Transcript Document

Creating the Conditions for Learning
Arch Diocese of Philadelphia
March 1-4, 2010
with Susan Kovalik and Sue Pearson
• Senior Advisor Center for the Leadership in Education
• Founder of Center for Effective Learning
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Catholic Nuns as Nation Builders
• Nations largest private school system, in 1950
11% of American students were enrolled
• 1st school for African-Americans, helped create
a black middle class
• 1st schools west of the Mississippi
• Created the Xavier University New
Orleans1915
• Large percentage of Fortune 500 CEO’s
attended Catholic schools
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
1st large network of female professionals
• Largest non-profit hospital system in the
nation
• 20% of nurses during the Civil War
worked on both sides
• 1st responders to health epidemics
• RR tycoons gave them lifetime passes
because their hospitals offered the only
decent care for injured workers
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
DISCIPLE AND UTTER LACK OF FEAR
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16% of nations community hospitals
Co founded Alcoholic Anonymous
1st large group of educated women
1st group to brave going west to the
mines, the undeveloped cities (SF) and
bring hospitals and schools
• Over 600 schools and 400 hospitals
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
We are the only species
that creates the
environment that creates
who we become!
—Land of Childhood
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Topics you asked for:
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Critical Thinking
Parent Support
Learning Styles
Needs of Specialists
Limited Funds
Classroom
Management
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
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Gifted
Assessment
Depth of Study
Range of Abilities
Transition Times
Technology
Environment
www.theCenter4Learning.com
Creating the Conditions for Learning
• The Physical Environment-room design
• The Cultural Environment-character
• Managing differences-multiple
intelligences
• Engaging students – levels of input
• Motivation comes from within –
progression of understanding
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Flow for the Day
• A video clip of actual classrooms that are
part of the Highly Effective Teaching
Model
• Susan-the Science behind the video
• Sue- Practical ways to facilitate an
effective classroom
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
WHY ARE WE HERE
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Creating Context
Biology of
Learning
HIGHLY EFFECTIVE TEACHING
Instructional
Conceptual
Strategies
Curriculum
GROWING RESPONSIBLE CITIZENS
www.theCenter4Learning.com
BRAIN PRINCIPLES
1. Learning is an inseparable body/brain
Partnership
• EMOTION is the gatekeeper to
learning and performance
• Movement enhances learning
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
2. Intelligence is a function of
EXPERIENCE-level the learning field
3. There are multiple ways to
demonstrate understanding
MULTIPLE INTELLIGENCESDIFFERENTIATION
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
BodyBrain Compatible Instructional Strategies:
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8.
9.
Absence of threat
Meaningful Content
Choices
Movement to Enhance Learning
Enriched Environment
Adequate Time
Immediate Feedback
Collaboration
Mastery/Application
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Critical attributes of a learning environment:
• A safe and predictable
environment
• Consistency and continuity
• Context, Context, Context
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
An Integrated Unit of Study
• A week long intensive about the HEART,
quadrant D and Gold Seal all in one
• Skills and standards integrated
• First Day-three hour class-what would
you do the rest of the week?
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Adequate Time
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
• EMOTION IS THE
GATEKEEPER TO
LEARNING AND
PERFORMANCE
• and your classroom has
emotional impact
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Emotions Drive >>>
Attention * Learning * Memory!
—Bob Sylwester
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
MIRROR NEURONS
• Some brain memory networks store
and recall facts and experiences and
others, including mirror neurons, store
and recall specific movement
sequences.
www.theCenter4Learning.com
brainstorm
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Every change in the
physiological state is
accompanied by an appropriate
change in the mental
emotional state, conscious or
unconscious, and conversely,
— Elmer Green, Mayo Clinic
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Every change in the mental
emotional state, conscious or
unconscious, is accompanied
by an appropriate change in
the physiological state.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Learning and memory
processes exist in a circular
relationship…learning enables
information to cross over the
lines of perception into
memory, but once stored these
memories affect future learning.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
—Ratey
www.theCenter4Learning.com
Our emotions have a mind
of their own, one which
can hold views quite
independently of our
rational mind.
