Transcript Slide 1

Change Your Bait!
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EIGHT GREAT STRATEGIES
to HOOK Every Learner
Write to Learn Conference
Osage Beach, MO
Presenter:
Martha Kaufeldt
Veteran Educator and Learning Consultant
Author of “Teachers, Change Your Bait!
Brain-Compatible Differentiated Instruction”
Thursday, Feb. 14, 2008
Pre-con
9:00pm - 4:00pm
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©2008 Martha Kaufeldt, Scotts
Valley, CA 831-335-2144
AGENDA - 8 Great Strategies
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3 Key Elements of Brain-Compatible Learning
“Guided Note-taking with a Graphic Organizer”
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“Stand Up - Hand Up - Pair Up!”
“Choice Inquiries” - Processing Opportunities
Bloom’s Taxonomy & Multiple Intelligences
“Circle Share” - Personal Narratives
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“Visualizing and Verbalizing” - Mental Movies
“Books of Correspondence” - Character Development
“Word Banks” - Haiku - Collaboration
“Tableaux & Living Dioramas” - Literature Comprehension
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“Opinion Exit Cards” &“ Discussion Dots” - Reflection
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
Recommended Resources
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Multiple Intelligences in the Classroom, 2nd
Edition, by Thomas Armstrong (ASCD, 2000)
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Magic Trees of the Mind,
By Dr. Marian Diamond & Janet Hopson,
(Penguin Putnam, 1998)
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Differentiated Instructional Strategies:
One Size Doesn’t Fit All,
by Gayle H. Gregory and Carolyn Chapman
(Corwin, 2002)
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Differentiated Instruction in the Regular
Classroom
by Diane Heacox, Ed.D.
(Free Spirit Publishing, 2002)
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Different Brains, Different Learners, How
To Reach the Hard to Reach,
by Eric Jensen (The Brain Store, 2000)
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The Learning Brain, By Sarah-Jayne
Blakemore & Ute Frith, (Blackwell, 2005)
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The Brain’s Behind It,
By Alastair Smith (Crown House, 2005)
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Learning Smarter,
By Eric Jensen (The Brain Store,2000)
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Multiple Intelligences: The Complete MI
Book, by Dr. Spencer Kagan & Miguel Kagan
(Kagan Publishing, 2001)
The Differentiated Classroom:
Responding to the Needs of All Learners,
by Carol Ann Tomlinson (ASCD, 1999)
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Begin With the Brain: Orchestrating the
Learner-Centered Classroom
by Martha Kaufeldt (Zephyr Press, 1999)
How to Differentiate Instruction in
Mixed-Ability Classrooms, 2nd Ed.
by Carol Ann Tomlinson (ASCD, 2001)
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TRIBES: A New Way of Learning and
Being Together
by Jeanne Gibbs
(Center Source Systems, 2001)
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How the Brain Learns, 2nd Edition,
by David Sousa (Corwin, 2001)
• Teachers, Change Your Bait! Brain
Brain Matters: Translating Research into
Compatible Differentiated Instruction,
Classroom Practice,
by Martha Kaufeldt (Crown House
by Patrica Wolfe©2008
(ASCD,
2001)
Publishing,
2005)
Martha Kaufeldt, Scotts Valley, CA
831-335-2144
http://www.beginwiththebrain.com
3 Key Elements of
Brain-Compatible Teaching and
Learning
B-C Element # 1 - LESS STRESS!!
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Stress, and Perceived Threat can minimize the brain’s capabilities to learn
Create a Safe and Secure Climate and Environment
Promote personal relationships and social skills
B-C Element # 2 - DO THE REAL THING!
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Multi-sensory experiences promote brain growth and connections
Provide Enriched Environments for learning
Encourage Discovery Play and Meaningful Engagement
B-C Element #3 - USE IT OR LOSE IT!
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Multiple opportunities to Actively Process new learning assures Long Term
Retention
Differentiate Instruction, Provide Choices, Vary Grouping and Honor the
Multiple Intelligences
Orchestrate opportunities to apply new learning in real-world experiences
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
REFLEX RESPONSE TO
PERCEIVED THREAT
Hippocampus
Reflex Triggers:
1. Survival, dangerous situations
2. Perceived threat
3, Old memories of danger
4. The unknown
5. CHAOS & CONFUSION
Amygdala
Physiological Responses:
•Stress hormones - reaction
•Startle Reflex
•Blood pressure, rapid breathing
•Upset stomach, dry mouth
•Large muscles stimulated
•Hackles tighten!
•Freezing
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
B-C Element #1: LESS
STRESS!
Maintain a safe and secure climate and
environment
• Maintain an atmosphere of low threat
balanced with high challenge.
• Keep learning joyful and rigorous.
• Make sure students know the agenda,
purpose & game plan.
• Allow time for reflection, contemplation
and expansion.
