In a recent study, the mean reading comprehension score of low-income adolescents who engaged in 12 minutes of (doing what?) was higher than the mean reading comprehension score of low-income adolescents in the control group. Not a little bit higher, but MUCH higher!
The most amazing part of this intervention was that it was easily replicated, verifiable and very low cost. What was it? (more…)
If you’re like me, you have memories of sharing content with your class of students, and many of them just looking at you and staring. Nothing’s happening.
You’re not sure if they even care what you are saying. OK, let’s say you did use “buy-in” strategies, so that area was addressed. Maybe you see that they just aren’t connecting to the content. Believe me, this has happened to the best of us.
There is a simple tool you can use to ensure this never, ever happens to you again. (more…)
I’d like to introduce a critical topic: how to get students to care about the content you have to offer.
Why should YOU care about this? I think I can save you a TON of time this year.
Here’s how: (more…)
So many teachers want the quick strategies they can use the very next day. Unfortunately, many of those are just more of the same. Sometimes what makes a strategy work (or not work) is HOW the teacher “sets up” the activity. Other times it works because of the timing or the environmental factors.
In short, it not about just the strategy. But for a moment, let’s say, you’ve already taken one of my amazing multi-day brain-based courses. The following might be good for a quick reminder:
1. The saying “too much, too fast,” means we won’t integrate and recall the information if you teach is quickly. Instead, chunk down the learning into small chunks; allow processing and settling time with partners or as reflective journal time.
2. Because every brain is different—genes + experience, plus the interplay between the two, recall the importance of honoring uniqueness, respecting differences. That means use huge variety to maximize learning. Use visual, with illustrations, and podcasts and DVDs. Then use movement with drama, hands on and energizers. Also use plenty of call-response with partner dialogs.
3. Most subjects can be learned under moderate stress; think of it as “healthy concern.” To ramp that up, use constant accountability. After every learning chunk, have kids create a quiz question, stand up, quiz their neighbor or create a short quiz of 10 questions. Use teams, peer pressure and deadlines to add concern. Remember the material better with an emotion embedded with it. After the quiz, celebrate the progress.
4. Thinking about thinking builds learning skills as active processing time. Add the process of journaling, discussion and learning logs valuable for better learning. Give students starter sentences such as “What I was curious (or stressed over) about today was”… Or, “What I learned today was… and, the way I learned it best was when I.” Until patterns emerge, learning is often random and messy, following no clear path over time, the patterns become more obvious. Pattern making is more complex in second languages like math and music.
5. Remember the value in non-learning or “settling” time, to consolidate the content. Take breaks, recess, lunch, relax time, walks, for passive processing. Even a quick energizer that’s fun and playful can be a good break.
6. Our brain can memorize, but our best learning is the trial & error learning; it’s a key to complex learning–there’s value in games done well, so use games, computers, competition, building, initiatives, etc. Games like hopscotch, relays, or just let kids quiz each other. Brains rarely get it right the first time—learning complexity is built over time Using checklists, peer teaching, computers, asking Qs, are all examples of using trial and error.
Below you’ll find seven changes you can make to save your life or extend it! You may be concerned about the “big two” killers of cancer and Alzheimer’s. We’ll focus on cancer and the our next post will be (again) on Alzheimer’s.
By the way, every year these suggestions get so many rave reviews that they are re-sent, forwarded and “re-gifted.” Feel free to do so this year, as well.
The first change will reduce your risk of cancer. A recent study shows that… (more…)
Over the years, student behaviors which do or don’t contribute to success (habits, effort, attitude, etc.) have been called many things. Some refer to these attributes as their personality or even character. But what really drives success?
There’s one skill that’s absolutely critical for both students and, yes, staff, too. This research may surprise you because it deals with one of your brain’s “automated” systems. The number one school success survival skill is… (more…)
You might be like many who organize professional development. You are experienced, thoughtful and very, very busy.
So what is the “Rule of Thirds?”It’s the biggest little secret in education. There are three BIG thirds in professional development (PD).