—Joseph LeDoux
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
TOWANDA
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
GENDER DIFFERENCES
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
CULTURE
“The agreed upon
behavior when
we’re together.”
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Being There
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
We belong to many
groups and each one
has defined cultural
behavior.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Groups:
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Home, School, Church
Teams, Hobbies, Civic
Suburbs, City, Rural
Women’s, Men’s, Relatives
Liberal, Conservative, Green
Faculty, Military, Bureaucracy
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Without a defined school
culture students and teachers
choose their behavior,
attitudes, and means of
interaction based on comfort
and survival.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Creating a positive and
transferable school culture
allows students and adults
to function in a safe and
predictable environment.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Lifelong Guidelines and
LIFESKILLS are the
cultural parameters of a
Highly Effective
school/classroom.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Lifelong Guidelines
Trustworthiness: To act in a manner that makes one
worthy of confidence
Truthfulness: To act with personal responsibility and
mental accountability
Active Listening: To listen with attention and intention
No Put-Downs: To never use words, actions and/or body
language that degrade, humiliate, or dishonor others
Personal Best: To do one’s best given the circumstances
and available resources
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
© Exceeding Expectations
by Susan Kovalik & Karen D. Olsen, p. 9.1
www.theCenter4Learning.com
Community is a dynamic
whole that emerges when
a group of people:
• participate in common practices
• depend on one another
• make decisions together
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
What would the Lifelong Guidelines look like, sound
like, and feel like in your work environment?
TRUSTWORTHINESS
TRUTHFULNESS
ACTIVE LISTENING
NO PUT-DOWNS
PERSONAL BEST
What behaviors would you no longer
see if these were part of your school
culture?
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
PERSONAL BEST IS. . .
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Defined by 19 LIFESKILLS
Consistent pursuit of a moving target
Not about treats/rewards
A mindset of personal/group goals
Transferable-family, school, work,
religious experiences, recreational
life
www.theCenter4Learning.com
LIFESKILLS
• Rigor: Curriculum for “life”
• Relevance: Curriculum for
responsible citizenship
• Relationship: Curriculum
for family/work/community
www.theCenter4Learning.com
LIFESKILLS
INTEGRITY: To act according to what’s right
and wrong
INITIATIVE: To do something because it
needs to be done
FLEXIBILITY: The ability to alter plans
when necessary
PERSEVERANCE: To keep at it
ORGANIZATION: To work in an orderly way
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
LIFESKILLS
SENSE OF HUMOR: To laugh and be playful
without hurting others
EFFORT: To do your best
COMMON SENSE: To think it through
PROBLEM SOLVING: To seek solutions
RESPONSIBILITY: To do what’s right
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
LIFESKILLS
PATIENCE: To wait calmly
FRIENDSHIP: To make and keep a friend
through mutual trust and caring
CURIOSITY:
To investigate and seek
understanding
COOPERATION: To work together toward a
common goal (purpose)
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
LIFESKILLS
CARING: To show/feel concern
COURAGE: To act according to one’s beliefs
PRIDE: Satisfaction from doing your personal best
RESOURCEFULNESS: To respond to
challenges in creative ways
CREATIVITY: To generate ideas; to create
something original
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
LIFESKILLS in Common
 Pair up with another participant that you
do not know very well. (one minute)
 Take three minutes to introduce
yourselves and identify three
LIFESKILLS strengths you have in
common.
 At the prompt, join with another team,
introduce yourselves, and identify three
LIFESKILL strengths the four you have in
common.
 Thank each other and return to your
table when finished.
Business [email protected], 2005
www.theCenter4Learning.com
IMPLEMENTING the LG/LS
LONE RANGER
TEAM
One teacher ~
One class
Grade level
Loop group
COOL SCHOOL
DECISIVE DISTRICT
Whole school
implementation of LG/LS
Entire community
participates
www.theCenter4Learning.com
LIFESKILLS in ACTION
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Definition
What it is . . .
What it’s not . . .
Why practice . . .?
How do you
practice?
• What does it look
like in real life?
• What does it look like
in school?
• How do I practice. . .?
• Signs of success.
• Signs that more
practice is needed. . .