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
When responding to true danger or
perceived threat, brains are less
capable of doing any of the
following:
• Being creative
• Seeing or hearing environmental clues
• Remembering and accessing prior
learning
• Engaging in complex tasks, open-ended
thinking, and question
• Sorting and filtering out unimportant data
• Planning and mentally rehearsing
• Detecting patterns
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
• Communicating
effectively
Avoid the Reflex
Response!
• Post “daily agendas” and “procedures” - Students
should know the game plan and expectations.
• Create a “body compatible” environment. Encourage
movement and healthy habits.
• Orchestrate “inclusion activities” to build a sense of
belonging and build community.
• Include novelty and humor every day.
• Allow processing time that includes “choice”
• Honor the Multiple Intelligences & learning styles.
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
Brain and Body
Compatible Environments
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• Fresh water should be easily accessible and encouraged.
• Natural and incandescent lighting has advantages over
fluorescent lighting in learning & working environments.
• Constant exposure to “white noise” and electromagnetic
fields may inhibit learning.
• Movement and exercise can enhance neural connections in
the brain as well as improve general health.
• Basic needs such as hunger, thirst, elimination, temperature,
odors, lighting, and movement must be addressed in a timely
manner to decrease stress levels.
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
The Developing Neuron:
Where Learning Takes Place
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Brain “Plasticity”
Use It Or Lose It!
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
B-C Element #2: DO THE REAL
THING!
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Provide multi-sensory experiences
in
enriched
environments.
Assess students’ prior experiences
&
background knowledge.
• Determine if the content and concept is developmentally
appropriate.
• Provide complex, interactive, first-hand learning
experiences.
• Make sure content is meaningful and relevant.
• Provide a wide variety of input and resources.
• Allow adequate TIME!
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
B-C Element #3: USE IT OR
LOSE IT!
Actively process new learning
in a variety of ways
• Structure frequent opportunities for students to
do REFLECTION on the product and process of
their learning.
• Provide daily activities that allow students
personal CHOICE in how they process and store
new knowledge.
• Orchestrate a variety of COLLABORATION
opportunities.
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
Provide Reflection Opportunities
Any activity through which the brain recalls a
concept, skill, or process. Reflection activities will
prompt the brain to re-stimulate the new
connections among the neurons, which helps
strengthen them.
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Journaling
Visualizing
Discussions
Reproductions
Interactive Notebooks
Guided Note-Taking
Graphic Organizers
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
As described by Howard Gardner, a leading
researcher at Harvard on the understanding of the
multiple intelligences, an “intelligence” is the ability
to solve problems or create meaningful products in a
particular setting. Gardner and his team have
identified at least 8 ways that we learn and know
about reality that are common to all cultures…and,
he believes, there may be more. Each of us has
unique strengths based on our genetics and our
environment. Each person is “smart” in his or her
own way. By discovering and building on those
strengths we can use our intelligences to enhance our
understanding of new concepts.
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
Use the Multiple Intelligences to Get
the Learners’ Attention & Engage
Them!
GET A NIBBLE!
SET THE
• HOOK!
CONSTRUCT / BUILD
• NOVELTY
• ROLE-PLAY / ACT
• HUMOR
• DRAW / CREATE
• DISCREPANT
• ANALYZE / CHART
EVENT
• WRITE / COMPOSE
• PARTICIPATIO
• DISCUSS / SHARE
N
• REFLECT / EVALUATE
• TIME
OBSERVE / IMAGINE
PRESSURE
©2008 Martha Kaufeldt, Scotts Valley, CA •831-335-2144
Multiple Intelligences
”(An Intelligence) is the ability to solve problems or
create meaningful products in a particular setting.”
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(Gardner, 1997)
At least eight “Intelligences” have been identified as people’s most
common or preferred processing and problem-solving abilities:
•Verbal-Linguistic “Word Smart” •Logical-Mathematical “Logic Smart”
•Visual-Spatial “Picture Smart”
•Bodily-Kinesthetic “Body Smart”
•Musical-Rhythmic “Music Smart” •Naturalist “Nature Smart”
•Interpersonal “People Smart”
•Intrapersonal “Self Smart”
Students may grasp new concepts more easily if they have
opportunities
to process the information in a way that makes sense
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
to them - and comes more easily to them.
Verbal-Linguistic-WORD
SMART
• A love of language and words
• Enjoys reading and writing
• Good at word games & puzzles
• Uses metaphors and colorful
language.
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
Logical/Mathematical-
NUMBER & LOGIC SMART
• Creates logical patterns
• Good at strategy games like chess often competitive
• Enjoys numbers and calculations
• Uses lists and step-by-step approach
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
Musical-Rhythmic-MUSIC SMART
• Easily recognizes tones and rhythms.
• Often sings, hums or taps when working
and processing
• Know the words to many songs.
• Sensitive to environmental sounds.
• Might play an instrument or sing.
