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When planning for student experiences in the classroom, consider the following information:. Average Retention Rate after 24 hours. How the Brain Learns David Sousa. Lecture. 5 %. 10 %. Reading. 20 %. Audio-Visual. 30 %. Demonstration. 50 %. Discussion Group. 75 %.

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Presentation Transcript
slide1

When planning for student

experiences in the classroom,

consider the following information:

slide2

Average Retention Rate

after 24 hours

How the Brain Learns

David Sousa

Lecture

5 %

10 %

Reading

20 %

Audio-Visual

30 %

Demonstration

50 %

Discussion Group

75 %

Practice by Doing

90 %

Teach Others / Use New Learning

slide3

Consider these

when building

student choice

into class projects,

activities, labs and

other experiences …How will students

show what

they know?

slide4

Naturalist

classifying, environment,

minerals, insects, plants

Musical-Rhythmic

rhymes, music, songs,

listening, raps, humming,

concert reading

Interpersonal

cooperation, partners,

teams, pairs, groups,

win-win competition

Verbal-Linguistic

stories, debate, humor,

dialogs, speech, reading

Multiple Intelligence

Bodily Kinesthetic

role play, exercise,

drama, mime, activities,

simulations, games, sports

Intrapersonal

reflective, thinking,

visualization, metacognition,

journal writing, self-discovery

Spatial

mind-maps, movement,

sense of body and distance,

drawings, poster charts,

memory maps

Mathematical/Logical

analysis, prediction,

reasoning, problem-solving,

proving, cause-effect

slide5

If you are considering activities

that will engage students in the

writing process, think about these:

slide6

GroupReports/

WhiteBoarding

Summarizing

Multiple Views

Pictures

Comic Strip

Charts, Graphs

& Tables

Word Sort/

Prediction

Accurate

Complete

Coherent

Evidence

ConceptMapping

Who or What

am I?

S.U.B.J.E.C.T.

acronym

Cubing

Word Pictures

Games

Role Play

Songs, poems

Hand Signals

ConstructedResponse

Journal Writing

Double/Triple Entry

Story

Word families

slide7

SEED IDEAS assist in… Source How to Think Like Einstein and Thinker Toys

…Thinking Ambidextrously …Getting out and staying out of old furrows or ruts…Pulling us out of a rut and giving us a whole new perspective for making new connections, forming new patterns of thinking, and deepening understanding

…Freeing your natural brilliance to create new connections and deepen your understanding

A LIST OF POSSIBLE SEED IDEAS

ON NEXT SLIDE… Try making up one of your own!

PLANTING SEEDS…

…Marry the concepts to be learned to the seed idea.

…Use joke to express the connection

…Create a picture to join the ideas

…Experience the concept for learning from the point of view of the seed idea

…Use the characteristics of the seed idea to form new patterns of thinking about the concept for

learning

…Consider how the seed idea can be differentiated…example: nail—how is one nail different from another and what new connections to the concept for learning can be made?

…Compare and contrast the concept for learning with the seed idea—open or focused. How is concept for learning like…the seed idea?

* If the relationship between the seed idea and concept for learning is strong, then the seed idea is inside the rut and may not pull you out.