• Curriculum
Connections
• Home Connections
www.theCenter4Learning.com
ORGANIZING YOUR SOUL
YEAR
WEEK
TODAY
CARING
www.theCenter4Learning.com
LG/LIFESKILL Resources
• Tools for Citizenship and
Life: Using the LG/LS in your
Classroom
• Character Begins at Home:
Family Tools for Teaching
Character and Values
• LIFESKILLS DVDs, activity
cards, bookmarks, magnets,
songs,
www.theCenter4Learning.com
MOVEMENT TO ENHANCE LEARNING
• When exercise requires complex
motor movement such as Dance,
Dance, Revolution, we are also
exercising the area of the brain
involved in the full range of cognitive
function.
www.theCenter4Learning.com
BRAIN RESEARCH
Repetitive gross motor
movement balances
brain chemicals that calm
behavior and elevate
self-esteem.
www.theCenter4Learning.com
BRAIN RESEARCH
85% of school
age children
are
bodilykinesthetic
learners.
~Jean Blaydes~
neurokinestheologist
www.theCenter4Learning.com
Latitude Attitude
• North Pole: touch head
• South Pole: stamp feet
• Equator: hands around waist
• Latitude attitude: circle body around
• Multitude of Longitude: arms up, touch toes
• Tropic of Cancer: chest (lungs)
• Tropic of Capricorn: knee caps
Talk and Touch
www.theCenter4Learning.com
3 Kinds of Rock
IGNEOUS (Fire)– move arms to imitate
volcanic eruption
SEDEMENTARY (layers)– move arms in
horizontal position to show layers
METAMORPHIC (pressure)– press hands
together like shaking hands when
meeting someone.
www.theCenter4Learning.com
Movin’ and Groovin’!
Broadway Kids and
PHILADELPHIA TEACHERS
www.theCenter4Learning.com
Your Turn
• As a team, select a skill that you teach.
• Reflect on body actions that will help
your students learn/remember and be
able to “call back” this skill.
• Practice these movements. Refine.
• Share with another table group.
• TIME: 10 minutes
Variations: Build a specific machine; realistic; fantasy; community
www.theCenter4Learning.com
Movement~Resources
Susan Griss
Helen Landolf
Carol Glynn
Traci Lengel, Ed.
www.theCenter4Learning.com
Intelligence Is A Function
Of Experience
We are not born
intelligent only with a
capacity to be so
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Every day our experiences can:
— enhance
— stifle
— or diminish
our intellectual, social and/or
emotional capacity.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
A day in the life of a student and a
teacher!
StartStopStartStopStart…StopStartSt
opStartStop…StartStopStartStop…St
artStop…StartStopStart….StopStartSt
opStartStop….StartStopStart…StopSt
artStopStart…StopStartStopStart….St
op………..
Every Hour Of The Day
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
REGRESS/PROGRESS
R---------------------P
R---------------P
R------------P
R--------P
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
The basic element of thinking requires
lived experience, which is sensation
filtered by an emotional structure that
allows us to understand both what
comes through the senses and what
we feel and think about it, as well as
what we might do about it.
—Greenspan
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
GARHIME
Field study
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
To learn, actively reason and
remember new information it is
essential for the brain to block
out non-important stimuli and
maintain attentive focus.
Carla Hannaford, Ph.D.,
Smart Moves: Why Learning Is Not All In Your Head, Page 175
©1997 Susan Kovalik & Associates
www.theCenter4Learning.com
• The intensity with which you attend
to such stimuli is determined by your
own level of interest, alertness and
anxiety.
• The cognitive process of assigning
an emotional weight to perceptions
affects attention as well.
—Ratey
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
• Oversimplification of input doesn’t make
something easier to understand for there
is no relationship and no context.
• Time on task does not equate to input;
input involves raw materials from which
patterns can be extracted, not the amount
of time devoted to something.
—Kovalik
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Expertise for students
depends upon “a sufficient
accumulation of
appropriate experiences.”
—Caine and Caine
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
www.theCenter4Learning.com
www.theCenter4Learning.com
www.theCenter4Learning.com
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Progression of Understanding
This is your life!
