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The Curiosities of Trauma in the English Classroom

The Curiosities of Trauma in the English Classroom. The relationship between trauma, cognitive load and subject English ETAWA State Conference - 2019. Two Key Points Brain can only process a limited amount of new information

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The Curiosities of Trauma in the English Classroom

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  1. The Curiosities of Trauma in the English Classroom The relationship between trauma, cognitive load and subject English ETAWA State Conference - 2019

  2. Two Key Points • Brain can only process a limited amount of new information • No known limits to the amount of stored information the brain can process Source: Cognitive load theory: Research that teachers really need to understand Centre for Education Statistics and Evaluation Cognitive Load Image adapted from Kirschner, Sweller and Clark, 2006

  3. A minimum of 24 repetitions is needed to take information to long term permanent memory (Allard, 2007) Transfer to long-term memory

  4. Disorganised minds • Forgetfulness • Limited attention span • Shutdown Source: Calmer classrooms: A guide to working with traumatised children Department of Communities, Child Safety and Disability Services Department of Education, Training and Employment PLD Trauma Affects Thinking

  5. > 60 % of student population with Developmental Trauma Background (DTB) Warnbro Community High School

  6. A minimum of 24 repetitions is needed to take information to long term permanent memory (Allard, 2007) Transfer to long-term memory It can take up to 70!

  7. “Children with a Developmental Trauma Background (DTB) experience change to routines and their environment as potential threat. The familiar is safer for these children than the unfamiliar.” Source: The Australian Childhood Foundation’s Smart P.R.A.C.T.I.C.E.(2006) and adapted by the WCHS ESC Predictable Practice

  8. The WCHS English Lesson Framework

  9. Now, about that content…

  10. How to Create Great Guiding Questions (p. 39) • Address the standards. • Identify the knowledge students need to learn. • Identify the skills students need to learn. • Identify the big ideas students need to learn. • Choose meaningful or important topics. • Choose personally relevant topics. • Use the most appropriate words. • Keep language easy to understand. Jim Knight – High Impact Instruction

  11. Not just for students with DTB • Supports the cognitive load of all students Important

  12. Calmer classrooms: A guide to working with traumatised children Department of Communities, Child Safety and Disability Services Department of Education, Training and Employment PLD • Kirchner PA; Sweller J & Clark R (2006) Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching, Educational Psychologist • Knight, J High Impact Instruction • SCSA for Curriculum Documents • The Australian Childhood Foundation’s Smart P.R.A.C.T.I.C.E.(2006) and adapted by the WCHS ESC References / Sources

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