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- Crafting brain-based, learning experiences that STICK or Stay with
students.
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- Your Facilitator: Helen Teague, MEd.
- Los Angeles, CA and Abilene, TX
- helen@4oops.com
- This entire presentation available online at the OOPS: Our Overnight
Planning System website: http://4oops.com
- (click on “Book
Orders link)
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- J Helen Teague
- http://4oops.com
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- Thought and perception produce all behavior.
- Teaching is constant decision-making.
- Learning something new requires engagement and alteration in thought.
- We continue to grow cognitively.
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- When you learn something new, your brain wants to connect it with
something. It will hold onto things that are:
- Part of a Pattern
- Like a Previous Experience
- Novel or New (if used quickly)
- Connected to the Familiar
- Connected to Emotion & Meaning
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- Semanticà
Word-related
- Proceduralà Associative Conditioning
- Episodicà
Contextually-based by Location & Circumstance
- Emotionalà
Triggers using Feelings
- Automaticà
Alphabet, Multiplication tables, Codes, Rhymes,
- To Increase Memory Rely on a
- Combination of
these Types
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- Chunking Chunking Limit
- Mnemonic Tools/Acrostics/Socratic Questions
- Graphic Organizers/Mindmaps
- Role-Play
- Peer-Teaching
- Highlighting
- Rhyme/Word Games/Tri-bonds
- Room Pegs/Body Pegs
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- Starting/Ending Class Procedures
- Transitions/Interruptions
- Materials Organization/Cleanup
- Warm~Ups
- Outlining
- Time Lines
- Movement/Clapping/Chants/
- Marching/ Tapping
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- Bulletin Board changes with each new unit
- Student groups create bulletin boards
- Seating Chart changes with each new unit
- Different Color Paper for each unit
OR
- Different Color Paper for Thinking/Review
- 6 Thinking Hats
- Learning Centers
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- Discussion/Debate
- Role Play
- Cliff Hangers
- Journaling
- Emotions reveal our values, not our thoughts
- Reduce Classroom Stress, emphasize safety
- Open-Ended Questions
- Music ♪♫♪♫
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- Songs
- Flash Cards
- Quiz Shows
- Jeopardy
- Wheel of Fortune
- http://www.iknowthat.com
- Sound Clip Signals
- Drill and Practice
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- ♫For Classroom ChoresàDefinite beat
- ♪ For New Material (as Intro)àRock
- ♫For Retention/FluencyàBaroque/Latin
- ♪ For CreativityàJazz
- ♫For Tension ReliefàSousa, Short bursts
- ♪ For Processing/BackgroundàNew Age
- ♫ If you can only choose 1àBach/Mozart
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- Green Onions....Booker T. and the M.G.’s
- Carey Bell’s Blues Harp....Carey Bell
- Car Wash....Rolls Royce
- Don’t Worry, Be Happy....Bobby McFerrin
- Banana Boat....Harry Belafonte
- The Boys of Summer (Opening Riff Only)...Don Henley
- 100 Years...Five for Fighting
- Surfin’ Safari...Beach Boys
- Suite No. 3 in D Major...J.S. Bach
- Bach Cello Suite...J.S. Bach
- Any Baroque Music
- On Golden Pond...Dave Grusin
- Biking Home...Lisa Gerrard
- Slam...David Sanborn
- Make Someone Happy...Chris Botti
- Over the Rainbow....Chet Atkins & Les Paul
- Montanas...Alturas
- I Fight Authority...John Cougar Mellencamp
- Walk, Don’t Run...The Ventures
- Crossfire...Stevie Ray Vaughan
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- Have I given students enough processing time today to help form
memories?
- Do I allow enough processing time for all students?
- Do all students require the same amount of processing time?
- Do I give answers or ask questions?
- Why did the ancient teachers ask a lot of questions and give few
answers?
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- The most important times of a lesson are the First Part and the Last
Part. (Primacy-Recency Effect)
- Start with an emotional or real-life application
- End with discussion or questioning or recap
- Middle-Instruction with emotional impact
- Teach the whole concept first so the brain has a place to file the new
information and concepts. Then
teach individual parts.
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- Step on Pets
- Never odd or even
- Madam I’m Adam
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Notes