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Theme in a Day
I CAN DIVIDE AND CONQUER
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
EFFECTIVE FIRST TEACHING
• It is much more difficult to
unlearn something learned
incorrectly than to learn it
correctly the first time.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
What We Know!
• Division facts are introduced in 3rd
grade
• Takes 2 years and 3 months for
students to learn long division
• Algorithm in 4th
• And again in 5th and 6th
• Yet we have junior high students
• who cannot divide!
© Susan Kovalik & Associates 2007
www.theCenter4Learning.com
Why Theme in a Day Works!
We Maximized Input to the Brain
• Appealed to a variety of intelligences
• Problem on board and in passport
handbook
• Manipulatives to “see” the problem
• Adult explained problem; student
used “math speak” to explain
• Hand jive (Movement)
www.theCenter4Learning.com
How Did We Engage Students?
• By invitation-had to know multiplication
facts
• Students received immediate feedback
• Goodie box with work items-pencil, etc.
• Divided into groups of 5-adopted a famous
mathematician for the day
• Incentives at every station: mini-stickers
were given to anyone asking for help;
Goodie box (pencil etc.)
• Direct instruction: 11-16 minutes per hour
© Susan Kovalik & Associates 2007
www.theCenter4Learning.com
How Did We Promote
Positive Performance?!
• Station: group work-45 minutes
• Relaxation periods throughout
day
• Lunch provided by parents/pizza
lunch
• Many adults available to provide
instruction and feedback
• Each student received an “I Can
Divide and Conquer” badge and
certificate at the end of the day
© Susan Kovalik & Associates 2007
www.theCenter4Learning.com
What Is the Station Format?
1.TELL
2.SHOW
3.SOLVE
4.CHECK
© Susan Kovalik & Associates 2007
www.theCenter4Learning.com
How Did We Orchestrate
Learning?
• Using specialists -media, PE, music, art,
technology
• Providing 26 different stations, each with
concrete examples
• Providing choices at stations
• Adhering to 2 management standards for
the day: Active Listening and No Put-Downs
• PARENT TRAINING: volunteers attended a
2-3 hour training
www.theCenter4Learning.com
How Did We
Orchestrate
Learning?
Methods
of Orchestrating
Learning
• Organized students into groups of 5
• Provided a snack station-manned by
parents
• Worked through recess; take breaks
as needed
• Recruited and trained at least 15
adults to help.
• Solicited “seed” money -grants, PTA
www.theCenter4Learning.com
Pattern for the Day
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Direct instruction: short division
Stations: visit 2-3 stations
Break: snack
Direct Instruction: long division
Stations: visit 2-3 stations
Direct Instruction: long division
with remainders
• Stations: 2-3 visits
www.theCenter4Learning.com
Afternoon Session
Choices (Multiple Intelligences)
– Art: working with division art project
– Music: learning division song
– Drama: writing and acting out division
problems
– Technology: using math programs
focused on division
www.theCenter4Learning.com
What Would You do?
• Discuss, in your Learning
Club, some ideas for “Theme
in a Day”.
• Aim for three or more
possibilities.
• Be prepared to share why you
made these choices.
www.theCenter4Learning.com
POSSIBILITIES
LIFELONG
GUIDELINES &
LIFESKILLS
POLITICAL
ACTION
PETITION FOR . . .
“IT’S A GREAT LIFE”
“THE BUCK STOPS
HERE!”
“HEY, MR.
POSTMAN”
EARTH
DAY
PUNCTUATION
COMMUNITY
PROJECT
“PARK IT HERE!”
“GET THE POINT?”
“WE ARE FAMILY”
FRACTION DAY
SERVICE
MULTIPLICATION
WEEK
“LET’S ALL GO TO
PIECES”
“IT WAS THE BEST
OF TIMES, IT WAS
THE WORST OF
TIMES”
“WE’VE GOT YOUR
NUMBER”
www.theCenter4Learning.com
• Ah Ha! It is a Mirror Neuron in
Action!
