Turning Research into Practice Pam Schiller, Ph.D.

1. Turning Research into PracticePam Schiller, Ph.D. Ram Sam Sam A ram sam sam A ram sam sam Goolie, goolie, goolie, goolie Ram sam sam A-raffey! A-raffey! Goolie, goolie, goolie, goolie Ram sam sam

2. Research to Practice: Singing • Research Finding: • Singing enhances learning. • Increases alertness (oxygen) • Enhances memories (endorphins) • Energizes thinking (cross-lateral movements) • Encourages pattern processing • Practice: • Sing several times a day • Use singing as a delivery strategy

3. Research to Practice: Intentional Instruction • Research Finding: • Intentional instruction optimizes learning. • Practices: • Act with specific outcomes or goals in mind. • Academic (literacy, mathematics, science) • Domains (cognitive, social-emotional, motor…) • Possess a wide-range of knowledge. (content, instructional strategies, research) • Balance instruction between teacher guided and student guided experiences. • Use developmental continuums.

4. Research to Practice: The Environment • Research Findings: • Safety and well-being must be assured in order for learning to take place. • Threats and emotions inhibit cognitive processing. Strong emotions (negative or positive) can shut down learning. • Practices: • Make safety rituals routine. • Eliminate threats of any kind. • Use positive effectively. • Keep classroom space cozy. • Give conscious effort to “not overprotecting.”

5. Research to Practice: The Environment • Research Findings: • Over-stimulating classrooms inhibit cognitive functioning. • Student’s do not make thoughtful choices when given more than three options. • Practices: • Be thoughtful when choosing classroom décor. • Limit and rotate environmental print. • Rotate art work. • Provide a place for the eye to rest. • Rotate instructional materials. • Limit the number of choices offered to students.

6. More Environmental Findings • Aromas • Colors • Senses • Nutrition and Hydration • Rest • Choices • Novelty • Space • Exercise (Brain Gym)

7. Research to Practice: Wiring • Research Findings: • Brain structure and capacity are the result of a complex interplay between genes and the environment. • Experience wires the brain. • Repetition strengthens brain connection. • Practices: • Make instruction intentional and purposeful. • Base instruction on the “Windows of Opportunity.” • Offer positive experiences at fertile times. • Schedule repetition within two days of the initial instruction and make sure it occurs six times within 30 days.

8. Research to Practice: Learning • Research Finding: • Learning engages the entire person (cognitive, affective, and psychomotor domains). • Practices: • Adapt curriculum so that it addresses each domain with the greatest amount of time spent on areas that are at the most fertile time for wiring during the preschool years. • Individualize instruction is meet the needs of diverse learning styles, personality types, MI profiles, temperaments and past experiences.

9. Windows of Opportunity

10. Research to Practice: Learning • Research Finding: • There is a predictable process for assisting the brain in channeling stimuli into long term learning. • Practices: • Focus. • Engage multiple senses. • Follow the interest of the learner. • Help learners make sense of and establish meaning for information. • Use emotions as a tool. • Provide repetition of experiences • Provide hands-on practice after all learning episodes. • Provide time for reflection. • Keep learning space uncluttered. • Make sure learners feel safe. • Keep lessons short.

11. Brain Based Lesson Cycle • Focus • Questions • Interesting statements • Photos • Develop • Tap into prior knowledge • Point out likenesses and differences • Identify patterns • Practice • Hands-on • Follows as the lesson as closely as possible • Reflect • How will I use this information? • How has my thinking changed?

12. Average Retention Rate after 24 Hours 5% Lecture 10% Reading 20% Audio-Visual 30% Demonstration 50% Group Discussion 75% Practice by Doing 90% Teach Others/Quick Use of Learning Sousa, David A., How the Brain Learns. Virginia: NASSP, 2005

13. Research to Practice: The Teacher • Research Findings: • Early interactions affect brain structure and capacity. • The quality of learning rarely exceeds the quality of teaching. • External reward inhibits internal motivation. • Practices: • Teachers are nurturing permanent, and knowledgeable. • Teachers are models of appropriate behaviors. “Children have more need of models than critics” Carolyn Coates • Teachers use encouragement as opposed to praise or tangible rewards.

14. Encouragement Instead of Praise • Findings: Extrinsic reward inhibits intrinsic motivation. The brain functions optimally when stress is low and safe challenges are high. • Eliminate the use of stickers and privilege rewards. • Be honest and sincere with compliments. • Encourage students to critique themselves. • Avoid comparisons. • Focus on process instead of product.

15. Negative Impacts of Praise • Too much praise burdens—it pressures students to live up to your expectations. • Value driven praise result in students equating good with pleasing others and bad with displeasing others. We raise people-pleasers instead of thinkers. • If you praise for only completed tasks you send a message that effort doesn’t matter. • Bottom line: You can’t build confidence from the outside.

16. Encouragement StrategiesNotice, Acknowledge and Appreciate • Notice and describe behavior “Look at you. You finished the puzzle. That took determination.” “You did it. You came down the slide feet first and landed right in my arms.” • Link actions to enjoyment and satisfaction instead of a tangible reward. • Use encouragement especially when someone makes a poor choice. “I feel confident that you will find a better way.” “Children need love especially when they don’t deserve it.” Harold Hulbert

17. References • Bransford, J., Brown, A., & Cocking, R. (Eds.) (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. • Goleman, Daniel. (2007) Social Intelligence: The New Science of HumanRelationships. New York, NY: Bantam. • Hannaford, Carla. (1995) Smart Moves: Why Learning Is Not All in Your Head. Great Ocean Publishers, Arlington, VA. • Jensen, Eric (1997) Brain Compatible Strategies. Delmar, CA: Turning Point Publishing. • Jensen, Eric (1998) Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development. • Morrison, R.G. (2005). “Thinking in Working Memory.” In K. J. Holyoak & R. G. Morrison (Eds.), CambridgeHandbook of Thinking and Reasoning (pp. 457-473). Cambridge, UK: Cambridge University Press. • National Research Council. (2006). Rising above the Gathering Storm: Energizing and Employing America for a Brighter Future. Washington, DC: The National Academies Press. • National Center on Education and the Economy. (2007). Tough Choices or Tough Times: The Report of the New Commission on the Skills of the American Workforce. San Francisco: Jossey-Bass/John Wiley & Sons. • Ramey, Craig T. and Sharon L. (1999) Right from Birth. Goddard Press, NY, 1999. • Schiller, Pam (1999) Start Smart: Building Brain Power in the Early Years. Beltsville, MD: Gryphon House. • Sousa, David (2005) How the Brain Learns. Thousand Oaks, CA: Corwin Press. Schillereducationalresources.com