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Turning Research into Practice Pam 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. Research to Practice: Singing. Research Finding: Singing enhances learning.

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turning research into practice pam schiller ph d
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

research to practice singing
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
research to practice intentional instruction
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.
slide4

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.”
research to practice the environment
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.
more environmental findings
More Environmental Findings
  • Aromas
  • Colors
  • Senses
  • Nutrition and Hydration
  • Rest
  • Choices
  • Novelty
  • Space
  • Exercise (Brain Gym)
research to practice wiring
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.
slide8

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.
research to practice learning
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.
slide11

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?
slide12

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

research to practice the teacher
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.
slide14

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.
slide15

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.
slide16

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

references
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

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