The first third of the three comes from the circumstances of the actual professional development day. I am shocked at how often someone asks me to fly 5,000 miles to his or her school and yet there’s a terrible microphone, poor seating and abominable lighting. Some “providers” ensure there are plenty of donuts, as if that would optimize staff learning. Others give me a screen 6′ x 6′ for 500 people. That’s like watching a movie in your living room on an iPod. Instead get a 10 x 10′ screen!
Over the years, I have been asked to speak in a movie theater, a bar, a library, a lunchroom and, even a racetrack. A cheap or free venue is NOT a bargain if the staff has a bad day. Now you should know that I am good at working miracles with whatever someone gives me, but why take risks if you don’t have to?
The first third of the three parts is: optimize learning conditions!
The second third of the value in professional development comes from having a relevant, high quality, and very engaging presenter. That’s right: 33% of the value from any professional development that comes from the caliber of presenter. By the way, those who hire me say that I consistently get “rave” reviews. I will always do my best to be the best you can get.
The third of three thirds comes from the follow up. Every teacher needs to have weekly or monthly “check-ins” that jump-start the changes. Teachers are busy and sometimes stressed. In fact, they are so busy, that you practically have to “get in their face” to get them to do something out of the ordinary. Without adequate follow up, you are getting only one third of the potential value.
Follow up should be 1) book study 2) professional learning communities 3) weekly emails 4) teachers blogging about the strategies they use 5) short weekly staff meetings with quick sharing and celebrations.
Without those three BIG qualities, you have little chance. But now that you know better, see what you can do to make it happen.
Over the years, student effort has been called many things. Some call it “motivation” and others call it “work ethic.” But no matter what you call it, students will never rise to their full potential without a strong effort. Here is what research tells us and how you can get the most out of your students. First…
Here is what research tells us about student effort. Effort can be internally generated (habits of mind, content knowledge, muscle memory, skills and intrinsic motivation) or it can be extrinsic (peers, novelty, rewards, etc.) There are three primary sources of effort and the first two sources are internal. (more…)
There are 1,862 elementary schools in the state of Florida. We are featuring another “Extreme School” and its name is Blackburn Elementary. Last year, it was one the lowest performing (5%) elementary schools in the state (one of the VERY, VERY lowest).
Now, when we see schools struggle like this, there are many possibilities. First, we can debunk the most commonly mentioned myths about low-performing schools…
First, we can debunk the most commonly mentioned myths about low-performing schools. Which of these 4 possibilities is actually correct?
Possibility #1: Most all of the kids share some common genetic defect, which prevents them from succeeding at school.
Possibility #2: There is something in the air, water, plants or food in this zip code which is hurting the cognitive ability of the students.
Possibility #3: The parents don’t care about education or their IQ is low, so therefore the kids can’t learn.
Possibility #4: The staff of the school can influence achievement by making some changes.
I am guessing you picked #4, which is correct. I have often shared success stories of schools, so you could see the end “product” worthy of high-fives. But, this month is different. I thought you might be interested in the process itself. In other words, how are the principal and the staff mapping out the changes to build a successful school?
BACKGROUND: This school was the winner of the “Extreme School” prize in early 2013. They were a struggling, very low-performing school. I presented to this staff in August 2013. This is a progress report after five months.
Before her school enjoyed the “Complimentary Staff Development Day”, Principal Kathy Redmond began sharing a clear and compelling vision of success with her staff. The bar was set sky high and she started by “seeding” the faculty with a new vision for the school.
By August 12, 2013 the following had happened:
1) A school team of eight attended the 2012 Poverty workshop.
2) The principal spent extra time observing her staff during the 2012/13 school year to help her make better decisions about staffing for the following year. Then she worked with school leadership to develop a tentative school improvement plan.
3) She got the state test score data and assembled it in a user-friendly format for her staff. She looked at student data carefully, and then they had a faculty meeting to review the data.
4) Her school was the random winner of the “Extreme School” contest.
5) Three months prior to my August presentation she held a telephone conference call with four of her staff and myself (Eric). Goals were set and staff were getting on board.
