Seven Ways to Increase StudentAttention and Learning

Wednesday, October 5, 2011

Presented by:

Kendall Zoller, EdDKendall Zoller, EdD, is co-author of The Choreography of Presenting: The 7 EssentialAbilities of Effective Presenters (Corwin-Press, 2010) and president of Sierra TrainingAssociates, Inc. He provides professional learning seminars and keynotes on facilitationskills, presentation skills and adaptive leadership to schools, districts, universities, stateagencies, and corporations throughout North America.

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Seven Ways to Increase Student Attention and Learning

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Seven Ways to Increase Student Attention and Learning

October 5, 2011

MAGNA PUBLICATIONS PRESENTS:

1

Sponsored by:

2

3

Kendall ZollerSierra Training Associates, Inc

Our presenter:

Seven Ways to Increase Student

Attention and Learning

A.A. CredibilityCredibility

B.B. 33rdrd PointPoint

C.C. High ExpectationsHigh Expectations

D.D. Reading a groupReading a group

E.E. Listening to and respondingListening to and responding

F.F. Resistance Resistance

G.G. Recovery with graceRecovery with grace

4

Seven Ways to Increase Student Attention and Learning

5

� Demonstrate patterns of credibility and

approachability

� Practice patterns that accelerate learning

� Practice strategies for reading groups

� Learn skills for dealing with challenges

Adult Learner

What might I learn?

Instructor

What might I use?

Peers

What might I apply?6

Rehearsal

Practice

Performance

7 8

9 10

Over 90% of the emotional content in communication

is nonverbal.

Social intelligence is

grounded in rapport and

empathy – both dependent

on nonverbal signals.

11

7Essential Essential AbilitiesAbilitiesEssential Essential AbilitiesAbilities1. Establish credibility

2. Build & sustain rapport

3. Read the group4. Listen to & acknowledge participants

5. Respond appropriately

6. Balance task, process, & group development

7. Recover with grace

12

Establish credibility & approachability

Clarify identity TransitionSend or seek 13

Choose Voice

Credible Approachable

To Send

14

Credible

Credible Obama Video

15

Credible

Credible Goodwin Video

16

Credible

Credible Gore Video

17

Credible

Each person says:

� There are two topics today

� First is exploring ethics

� Second is how to determine principle over preference

18

Credible Stance

• 90°

• Weight balanced

• Direct eye• Low breathing

19

Credible with stance

Each person says:

� There are two topics today

� First is exploring ethics

� Second is how to determine principle over preference

20

Third International Mathematics and Science Study

Japan

Australia

The Netherlands

The Czech RepublicThe United States

21

Opening

TIMMS Video Clip

22

Opening

TIMMS Video Clip

23

Opening

TIMMS Video Clip

Opening

TIMMS Video Clip

25

Opening

TIMMS Video Clip

26

Choose Voice

Credible Approachable

To seek / invite

27

Gore approachable to credible

28

• Gestures flow

• Weight uneven

• Head tilt

• Indirect eye

• Low breathing

Approachable Stance

29

Using approachable voice say:

With that information

What else might you need to

know?

Approachable voice

30

Who started?

Whoever starts the conversation can drive the flow of information

Who Starts Listen Feels like

Credible Interrogation

Approachable Interview

31

Range (off baseline)Intensity (how quickly)

Frequency (how many)

RIFF

32

Points of Focus

1st point - self

2nd point - you and another

(group)33

Points of Focus

3rd point – object

present in the room

34

Third Point Third Point

Third Point Points of Focus

4th point -Something or someone not present

38

Shift energy

Shift focus

Deliver difficult news

Help support thinking

Initiate a safer environment

Separate message from messenger

Third Point

39

Third Point

As you

Look at the data

What patterns or trends are you

noticing?

Pause, freeze body

Pause, move gesture from group to screen. Break eye contact with group.

Freeze body, look at screen. Pause. No eye contact to group.

40

Inappropriate comments

Aggressive behavior

cliques

Inattention

41

Listen to, Acknowledge and Respond

42

High Expectations CZ

43

High Expectation US

44

High Expectation - NL

45

High Expectation JP

46

High Expectation CZ

47

High Expectations US

48

High Expectations

Recommended

1. Direct eye contact2. Stand still3. Breath from abdomen

49

High Expectations

3 exercises (least Recommended)

Person A raises hand1. Person B looks away while A asks2. Person B walks away looking

back occasionally 3. Person B stands still holds breath

50

High Expectations

1 exercise (Recommended)

Person A raises hand

Person B looks at A, stands still, breathes low

51

Listening to and Acknowledging

52

When we downshift

we leave our

human brain

And regress to our

reptilian brain

53

No Forehead Needed

http://icondrawer.com/54

• Dim in dissonance

• Light up in agreement

Weston JCNS(2006)

The reasoning parts of brain

55

When leading how might others remain open to thinking?

56

How do we present ideas…

So others will consider them?57

Discuss:

How might you use this information for your next class?

Chapter 3: Read the Group

58

Read the Group

Dunn & Dunn Model

Visual

Auditory

Kinesthetic59

Reading the Group

1. Form pairs

2. One, volunteer to think

3. Other volunteer to observe

4. Thinker: think of an answer internally, no talking

5. Observer, watch for cues

6. Thinker, nod when done thinking

60

Visual Paragraph

One

aspect important to me is …

A second

aspect is. . .

And

finally, a third is. . .

B and BB and B

B and B

Here are

threeIdeas. . .

61

Resistance

Resistance

62

1. Name the resistances you

encounter when teaching

2. Discuss ways currently

surface and neutralize

resistance

Resistance

63

Proactive openings… a choreography• Today we

begin our unit on X

• Before we get started…

Some have found

this topic to be frustrating, as it challenges

personal beliefs...And there is good reason

to feel that way…

12

3

Resistance

64

Feel Felt Found

This must be done honestly and congruently:

1. You feel…. (match gestures, energy, wording)

2. I felt the same way….(if you can’t, say “others felt the same way…”)

3. What I found….

65

I Interr… Myself

To manage side talk, etc…

1.Begin sentence & interrupt yourself (3rd word in) multi-syllable word

2.Pause, indirect eye contact (Decontaminate), step

3.Begin again (Amnesia)

1 3

2

66

1. Select a resistance or two

2. Script your narrative

3. Practice the choreography

Resistance

67

Recovery with Grace

Decontaminate

1. Pause then exhale

2. Drop all nonverbals

3. Move

4. Re-start with new RIFF

68

Here is what I am seeing in a new way today…

69

Scenic and wildlife photography courtesy of

70

71 72

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