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POPCORN REVIEW

POPCORN REVIEW. By Alyson Miner, Eleanor Underhill & Katie McBride. What is Popcorn Review?. Post-instructional strategy Commonly used after reading but can be used to review any learned facts, events, procedures , and/or concepts Student-centered Interactive.

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POPCORN REVIEW

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  1. POPCORN REVIEW By Alyson Miner, Eleanor Underhill & Katie McBride

  2. What is Popcorn Review? • Post-instructional strategy • Commonly used after reading but can be used to review any learned facts, events, procedures, and/or concepts • Student-centered • Interactive

  3. How to conduct a Popcorn Review 1. Select a group of 4-5 students. (Either in front of the classroom or at their table.) 2. Teacher provides starting point or prompt. Ex. “Let’s review what we just learned about the physics of sound.” 3. One student will “pop up” and state a fact about that topic. Ex. “Decibels were named after Alexander Graham Bell.” 4. The next student “pops up” and builds upon the previous statement. Ex. “Decibels measure the loudness of a sound.” 5. A third student continues to elaborate on the topic or states a new fact. Ex. “Another term for loudness is ‘Amplitude’. 6. Students not participating in the popcorn review should interject when there is an inaccurate statement. 7. Thank that group and have a new group of students participate in a popcorn review.

  4. Why is Popcorn Review Effective? • Promotes peer-learning and collaboration • Engages learners in active participation • Helps students build sophisticated schemata • Uses rehearsal, which is an effective learning strategy • Uses retrieval, which encourages retention of material

  5. Promotes peer-learning and collaboration • “…according to Vygotsky, higher mental functioning usually exists in conversation and collaboration among individuals before it exists within the individual” (Slavin, 2012, p. 42). • “Peers are usually operating within each other’s zones of proximal development, or level of development immediately above the student’s current level. They are making their inner speech available to others, so that they can gain insight into other students’ thought processes” (Slavin, 2009; Webb, 2008, as cited by Slavin, 2012, p. 42).

  6. Engages learners in active participation • “…instructional strategies that actively involve students in lessons contribute to long-term retention” (Slavin, 2012, p. 152). • “Integrating physical activity into the total learning experience can influence healthy behaviors and lifetime choices for students” (Gaus & Simpson, 2009, p. 89).

  7. Builds sophisticated schemata • According to schema theory, “ …the more pathways you have leading to a piece of information and the better established those pathways are, the better access you will have to information in long-term semantic memory” (Slavin, 2012, p. 151).

  8. Rehearsal is an effective learning strategy • “Rehearsal is important in learning because the longer an item remains in working memory, the greater the chance that it will be transferred to long-term memory” (Karpicke & Roedinger, 2007, as cited by Slavin, 2012, p. 147). • “You must allocate time for rehearsal during classroom lessons. Teaching too much information too rapidly is likely to be ineffective because, unless students are given time to mentally rehearse each new piece of information, later information is likely to drive it out of their working memories” (Slavin, 2012, p. 147).

  9. Retrieval encourages long-term retention • “…the more something is processed, the more it is remembered “ (Craik, 2000, as cited by Slavin, 2012, p. 153) • “Repeated retrieval of information is the key to long-term retention” (Karpicke J. D., Roediger, H., L., III, 2006).

  10. Sources Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2011). 50 instructional routines to develop content literacy, 2nd ed. Boston, MA: Pearson Education, Inc. Gaus, M. D. & Simpson, C. G. (2009). Integrating physical activity into academic pursuits. Kappa Delta Pi Record, 45, n2 , p. 88-91. Retrieved from the ERIC database: EJ865376; doi:ISSN-0022-8958 Karpicke J. D., & Roediger, H. L. III. (2006). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57. (151-162). Retrieved from http://learninglab.psych.purdue.edu/downloads/2007_Karpicke_Roediger_JML.pdf Slavin, R.E. (2012). Educational psychology: theory and practice, 10th ed. Boston, MA: Pearson Education, Inc. Retrieved March 20, 2011 from, http://central.laramie1.org/modules/cms/pages.phtml?pageid=23783 Retrieved March, 19, 2011 from, http://fall10edu404a.providence.wikispaces.net/Post+Reading- +Popcorn+Review-+khargett Retrieved March 19, 2011 from, https://filebox.vt.edu/users/val514/Math_4644/PopcornReview.html

  11. FIN

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