HET: Highly Effective Teaching at Clarkdale

1. HET: Highly Effective Teachingat Clarkdale Ellen Auchenpaugh Academic Coach September 5, 2013

2. What is HET? • K-12 Model • Founded by Susan Kovalik • 30 years ago • Rural, Suburban, Urban U.S. • International • Brain-Based, Gifted Instruction

3. The HET Model

4. Learning Principles of HET • 1. Intelligenceis a function of experience. • 2. Learning is an inseparable partnership between the brain andbody. • Emotion is the gatekeeper to learning and performance • Movement is crucial to every brain function including planning and executing, memory, emotion, language and learning. • 3. There are multiple intelligences. • 4. Learning is a two-step process of developing a pattern and then making it a mental program.

5. HET and Common Core • Common Core curriculum/standards/WHAT • HET framework/environment/HOW

6. Brain-Compatible Classrooms • Lighting • Organization • Colors and Patterns • Wall Space • Music • Plants • Materials

7. Flow of Color • Colors that absorb light rather than reflect it are more soothing. • Research indicates that calming colors such as blues, greensand browns invite the brain to focus and reflect. • Using one main color and one or two accent colors pulls the environment together, minimizes distractions, and provides focus.

8. “There is no such thing as not paying attention; the brain is always paying attention to something.” -Patricia Wolfe

9. Absence of Threat/ Nurturing Reflective Thinking Enriched Environment Mastery/Application Bodybrain Compatible Elements Movement Adequate Time Meaningful Content Immediate Feedback Collaboration Choices

10. “The influence of emotions and hormones on learning is greatest in the elementary and middle school years.” Judy Willis

11. Understress…the brain’s short-term memory and ability to form permanent new memories is inhibited.Caine/Caine, Making Connections: Teaching and the Human Brain page 71

12. When Downshifting Occurs: • Little or no learning • Increased heart rate • Increased blood pressure • Decreased language processing

13. Only 6 Hard-Wired Emotions Anger sadness Joy Disgust Surprise Fear Others, and how to handle them, must be taught.

14. In order for the brain to become fully engaged and do its most powerful learning, an atmosphere that isfreeof real or perceived threat must be in place. Susan Kovalik & Associates

15. Absence of threat does not mean absence of challenge or lack of consequences for misbehavior or bad choices. It does meanlack of real and perceived threatto physical and emotional safety and creating logical consequences.

16. LIFESKILLS • Integrity • Initiative • Flexibility • Perseverance • Organization • Sense of Humor • Effort • Common Sense • Problem Solving • Responsibility • Patience • Friendship • Curiosity • Cooperation • Caring • Courage • Pride • Resourcefulness Exceeding Expectations 9.13 Susan Kovalik & Associates

17. Lifelong Guidelines: Trustworthiness Truthfulness Active Listening No Put-Downs Personal Best Exceeding Expectations 9.1 Susan Kovalik & Associates

18. Helping at Home: “Target Talk” • It’s not behavior management, but training. “You showed the LIFESKILL of __________ by _______________.” rather than… “Good Job!”

19. Cross-Lateral Brain Break • Finger / Thumb Cross-Laterals Nose / Ear Switch

20. “Move the bodyandengage the mind.”

21. Movement and Learning • Movement is crucial to every brain function: planning, memory, emotion, language, learning • Ability to mimic (powerful for learning) is movement-based • Brain requires oxygen!

22. “The body grows the brain.” Carla Hannaford The cerebellum, which coordinates physical movement, also coordinates the movement of thoughts.

23. Two Purposes for Movement #1 • Reset Emotions • Change of Pace • Refuel Brain

24. Exercise is associated with: • Increased math, reading, writing scores • Positive personal relationships • Decreased depression, anxiety, fatigue • Decreased disruptive behavior (from Journal of School Health Aug. 1997)

25. Two Purposes for Movement #2 Extend Concepts and Skills (continents, Bodymapping)

26. Curriculum:The Heart of the Matter

27. Curriculumstarts withScience and Social Studies,but…conceptual teaching spans all curriculum areas!YEARLONG THEME shapes the pattern for the curriculum and the environment.

28. Other Arms Reach Out to Me Concept: Cause and Effect Being There Experience(s): Etowah Indian Mounds Creek and Cherokee Indians James Olglethorpe Tomochichi Mary Musgrove Energy Push and Pull Response to Literature An Old Sweet Song Concept: Cause and Effect Being There Experience(s): Etowah Indian Mounds Creek and Cherokee Indians Changes in Matter Lifelong Guidelines and LIFESKILLS My Brain Multiple Intelligences Narrative Georgia On My Mind Organizing Concept: Cause is an initial action that brings about an effect. Every cause has an effect. Other Arms Reach Out to Me Concept: Cycles Being There Experience(s): Fernbank Science Museum and Planetarium Plant and Animal Life Cycles Personal Finance Persuasive Writing Other Arms Reach Out to Me Concept: Change Being There Experience(s): City Hall Civil Rights Jackie Robinson Martin Luther King, Jr. Jimmy Carter Government Motion and Celestial Bodies Informational

29. CHANGE ORGANIZING CONCEPT: Component Component Component Component Change Culture Habitat or Ecosystem Cause & Effect Susan Kovalik & Associates

30. Change Culture Habitat Cause & Effect Topic Component Component Component Component My Body Topic Plants Ancient People Topic Key Points & Inquiries

31. More Information? • www.thecenter4learning.com • Clarkdale’s website • Marjorie.bickerstaff@cobbk12.org • Ellen.auchenpaugh@cobbk12.org • Exceeding Expectations by Susan Kovalik

32. It’s All About Brains