Centennial Public Schools Instructional Implementation

1. Centennial Public SchoolsInstructional Implementation Toby Boss Jill Johnson Lenny VerMaas ESU 6

2. ENACTED ON THE SPOT Student Engagement INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Teacher/Student Relationships Adherence to Rules and Procedures Interacting With New Knowledge Generating/ Testing Hypotheses Practicing and Deepening High Expectations

3. The Art and Science of Teaching Content Segments ADDRESSES CONTENT IN SPECIFIC WAYS Interacting with New Knowledge Generating/ Testing Hypotheses Practicing and Deepening 3

4. Content Segments • Interact with new knowledge • Practice and deepen content • Generate and test hypothesis

5. The Art and Science of Teaching INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Interacting with New Knowledge

6. If the segment involves new knowledge what do you expect to see? • Previewing activities • Identify critical information • Info presented in small chunks • Students processing each chunk in small groups • Students summarizing and taking notes after content has been introduced • Students reflecting on their learning

7. A Memory Task • I am going to quickly read a list of 10 things you might find in your desk. • After I have read the list you will write down as many of the items as you can.

8. Paper clips • Stapler • Marker • Sticky notes • Notepad • Pencil • Ruler • Calculator • White out • Glue

9. Some ideas for chunking… • King of Queens • ABCs

10. Chunking helps us remember… • Pythagorean Theorem • a2+b2=c2 • Right triangles, hypotenuse, legs, square roots, exponents • Color wheel • Primary, secondary, and tertiary colors • Mixing techniques • Other ways we naturally chunk information to assist in remembering • 402-761-3341 • License plates • Social security numbers

11. Primacy–RecencyEffect During a learning episode we remember best that which comes first, second best that which comes last, and least that which comes just past the middle. What does this look like in your classroom?

12. Primacy-Recency (Sousa, How the Brain Learns, 2007, p. 90)

13. Amount of Prime Learning Time • 20 minute episode • 18 prime time (90%), 2 down time • 40 minute episode • 30 prime time (75%), 10 down time • 80 minute episode • 50 minute time (62%), 30 down time

14. The Importance of Processing Time • The brain needs time to create connections and pathways to create long term memories. • The hippocampus can only hold so much • Example of glass of water. • Too much, to fast, it won’t Last. • 10-2 or 5-1 rule

15. So why is it necessary to change up instruction?As your brain gets numb-er Your brain gets dumber

16. Changing STATESChange up instruction 5-10 min. for pre-adolescents, andEvery 10-20 minutes for adolescents into adults.

17. Thinking About It • Why would you want to change states when you finally have students quiet, sitting in their seats, and looking like they are listening to you? • Because the brain needs a chance to refocus and start again. • When you stand up blood flow to the brain increases.

18. Reflection • How will you chunk the new content? At what strategic points will you stop for processing? Consider: • Primacy-Recency • 10-2-5-1 • What will you use to help students process new information?

19. Processing • Think – pair-share • Elbow partner • Close partner • Summarize in own words • Interaction sequence • Other ideas?

20. Resources • http://marzanoresearch.com/site • http://esu6mrl.wikispaces.com • http://esu6craftknowledge.wikispaces.com • ESU 6 YouTube: http://www.youtube.com/user/esu6pd

21. Next Steps • October 21 – Chapter 3 in BART • Challenge: • Work on new ways to have students interact with new content. • Post ideas with the Centennial Community