Laura Machuca 2013 Training

1. Laura Machuca 2013Training

2. AGENDA and products Brain-basedLearning and 5E Model ShelteredInstructionStrategies 30 min. 1:00 hr. Navigate / InstructionalModel and BestPractices in Instruction Recess 15 min. Lesson Plan workshop Lesson Plan Sharing Conclusions and Questions 1:15 hr.

3. Introductory Video and are based on brain research that takes advantage on how people utilize their left and right brain hemispheres to attain long lasting knowledge and skills. https://www.dropbox.com/s/xmehyx8skqdbj5h/Video_Planeando_una_Leccion_con_Comprendo_v5.2.mp4

5. PK-K

6. K-3 • Up to 500 English-Spanish media pieces • Over the network district implementation • 700 vocabulary words • 800 printable activities • 3000 formative questions

7. 5 E Learning Model 1. Engage 2. Explore 3. Explain 4. Elaborate/ Extend 5. Evaluate

8. How people learn and are based on brain research that takes advantage on how people utilize their left and right brain hemispheres for learning. Effective learning occurs if students: Learnthroughsenses and motion Representrealityby symbols usingtheirimagination and emotions Use logical and criticalthinking Applytheirknowledge and language

9. How people learn products support neural development and enhances the interdependent and integrated functioning of the left and right brain hemispheres to attain long lasting knowledge and skills.

10. BRAIN RULES by John Medina • 1. Exercise boosts brain power. • We are better at seeing patterns and abstracting the meaning of an event than we are at recording details. • Emotional arousal helps the brain learn. • Brain needs repetition to remember. The information is remembered when it is elaborated, meaningful, and contextual. • The way to build long-term memory is to incorporate new information gradually and repeat it in timed intervals. • Stressed brains do not learn the same way. • Stimulate more of the senses at once. • Vision is by far our most dominant sense. • We can recognize and imitate patterns because of “mirror neurons” across our brain. www.brainrules.net

11. Sheltered Instruction Strategies and 5 E Model

12. Four Levels of Learning (1) (1) MT Aldrete based on Bloom’s Taxonomy

13. How people learn and are based on brain research that takes advantage on how people utilize their left and right brain hemispheres for learning.

14. What Makes Sparkito and Comprendo! Different? • Effective instructional design & pedagogy • Expandingteachercapacity • Written & performed by native Spanish-English speakers • Academic Vocabulary Reinforcement • Songs, Music, PrintableMaterials and FormativeQuestions ¡Quiero bailar!

15. AGENDA and products Brain-basedLearning and 5E Model ShelteredInstructionStrategies 30 min. 1:00 hr. Navigate / InstructionalModel and BestPractices in Instruction Recess 15 min. Lesson Plan workshop Lesson Plan Sharing Conclusions and Questions 1:15 hr.

16. Let’s see for PK-K 20132013 https://www.dropbox.com/s/69zelyu622lv9sl/Video_Tutorial_Sparkito_General_v2.mp4

17. Let’s see a video to navigate https://www.dropbox.com/s/86hr8jvwubt7s2o/VideoTutorial_Comprendo_General_v1.flv

18. The Instructional Model • Engage students with Comprenoor! “Sing & Learn” lessons 2) Explore throughimagination • Reinforce vocabulary • Check for understanding using interactive or printable student activities (Explain & Elaborate) • Evaluate using Comprendo’s formative assessments. * Content is available in English and Spanish

19. Best Practices in State Objectives, pose Questions, and define Academic Vocabulary Choose Comprend/ /o appropriateresources. Engageand connect to prior knowledge or experiences. Hands-on activities using five senses, promoting interest and joy in learning. Promote and develop academiclanguage and thinking skills throughout the lesson. Students listen, visualize, repeat, and write vocabulary.

20. Best Practices in Explore using multisensory approaches. Teacher explains concepts. Students respond orally or in writing using complete sentences. Students share new knowledge in the whole group, bilingual pairs, or table groups. Students elaborate activities and expand concepts by applying new learning, using academic language, posing questions and answers. Teacher guides, monitors, and evaluates.

21. AGENDA and products Brain-basedLearning and 5E Model ShelteredInstructionStrategies 30 min. 1:00 hr. Navigate / InstructionalModel and BestPractices in Instruction Recess 15 min. Lesson Plan workshop Lesson Plan Sharing Conclusions and Questions 1:15 hr.

22. ProtocolPart 1: • Selectthetopic and presentitoneach of the 5 daysfor ten minutes withoutinterrumptingthe video. • Workwiththevocabulary (repeat, identify and read) withthewholegroup of students. Teacherencouragesstudentstorepeat. • Eachstudentwrites short sentencesusingthevocabularywords and makesdrawings (usingnouns and adjectives). Examples: Los seres vivos/ Living things • Makegraphicorganizersor mental mapswiththekeywords and drawings, orpastingimages and usingphrases. Work in smallgroupsorwiththestudentsgrouped in tables (use ompendo!activities). • Studentswork in bilingual centers. Thestudentsexplainverballywhattheyknowaboutthetopicusingtheir mental maps and askquestionstotheirrespectivepair (turn and talk), ortotheteacher.

23. ProtocolPart 2: • Theteachermay pause the video in ordertoexplain and askquestionstothewholegroup. • Studentswillconstructsentencesaccordingtothecomplexityexpected in each grade and totheprogress of eachstudent. • In pairs, eachonewrites 3 questions in his/herfirstlanguage and theotherneedstoanswerthem (Questions and answers). • Do activitiesbypairs in thebilingual centers. • Eachstudentwritesseveralsentences and organizesthem in paragraphsbycategories and keepingthem in order. Starting in 2nd grade, thestudentwilllearntostartwithanintroduction, topicdevelopment and conclusion. • Teacherevaluatesbyaskingquestionstothestudents. Thestudentsanswerquick verbal and writtenexams.

24. Conclusions and Questions Thanks for your attention!laura.machuca@eduspark.com Enjoy and