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Creating the Conditions for Learning

Creating the Conditions for Learning

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Creating the Conditions for Learning

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  1. Creating the Conditions for Learning Arch Diocese of Philadelphia March 1-4, 2010 with Susan Kovalik and Sue Pearson • Senior Advisor Center for the Leadership in Education • Founder of Center for Effective Learning ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  2. Catholic Nuns as Nation Builders • Nations largest private school system, in 1950 11% of American students were enrolled • 1st school for African-Americans, helped create a black middle class • 1st schools west of the Mississippi • Created the Xavier University New Orleans1915 • Large percentage of Fortune 500 CEO’s attended Catholic schools ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  3. 1st large network of female professionals • Largest non-profit hospital system in the nation • 20% of nurses during the Civil War worked on both sides • 1st responders to health epidemics • RR tycoons gave them lifetime passes because their hospitals offered the only decent care for injured workers ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  4. DISCIPLE AND UTTER LACK OF FEAR • 16% of nations community hospitals • Co founded Alcoholic Anonymous • 1st large group of educated women • 1st group to brave going west to the mines, the undeveloped cities (SF) and bring hospitals and schools • Over 600 schools and 400 hospitals ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  5. We are the only species that creates the environment that creates who we become! —Land of Childhood ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  6. Topics you asked for: • Critical Thinking • Parent Support • Learning Styles • Needs of Specialists • Limited Funds • Classroom Management • Gifted • Assessment • Depth of Study • Range of Abilities • Transition Times • Technology • Environment ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  7. Creating the Conditions for Learning • The Physical Environment-roomdesign • The Cultural Environment-character • Managing differences-multiple intelligences • Engaging students – levels of input • Motivation comes from within – progression of understanding ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  8. Flow for the Day • A video clip of actual classrooms that are part of the Highly Effective Teaching Model • Susan-the Science behind the video • Sue- Practical ways to facilitate an effective classroom ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  9. WHY ARE WE HERE ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  10. Biology of Learning Instructional Strategies Conceptual Curriculum Creating Context HIGHLY EFFECTIVE TEACHING GROWING RESPONSIBLE CITIZENS

  11. BRAIN PRINCIPLES • Learning is an inseparable body/brain Partnership • EMOTION is the gatekeeper to learning and performance • Movement enhances learning ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  12. Intelligence is a function of EXPERIENCE-level the learning field • There are multiple ways to demonstrate understanding MULTIPLE INTELLIGENCES-DIFFERENTIATION ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  13. BodyBrain Compatible Instructional Strategies: • Absence of threat • Meaningful Content • Choices 4. Movement to Enhance Learning • Enriched Environment • Adequate Time • Immediate Feedback • Collaboration 9. Mastery/Application ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  14. Critical attributes of a learning environment: • A safe and predictable environment • Consistency and continuity • Context, Context, Context ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  15. An Integrated Unit of Study • A week long intensive about the HEART, quadrant D and Gold Seal all in one • Skills and standards integrated • First Day-three hour class-what would you do the rest of the week? ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  16. Adequate Time ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  17. EMOTION IS THE GATEKEEPER TO LEARNING AND PERFORMANCE • and your classroom has emotional impact ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  18. Emotions Drive >>> Attention * Learning * Memory! —Bob Sylwester ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  19. MIRROR NEURONS • Some brain memory networks store and recall facts and experiences and others, including mirror neurons, store and recall specific movement sequences.