6) Summer arrived and the principal had decisions to make regarding whether to renew each teacher’s contract. Several staff (who had been quite hostile to change and thought “those kids” couldn’t learn) were not renewed for 2013-14.
7) Book study time: the staff read the book, Teaching with Poverty in Mind, so the groundwork was laid prior to my visit.
8) Then, after all of this preparation, I arrived in August. The staff members were excited and ready to launch their plan. All I had to do was to steer them in the right direction and provide the missing strategies.
RESULTS? What is going on at the moment, 4 months after the “official launch” of the new school identity? I will let the principal, Kathy, give the update in her own words…
“It has been fantastic!”
“During the week that you (Eric) were here, we continued to build momentum. We did several significant things… one, while working on our staff core values, a conversation evolved and our “Gaudy Goals” were brought up.
One of our leadership team members, at her table, suggested that we build core values that would drive us to become world famous. Her group shared her idea and it has completely stuck. We have shared it with parents, students and I even went on our local news declaring that our school will be world famous. Of course, the superintendent, who was present during the interview, just smiled… and other district leaders think I’m crazy… but you know what, Eric? I’m not crazy. We ARE going to be world famous for the huge turn around we are going to make at this school!
And two, our second significant move that first week was creating a list of our most significant learning’s from our work with you…. and the purpose of the list is to put it in front of us as we do all of our work (especially our problem solving work) as we improve our instruction. We now have a “Working Memory Activities” blog on our staff website. I have added several of our learnings to the Prof. Learning portion of our school’s “Walk-Through” feedback form. I have also added working memory activities as part of our lesson plan checklist. Our monthly faculty meetings are going to have a short (less than 10 min. segment) on working memory activities.
Progress? While working on our school improvement plan, we listed barriers to some of our goals (which we turned into Gaudy Goals… I can’t wait to explain that to our Florida DOE Differentiated Accountability Team!). We identified the barriers we have no control over… like “that our kids get no support at home”… and “our kids come to us so low” and we cut those statements off the chart and I made a big deal about shoving them through a shredder. We really have left those excuses behind…” (Principal Kathy Redmond).
(Eric speaking here). You and I know that it’s only a start… but it’s a GREAT start. There is, of course, no data at the moment, but this is the kind of excitement and momentum it will take to turn the school around. We will keep you posted on the progress. Remember this school is starting out at the bottom 5% of academic scores (among 1,862 K-5 public schools in the state). Let’s give it a bit of time before we check back in again.
Now, you’ve read about another “Extreme School” success story, and we have a question for you. What can you learn from the true story mentioned above? The only good that happens in this world is when you move things from inside your brain to the outside world. What ideas, principles or strategies were affirmed, OR, what was new to you? Could this be a topic of discussion at your next staff meeting?
Miracles do happen every day. Are you ready to be one of them?
FINALLY: If your Title 1 school has an “Extreme School” story to tell (whether you are near the bottom or the top) please email me your story to: firstname.lastname@example.org. In the subject line, put “Extreme School” story. Thanks.
Your partner in learning,
CEO, Jensen Learning
There’s an assumption that if a student in school feels threatened in any way, there’s going to be an immediate response we’ve all heard of before. Those might include “fight” (talk back to teacher, argue or even get physical), “flight” (try to get out of the situation, change seats, rooms or get out school), or “freeze” (quit participating and disconnect from learning).
However, recent research tells us there’s far more going on. In fact, you might be surprised what researchers have discovered about student emotions (and your own)…
There are many things you should know about our emotional system, but we’ll focus on just one area (the amygdala) and only the relevancy to school and your own life. Just maybe we can help out your relationships and add joy to your life!
First, there are gender differences in our emotional system.
You may have heard of the amygdala as if it’s singular, but we have two of them (on the left and right side of the brain). Technically, it should be referred to as the amygdalae (plural). Known as small, almond-shaped brain structures, they are highly involved in the fear response. These structures are located deep in the temporal lobes at the foot of the hippocampus in each hemisphere. And, they operate differently in males and females. (more…)