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
Bodily-Kinesthetic-BODY
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SMART
Prefers to learn by doing!
Likes to use the whole body to process
Often very athletic and likes sports
Often a performer dancer or actor
Likes to construct and deconstruct
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
Visual-Spatial-PICTURE SMART
• Can transform images easily to another
medium such as drawing, sculpture,
construction.
• Vivid imagination and visualization skillscreates “mental movies”
• Interested in color, arrangement, texture,
balance, design
• Likes pictures, video, computers, TV
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
Naturalist-NATURE
SMART
• Sensitivity and connection to the natural world
• Notices seasonal and other environmental
changes.
• Recognizes patterns in nature
• Works best outdoors or near a window.
• Likes to have plants and animals around.
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
Intrapersonal-SELF
SMART
• Process and problem-solves best
while alone
• Takes time for reflection and
contemplation
• Not very social-independent
• Has strong intuitive sense
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
Interpersonal - PEOPLE
SMART
• Great communicator
• Enjoys working with and helping
others.
• Very social and has a lot of friends.
• Can read other’s intentions, moods
and feelings.
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
SIMPLE SYSTEM FOR DESIGNING
GOOD INQUIRY TASKS
• CONTENT - Identify skills or concepts students will learn, build or
demonstrate (What students are expected to KNOW or be able to do.)
• PROCESS - Select a process verb (What students will DO.) from a level
of thinking from Bloom’s.
• AUTHENTIC TASK - Design a complex task that integrates the new
knowledge into a meaningful product or demonstration. (What students
will MAKE or PERFORM.)
• MULTIPLE INTELLIGENCES - Review the Inquiry to identify which of the
“eight kinds of smart” will be most used. Is there variety? (HOW students
will process or demonstrate.)
• ASSESSMENT CRITERIA - Determine appropriate expectations about
quality, quantity, completion dates, etc.
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
MUST DO
SURVIVAL! Book Project
1. Describe the main character’s personality and motivation
2. Describe the setting of the story.
3. Describe several parts where the main character had to
demonstrate survival skills.
4. Describe a favorite scene in the story.
5. All students choose at least ONE (1) MAY DO project from the list
below. You may not choose one you have done before.
Do your personal best. Use your "SMARTS!"
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MAY DO
Design a new book cover for your book….
Compose a well-written letter to a Librarian…
Illustrate a detailed colorful poster …
Write a one page description of a possible video game…
Compose a rap or song that tells the story line….
Write a one page "new ending" to the story…
Create a mobile of the characters in the story…
Write up a description of one of the main characters of your story
as if it is 20 years later….
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
Traits of Haiku
• Short, succinct, 17 syllables or less
(or 5-7-5 rigid format)
• Observation of nature, environment,
living things, non-violent
• Reference to seasons
• In the present
• Describe a change
• Powerful descriptive words (adjectives)
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
Graphic Organizer WORD BANK
Summer
Autumn-Fall
Winter
•Hot
•Humid
•Sunny
•Watermelon
•Swim
•Insects
•Play
•Cool
•Brisk
•Leaves
•Pumpkins
•Nuts
•Squirrels
•School
•Cold
•Rain
•Snow
•Snow Hare
•Deer
•Ice
•Sleep
Spring
Nature
Change
•Warm
•Rain
•Wind
•Birds
•Garden
•Blossoms
•Explore
•Sprouts
•Breeze
•Cloud
•Stream
•Branch
•Nest
•Flowers
•Growing
•Reaching
•Wilting
•Dying
•Emerging
•Hiding
•Shedding
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
Tableaux & Living Dioramas
• A tableau is a dramatic activity where
a group of students are asked to physically
construct a significant scene from a piece of
literature, a historical event or a current issue through body placement, facial expressions, and
the use of a few props. This “freeze frame”
invites students in the audience to identify the
scene, its importance, and the significance of the
characters, their actions, and reactions.
“Tableaux With a Twist” invites students in the
audience to push an “action button,” or tap a
character in the scene, hearing what they have to
say. The tapped characters in the scene explain
what they are doing and why they are doing it.
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
DISCUSSION
DOTS
• Work in groups of 3 or 4 from your
table.
• Each take one of the colored sticky
dots strips
• Quickly discuss thoughts you have
about the topic…
• Each time you make a comment, put
down a sticky dot.
• Only make another comment AFTER
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144
In My Opinion… EXIT CARDS
• Reflect about this session. Choose one of the
prompts below and write your response on an
EXIT CARD. Include your name if you want. Hand
it in at the back table when you exit. - Thanks!
 I would recommend this session to….
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I noticed that…
A strategy that I will use right away is…
The example I liked the best today was…
Something I know I will do differently right away…
 It would have been better for me if…
 A graphic that would describe my thoughts would look like…
©2008 Martha Kaufeldt, Scotts Valley, CA 831-335-2144