  20. brainstorm ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  21. Every change in the physiological state is accompanied by an appropriate change in the mental emotional state, conscious or unconscious, and conversely, — Elmer Green, Mayo Clinic ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  22. Every change in the mental emotional state, conscious or unconscious, is accompanied by an appropriate change in the physiological state. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  23. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  24. Learning and memory processes exist in a circular relationship…learning enables information to cross over the lines of perception into memory, but once stored these memories affect future learning. —Ratey ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  25. Our emotions have a mind of their own, one which can hold views quite independently of our rational mind.—Joseph LeDoux ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  26. TOWANDA ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  27. GENDER DIFFERENCES ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  28. CULTURE “The agreed upon behavior when we’re together.” ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  29. Being There ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  30. We belong to many groups and each one has defined cultural behavior. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  31. Groups: • Home, School, Church • Teams, Hobbies, Civic • Suburbs, City, Rural • Women’s, Men’s, Relatives • Liberal, Conservative, Green • Faculty, Military, Bureaucracy ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  32. Without a defined school culture students and teachers choose their behavior, attitudes, and means of interaction based on comfort and survival. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  33. Creating a positive and transferable school culture allows students and adults to function in a safe and predictable environment. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  34. Lifelong Guidelines and LIFESKILLS are the cultural parameters of a Highly Effective school/classroom. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  35. Lifelong Guidelines Trustworthiness:To act in a manner that makes one worthy of confidence Truthfulness:To act with personal responsibility and mental accountability Active Listening:To listen with attention and intention No Put-Downs:To never use words, actions and/or body language that degrade, humiliate, or dishonor others Personal Best:To do one’s best given the circumstances and available resources ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc. © Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 9.1

  36. Community is a dynamic whole that emerges when a group of people: • participate in common practices • depend on one another • make decisions together ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  37. What would the Lifelong Guidelines look like, sound like, and feel like in your work environment? TRUSTWORTHINESS TRUTHFULNESS ACTIVE LISTENING NO PUT-DOWNS PERSONAL BEST What behaviors would you no longer see if these were part of your school culture? ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  38. PERSONAL BEST IS. . . • Defined by 19 LIFESKILLS • Consistent pursuit of a moving target • Not about treats/rewards • A mindset of personal/group goals • Transferable-family, school, work, religious experiences, recreational life

  39. LIFESKILLS • Rigor: Curriculum for “life” • Relevance:Curriculum for • responsible citizenship • Relationship: Curriculum • for family/work/community

  40. LIFESKILLS INTEGRITY: To act according to what’s right and wrong INITIATIVE: To do something because it needs to be done FLEXIBILITY: The ability to alter plans when necessary PERSEVERANCE: To keep at it ORGANIZATION: To work in an orderly way ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  41. LIFESKILLS SENSE OF HUMOR: To laugh and be playful without hurting others EFFORT: To do your best COMMON SENSE: To think it through PROBLEM SOLVING: To seek solutions RESPONSIBILITY: To do what’s right ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  42. LIFESKILLS PATIENCE: To wait calmly FRIENDSHIP: To make and keep a friend through mutual trust and caring CURIOSITY: To investigate and seek understanding COOPERATION: To work together toward a common goal (purpose) ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  43. LIFESKILLS CARING: To show/feel concern COURAGE: To act according to one’s beliefs PRIDE:Satisfaction from doing your personal best RESOURCEFULNESS: To respond to challenges in creative ways CREATIVITY: To generate ideas; to create something original ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  44. LIFESKILLS in Common • Pair up with another participant that you do not know very well. (one minute) • Take three minutes to introduce yourselves and identify three LIFESKILLS strengths you have in common. • At the prompt, join with another team, introduce yourselves, and identify three LIFESKILL strengths the four you have in common. • Thank each other and return to your table when finished. Business FUNdamentals@businessfundamentals.com, 2005

  45. IMPLEMENTING the LG/LS

  46. Definition What it is . . . What it’s not . . . Why practice . . .? How do you practice? What does it look like in real life? What does it look like in school? How do I practice. . .? Signs of success. Signs that more practice is needed. . . Curriculum Connections Home Connections LIFESKILLS in ACTION

  47. YEAR WEEK TODAY CARING ORGANIZING YOUR SOUL

  48. LG/LIFESKILL Resources • Tools for Citizenship and Life: Using the LG/LS in your Classroom • Character Begins at Home: Family Tools for Teaching Character and Values • LIFESKILLS DVDs, activity cards, bookmarks, magnets, songs,

  49. MOVEMENT TO ENHANCE LEARNING • When exercise requires complex motor movement such as Dance, Dance, Revolution, we are also exercising the area of the brain involved in the full range of cognitive function.

  50. BRAIN RESEARCH Repetitive gross motor movement balances brain chemicals that calm behavior and elevate self-esteem.