural pathways (dendrite addition and pruning)

8Neuroplasticity

Changes in brain activityChanges in gray matter volume9Capacity for ChangeExerciseDietSleepAllostatic Load stress levelMental StimulationNoveltyVarietyChallenge

10Positively Impact Neurogenesis and NeuroplasticityHigh Return Achievement Factors Within Our Control

Stu__________ eng__________Ho__________ and gr__________ mindsetAs__________ (formative and summative)Rel__________ building skills (multi-level)Exe__________ fun__________ skills

11Characteristics of different Types of Memory

Kind of memorydurationtype ofinformation

Short termsecondsverbal or non-verbalWorkingsecondsany kind

Episodichours to daysdetails of experiences

Autobiographicallifetimebasic facts/conceptual knowledge

Semanticlifetime withknowledge includingregular exposurepersonal facts

Procedurallifetime once skillany skill that can be usedis establishedautomaticallySource: Working Memory and learning, Susan Gathercole and Tracy Alloway, Table 1.1, pg 1712Let the memory games begin!

Read the following words silently.

When they disappear, see if you can recall the words in order.Green yellow purple white orangeRead when they disappear see if you can recall the words in order CLICK to disappearGreen in red color yellow in blue color purple in green color white - in black color orange - in yellow13Working Memory

Working memory is a term used by psychologists to refer the ability we have to hold and manipulate information in the mind over short periods of time.

It provides a mental workspace or jotting pad that is used to store important information in the course of the our everyday lives.

It is crucial for acquiring new learning, using prior learning to manipulate or process information, or to change information into new learning. 14What is the meaning of the sentence below?The man bought a hot dog at the fair.The brain makes associations and connections.

Did you determine the meaning to be: the man bought a live dog that was over heated a frankfurter 15How does poor working memory impact academic progress

Reading impacts the mapping between the sounds in the language and individual letters and combination of letters.

Math mental math is heavily dependent on working memory, working memory overload during numeration activities will result in frequent errors and task failure.

Writing - poses substantial demands on working memory.

Science and Social Studies reading skills are being used to process the text and vocabulary and make new connections.

Verbal and written language word retrieval for students with poor working memory is a challenge. Second language learners and students with, low language skills, are processing the concept while their working memory is retrieving the necessary languageSource: Working Memory and learning, Susan Gathercole and Tracy Alloway, Table 1.1, pg. 1716Working Memory can (and should) be Improved!

The researcher said, We found that 15 minutes of training per day for 5 weeks had significant effects on working memory and after 3 months, over 90% of the gains were preserved.Training and transfer effects of executive functions in preschool children, Lisa B. Thorell, Sofia Lindqvist, Sissela Bergman, Gunilla Bohlin, and Torkel Klingberg17Top 5 Reading StrategiesSkill building for 20-90 min daily with high quality reading programProvide books for students to take homeTeach and strengthen working memoryAllow student choice of high-interest books for guided independent readingTeach vocabulary every day and follow upBuilding Math SkillsEstimation and counting activities dailyConnect to real world using daily activitiesWorking memory activities dailyEric Jensen, Game Changers, Jensen Learning, pg. 1218http://www.spaceminespatrol.com/gamepage.htmlwww.Neave.com/simon19http://www.cogmed.com/working-memory-challengeTeaching with the Brain in Mind, Revised 2nd Edition By Eric JensenEnriching the Brain: How to Maximize Every Learner's Potential By Eric JensenBrain-Compatible Strategies From Corwin PressJoyful Fluency: Brain-Compatible Second Language Acquisition By Lynn Dhority, Eric JensenThe Great Memory Book By Karen Markowitz, Eric P. JensenBrain-Based Learning: The New Paradigm of Teaching By Eric P. JensenHow the Brain Learns David A SousaDesigning Brain Compatible Learning Gayle Gregory and Terence ParryHow the ELL Brain Learns David A SousaHow the Brain Learns to Read David A SousaWorking Memory and Learning Susan Gathercole and Tracy Allowaywww.cogmed.comKidsmemory.com20Steps For a Great Staff DevelopmentAsk, What is my desired end point?Describe evidence of learning successOpening / housekeepingInitial buy-inDiscovery of prior knowledgeNew content exploredContent/skill processing activitiesFormative assessment for masteryConsolidation (encoding and transfer)Closure time (celebration and next steps)21Buy In StrategiesFor buy-in, you can use 6 strategies to get your staff to be hungry.

22Three Buy In StrategiesUse their own experience to validate an idea (Have you ever noticed that.)Share fresh research you learned to bias their behavior (I just read a new article)Use the experimental strategy (This is very new. So well see what happens)

23Three More Buy In IdeasUse a quick benefit to boost reward path -WIIFM (How would you like to get out of here early for lunch?)Use raw enthusiasmFraming24What is Framing?It is the process of adding an intentional bias to the message.

It gives the listener:

a slant or point-of-viewa lens through which to seea spina filter through which to hear

25Framing ExamplesBefore we begin.. (disarming)I shouldnt be telling you this but. (elicit curiosity)You know whats interesting?..... (this is worth listening to)As someone who used to.(youre listening to an authority)From an insiders point-of-view..(this perspective is really good)26More Framing IdeasHeres a good one. (pay attention to this)You know what I found to be interesting.(this is not as boring as before)You wont believe this.(be ready to be shocked)As someone who used to call her a friend(I have hot insider knowledge few others have)Hey, can you keep a secret?....(you wont hear this just anywhere)27Three Bonus Buy-In IdeasAsk a little, take a lot (stair step activities; do micro chunks with no apologies)Let music solve your problem (songs can do the heavy lifting for you)Invite a team leader or other staff to start an activity

28Getting Staff on BoardAll Aboard!

29Strategies to Get Staff on BoardTransparency (Builds Trust and Reduces Delusions)Create Ownership (Make the Problem and the Solution All Theirs)Shrink the Change (Make the Solution Seem Possible)Deal with Stress/Distress (Its Killing the Change Process and Some Staff)Power of the Nudge (Smart Nudges can Turn distractions into Success)Focus (Doing the Basics Very Well is Priceless)

Question: Can you look at this list and find one of these ideas you would like to learn more about? Turn to your neighbor and let them know which one.

Len: TransparencyMatt: Create OwnershipMatt: Shrink the ChangeLen: StressMatt: Power of the NudgeLen: Focus

Summary: Blank Bingo Card30TransparencyHow decisions are being madeWhat the scores areFunding levelsAccountability for IndividualsOpportunitiesWhere the cuts are likelyWhat needs to happenLen: Transparency

31Which One of These is The TruthMany teachers never thought they signed up for the intensity and testing climate they face daily.Many teacher never thought the accountability would get so personal, so often, with such serious consequences. Many teachers never thought their own stress levels would be pushed up so much. They dont have the coping skills. Many teachers have lost the passion for their current job, but in this economy, they cant quit and find a new job. Many teachers are unwilling to face a new reality: they might not be as competent as they used to think they were. Many teachers know they are not a star, but theres no way to get them up to speed to build their own capacity. Len: Transparency

32Script for Transparency: Acknowledge RealityListen, your job has more accountability, more paperwork, more meetings, more focus on testing and more stakes in the game than you expected when you sign up.

Your job requires a greater number and wider range of skills and more unflinching positivity than you ever dreamed