emotion movement modeling and memory
DESCRIPTION
In this presentation, we explore a framework for effective instruction: emotion, movement, modeling, and memory. Master teachers know how to use all four elements to their utmost to maximize learning.TRANSCRIPT
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Emotion, Movement, Modeling, and Memory: A Framework for Effective
Instruction
Willy Wood
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EMOTIONS(Implicit Memory) Associated With:
(Explicit Memory) Associated With:
The Learning Environment (Classroom Climate) The Learning of Content
Positive climate leads to: Endorphins in blood, which –Give feelings of euphoria
--Stimulate frontal lobes
Negative climate leads to: Cortisol in blood, which --Raises anxiety level --Refocuses frontal lobes
to fight or flight
What instructional activities will get
students emotionally connected to the content
of the learning?
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Ways to Positively Impact the General Learning Environment
• Acknowledgements• Affirmations• Celebrations• Music • Movement• Choices
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1. Movement
Use regular movement to increase blood flow to the brain and to reset the attentional clock
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EMOTIONS(Implicit Memory) Associated With:
(Explicit Memory) Associated With:
The Learning Environment (Classroom Climate) The Learning of Content
Positive climate leads to: Endorphins in blood, which –Give feelings of euphoria
--Stimulate frontal lobes
Negative climate leads to: Cortisol in blood, which --Raises anxiety level --Refocuses frontal lobes
to fight or flight
What instructional activities will get
students emotionally connected to the content
of the learning?
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“Emotions drive attention, create
meaning, and have their own memory pathways. They
regulate behaviors, and they help us
organize the world around us. You can’t get more related to learning than that!
-Eric Jensen
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“An emotionally
charged event…is the
best-processed
kind of external
stimulus ever measured.”
-John Medina
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Emotionally charged events persist much longer in memory and are recalled later with greater accuracy
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In some emotional states, the body releases extra amounts of adrenaline, which helps the hippocampus to form long-term memories
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2. Emotion
Use emotional “hooks” to frame relevance and provide context for the content
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“The more attention the brain pays to a given stimulus, the more elaborately the information will be encoded—and retained….Better attention always equals better learning. It improves retention of reading material, accuracy, and clarity in writing, math, science—every academic category that has ever been tested.”
-John Medina
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PPPP
• Prime• Present• Pause• Process
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Whole-Group Discussion is Deadly Because…
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Some Ways for Students to Process
Information Include…
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Benefits of Pausing to Process-Raises Energy Levels
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Benefits of Pausing to Process-Raises Energy Levels-Clarifies and Refines Thinking
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Benefits of Pausing to Process-Raises Energy Levels-Clarifies and Refines Thinking-Stores Information in Long-term Memory
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Benefits of Pausing to Process-Raises Energy Levels-Clarifies and Refines Thinking-Stores Information in Long-term Memory-Clears Working Memory
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Long-term Memory Begins with Long-term Memory
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We Use Prior Knowledge to Tell Us Where We Should Focus Our Attention
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We Scan the Environment for Similarities, and We Tend to Remember Things Better If We Have Seen Them Before
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The Brain also Gives Special Attention to Items that are Deemed Interesting or Important
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On the Negative Side, if Previous Experience with the New Subject Matter Produced Failure, the Student Will Shift Attention to Other Stimuli
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3. Memory
Use a Focus-Diffusion that Matches the Way the Brain Learns Best
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Limit Input to One Main Idea and Its Details
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Engage All Students Immediately After Input
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Allow Students Time to Process the Information
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Regularly Review and Consolidate Over Time
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4. Modeling:
Whenever Explaining How to Do Something, Show, Don’t Tell!
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Putting It All Together:
Context-Content-Context
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