Lower Reactive Brain In Control

Fight Flight

Freeze

Act Out!

Zone Out

•   Peer relationships

•  Test-taking anxiety and oral presentations •   Physical, clothing, language differences •   No personal relevance

•   Frustration due to previous failure & falling behind

•   Sustained or frequent boredom

Causes of Stress in School

Frustration from frequent failures builds and reduces the PFC access needed for memory formation

Students fall further behind.

Frustration is Stressful

A B

Hamman al., Cog NS 2007Neuroscience 2007

A: Positive emotional state B: Stressed state

Scans During Memory Task

Scans During Memory Task

•   My intelligence and skills are

predetermined, limited, unchangeable

•   My effort is fruitless

Repeated Failure Fixed Mindset Beliefs

Carol Dwerk’s research

u  80% of the time failure (Gee, P 2008)

u  buy-in to goal

u  persevere with challenge u  use immediate feedback to improve

Characteristics of Video Gamers

Brain Response to Video Game Playing

u  achievable challenge

u  goal buy-in

u  timely & frequent feedback

u  acknowledgment of incremental goal progress

The Pull is powered by Dopamine

A Dopamine Detour

R = REACH ATTENTION RAS

A = ATTITUDE AND BEHAVIOR AMYGDALA

D = DEVELOP MOTIVATION and MEMORY WITH DOPAMINE

R.A.D. Transforms Input Into Learning

Two Big Ideas of Neuroscience

The brain seeks

Patterns

Pleasure

u   pleasure u   sustained attention u   motivation & perseverance

������

Dopamine is the source of

Intrinsic Satisfaction

Movement Enjoying music Being read to Humor Choices Interacting with peers Optimism

Dopamine Boosters

And…

Correct predictions Achieved challenges

Frequent, powerful dopamine BOOSTS from

The intrinsic satisfaction of

Video Game Playing

Provides Opportunities for

Video Game Model for Motivation and Mindset u   Buy-in to goal u   Achievable challenge u   Frequent Feedback of Incremental progress

Link new lessons with prior knowledge

Predictions

Videos

Personalized connections

Talk back to book

Clear, relevant goals

Photos of last year’s class

Sampler of Buy-in Strategies

Use the Buy-In of Prediction

Photos!! ! •   Debate

•   Robotics •   Lining up in place value •   Double helix of DNA

Photos (videos) of previous year’s students engaged in same learning activity

Vocabulary Words

Participant Poll

 What vocabulary word was represented in the faces of my “students” 1. confused 2. angry 3. haughty 4. belligerent

C: “Haughty”

Participant Poll

Personalize information by connecting the topic to an interesting person or place

The Topic

  Prediction Activate background knowledge Personal connections Prioritize importance Synthesize

General Principles for Reading Comprehension

It’s all about “me”

For all subject areas

Prediction with post-its

Talk back to the Text

Prediction Prompts

  I think you’ll be telling me about….   I already know things about YOU so I predict.....

I see that you are similar to what I have learned before, because you remind me of... I would have preferred a picture of...(or sketch/download your own)

Additional

Comprehension Prompts

u  Buy-in to goal

u  Achievable challenge u  Frequent Feedback of

Incremental progress

Video Game Model for Motivation and Mindset

Lower the barriers, not the bar:

Communicate high expectations for all students Provide the differentiation and support so students can achieve their goals

Achievable Challenge Promoters

Recall strategies they used that brought them previous success

Describe learning strength & interest-related components of the learning you will provide

Scaffolding

Assessment variety

Prior Knowledge Activators

     

Bulletin boards that preview Remind students about what they already know about topic Show videos or images that remind students of prior knowledge Make explicit connections: cross-curricular, spiraled curriculum Self-graded (non-credit) pretest

Graphic Organizers

Activate prior knowledge

Relate new to existing memory

Venn Diagram

Show achievable segments on route to final goal

   Students see the connection between practice and goal progress

Students who recognize that their effort influences their success apply greater effort

Frequent Feedback of

Incremental Progress

Analytic Rubrics Provide informative feedback about incremental progress .

Analytic Rubrics

What

Essay Analytic Rubric

Reveal multiple criteria used in assessment

Select from a range of quality levels .

0-1 spelling error

More than 3 spelling errors

2-3 spelling errors

Incremental Progress

Effort to goal

progress graphs

TOTAL TIME PRACTICED

Number of successful attempts

Find more R.A.D. Lesson Plans on http://edge.ascd.org search “Lesson Plans” …and add your own

3

Challenges achieved

Incremental goal progress linked to effort

Neuro-logical Success Progression

Growth mindset beliefs: My intelligence and skill have the potential

My Effort and practice can increase my abilities

Growth Mindset

to grow

u  Prefrontal Cortex triad of functions

u  Linking into short-term memory

u  Long-term and context memory u  Emotional self control u  Executive functions

The Journey Still to Come

Prefrontal Cortex: construction of long-term memory

Memory

Prefrontal Cortex  

Prefrontal Cortex

Emotional Control

Long-term conceptual

memory

Executive function

The Prefrontal Cortex Multiple Functions

WEBSITE www.RADTeach.com