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Some brain memory networks store and
recall facts and experiences and others,
including mirror neurons, store and recall
specific movement sequences.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
The frontal lobe creates a mental template
of the intentional movements of others, and
then primes the responsive behavior.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Baby laughing
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
The Process
When we observe in the initial stages of a
movement sequence as when a diner picks
up a knife and fork, we infer the subsequent
actions because our brain is mirroring the
entire movement sequence and so knows
what will occur next.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
When someone on a street corner in a
rough part of town pulls out a knife the
inference response is to what movement
sequence they have seen before.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Autistic children have a deficient mirror
neuron system, and this explains their
inability to infer the thoughts and behaviors
of others.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
The mirror neuron system works
best when it directly observes
human behavior, but apparently it
can also respond to televised and
filmed human movements.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Children see
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Our mirror neuron system may
eventually explain the effectiveness
of many teaching and parenting
techniques in which explicit
modeling provides children with
effective behavioral patterns to
follow.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
DO AS I SAY, NOT AS I DO
—And how is that working for you?
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
micro
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
When learning something new
we UNDERSTAND . . .
• 10 percent of what we hear
• 15 percent of what we see
• 20 percent of what we see and hear
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
When learning something new we
understand:
• 40 percent of what we discuss
• 80 percent of what we experience
directly or practice doing
• 90 percent of what we attempt to
teach others
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Pathways To Understanding
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Being There
Immersion
Hands on Real Things
Hands on Representational
Second Hand
Symbolic
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
19 SENSES!
Sight
Hearing
Touch
Taste
Smell
Balance-Movement
Vestibular
Temperature
Pain
Eidetic Imagery
Magnetic
Infrared
Ultraviolet
Ionic
Vomeronasal
Proximal
Electrical
Barometric
Geogravimetric
Visible Light
Vibrations in Air
Tactile Contact
Chemical Molecular
Olfactory Molecular
Kinesthetic Geotropic
Repetitious Movement
Molecular Motion
Nociception
Neuroelectrical Image Retention
Ferromagnetic Orientation
Long Electromagnetic Waves
Short Electromagnetic Waves
Airborne Ionic Charge
Pheromonic Sensing
Physical Closeness
Surface Charge
Atmospheric Pressure
Sensing Mass Differences
R. Rivlin and K. Gravelle, Deciphering Your Senses
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
stream
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
19 Senses
Barometric
Geogravimetric
Ionic
Ultraviolet
Infrared
Magnetic
Electrical
Proximal
Vestibular
Balance
Vomernasal
Pain
Temperature
Smell
Taste
Touch
Eidetic Imagery
Hearing
Sight
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
IMMERSION
Electrical
Proximal
Vestibular
Balance
Vomernasal
Pain
Temperature
Smell
Taste
Touch
Eidetic Imagery
Hearing
Sight
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Hands-on Real
Vomernasal
Pain
Temperature
Smell
Taste
Touch
Eidetic Imagery
Hearing
Sight
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Hands-On Representation
Touch
Eidetic Imagery
Hearing
Sight
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
2nd HAND
Eidetic
Imagery
Hearing
Sight
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
SYMBOLIC
Hearing
Sight
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
• The challenge of word problems in math
is that the students seldom has a mental
picture, based on their experience, of
what the question is asking.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
• You only understand information relative to
what you already understand.
• You only understand the size of a building if
there is a car or a person in front of it.
• You only understand facts and figures when
they can be related to tangible,
comprehensible elements
— Richard Saul Wurman, Information Anxiety
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
INPUT PATHWAYS
*
Being
There
Immersion
Hands On
Real
Things Hands On
Representation
2nd Hand
Symbolic
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Real-World TESTS of MASTERY
• The ability to use the language of the
discipline or subject in complex situations and in
social interaction
• The ability to perform appropriately in
unanticipated situations
Caine &Caine,
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
• The ability to solve real problems
using the skills and concepts
• The ability to show, explain, or
teach the idea or skill to another
person who has a real need to know
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
recycle
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Creating Context
Biology of
Learning
HIGHLY EFFECTIVE TEACHING
Instructional
Conceptual
Strategies
Curriculum
GROWING RESPONSIBLE CITIZENS
www.theCenter4Learning.com
We are the only species
that creates the
environment that creates
who we become!
—Land of Childhood
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com