Quantum Teaching & Learning

1. Quantum Teaching & Learning A Technique Toward More Effective Teaching and Learning Meredith Grenfell-Bird EDUC 8101: How Adults Learn: Theory and Research Walden University July, 2010

2. Questions to Be Addressed • What do you already know about Quantum Teaching and Learning? • What is the “real” definition of Quantum Learning? • Why is it important for educators/learners to employ Quantum Teaching and Learning into classrooms? • How can you implement Quantum Teaching and Learning into your classroom?

3. What do you already know about Quantum Teaching and Learning?Hint: Think valuable learning theories you currently employ. Take two minutes and write down all the words that you believe to be associated with theories of learning that you value. Now, turn and talk to your neighbor about what you wrote. Find commonalities with each other (two minutes). Share out by tables what those commonalities are.

4. What is Quantum Learning?What is Quantum Teaching? • Quantum Learning (DePorter & Hernacki, 1992, p. 16) is an all-inclusive model of learning that has its origins in several different learning theories including: • Right/left brain theory • Experiential Learning • Modality preferences (visual, auditory, kinesthetic) • Quantum Teaching is research-based and employs exemplars in education to make education a holistic opportunity bringing meaning and relevancy to students (DePorter, Reardon, & Singer-Nourie, 1999, p. 3).

5. Why Quantum Teaching and Learning? • Learning is an active process, not passive. Learners make new meaning based on their prior knowledge and their ability to construct new knowledge in a different situation. • Learners are energized and involved in their own education. • Learning is relevant by integration of real-life situations. • Learning is a complex process that requires teaching techniques that extend to as many different learning styles (modalities) as possible.

6. Three Learning Modalities • Visual Learners – about 60% of the population has a preference for learning by seeing – diagrams, pictures • Kinesthetic Learners – 25% learn by a hands on approach • Auditory Learners – 15% learn through listening

7. Quantum Teaching and Learning are designed to reach all three learning modalities. Kinesthetic Auditory Visual

8. Startling Statistic • Colin Rose (Accelerated learning, 1985) states that the majority of high school drop-outs are strong kinesthetic learners.

9. What We Can Remember & Use After 24 Hours • 10% of what we hear • 30% of what we see • 50% when a demonstration is added • 70% with a workshop exercise • 90% by doing the real thing and discussing it (Norris, p. 30, 2003)

10. Five Key Principles of Quantum Teaching and Learning • Everything Speaks • Everything is On Purpose • Experience Before Label • Acknowledge Every Effort • If It’s Worth Learning, It’s Worth Celebrating (2004, "Quantum Learning Stories," n.d.)

11. Everything Speaks The classroom is set up in a very purposeful way that provides a positive message about learning.

12. Everything is On Purpose Everything we do has a deliberate rationale.

13. Experience Before Label Students learn best when the information they acquire is experienced prior to labeling what it is.

14. Acknowledge Every Effort Recognizing each learner’s attempts supports learning and investigation.

15. Celebrate the Learning Celebrations offer affirmative responses and boost optimistic connections with the learning.

16. Implementing Quantum Teaching and Learning into Your Classroom: You ‘re Probably Closer than You Think!

17. Everything Speaks • Create an inviting, safe, setting for your learners • Artwork, lighting, soft music, and tables help the learners to feel secure and safe. • Handouts have the agenda and clear objectives relating relevance to the purpose of the class. • Establish norms and allow small table groups to talk about their hopes, fears, and expectations for the class and to share out with the large group. • Assurance that time will be honored. • Acknowledge and encourage EVERYONE’S participation.

18. Everything is On Purpose • Establish what the purpose is. • Needs Assessment – this does not form the course, rather it informs the teacher of the student’s needs. (Vella, 2002, p. 7). • For adult learners, the needs assessment might be an email or a phone call inquiring of the learner’s expectations of the class. • For children, a questionnaire or 3 X 5 index card where they jot down what they already know about a subject, and what they would like to know. • KWL graphic organizer • Other graphic organizer of your choosing • Web site for graphic organizers http://freeology.com/graphicorgs/

19. Experience Before Label • Organize activities that reinforce the topic but allow for exploration and investigation. • Click on the link below to follow an actual classroom example of an Experience Before Label lesson. • Observe student to student and student to teacher dialogue as the students explore and investigate. (If you can not click on the link try selecting the link, right click, “open hyperlink”. If that does not work please copy and paste the address below into your browser) YouTube - Paper Airplane Experiment http://www.youtube.com/watch?v=QPjoMZ5VjBE

20. Acknowledge Every Effort • Encourage participants to ask clarifying questions for their own understanding. • Remember that in Quantum Teaching and Learning, failure leads to success, thus making it easier to give true and positive feedback even if things do not work out as planned. • Insist that all participants acknowledge the efforts of their peers with appropriate action of your choice, i.e., applause, finger snapping, your choice.

21. Celebrate the Learning • Celebrations can be as grand or simple as you like. • Presentations of the learning with classmates • Open house presentation for “outsiders” • Snacks are always appreciated • Extra recess for elementary students • For adults, present learnings, early dismissal

22. Closing Thoughts • Quantum Teaching and Learning require teachers to find as many ways as possible for learners to demonstrate how smart they are – it requires that teachers be on the side of every student. • The reward is that throughout the teaching/learning process, the teacher is learning with the students, constructing theory and design (Vella, 2002).

23. More Closing Thoughts • Time is of the essence, but the essence is the time. • One hour lesson = three hours of planning Quantum Learning style (Vella, p. xvi, 2002) • Reward: Quantum Teaching and Learning lend integrity and commitment to the profession of teaching.

24. References 2004, A. (n.d.). Quantum Learning Stories. Learning Forum International. Retrieved June28,2010,from http://www.learningforumfoundation.org/quantum-learning-stories .aspx# Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: the case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. DePorter, B. (n.d.). The Impact of Quantum Learning. New Horizons for Learning. Retrieved June 28, 2010, from http://www.newhorizons.org/strategies/accelerated/deporter2.htm DePorter, B., & Hernacki, M. (1992). Quantum learning: unleashing the genius in you. New York, NY: Dell Pub. DePorter, B., Reardon, M., & Singer-Nourie, S. (1999). Quantum teaching: orchestrating student success. Boston, MA: Allyn and Bacon.

25. LeTellier, J. P. (2007). Quantum learning & instructional leadership in practice. Thousand Oaks, CA: Corwin Press. Norris, J. A. (2003). From telling to teaching: a dialogue approach to adult learning. North Myrtle Beach, SC: Learning By Dialogue. Rose, C. P. (1985). Accelerated learning. New York, NY: Dell Publishing. Steakley, M. E. (2008). Advantages, disadvantages, and applications of constructivism (Unpublished doctoral dissertation). University of Tennessee at Martin. Vella, J. K. (2002). Learning to listen, learning to teach: the power of dialogue in educating adults. San Francisco, CA: Jossey-Bass.