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Daggett System for Effective Instruction Its About the Relationships! Paul D. Nussbaum, Ph.D., ABPP Clinical Neuropsychologist and Senior Advisor Of Brain.

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Presentation on theme: "Daggett System for Effective Instruction Its About the Relationships! Paul D. Nussbaum, Ph.D., ABPP Clinical Neuropsychologist and Senior Advisor Of Brain."— Presentation transcript:

1 Daggett System for Effective Instruction Its About the Relationships! Paul D. Nussbaum, Ph.D., ABPP Clinical Neuropsychologist and Senior Advisor Of Brain Science for ICLE (412)

2 Ability to compete in the interconnected global economy is primarily leveraged by technical innovation and a highly skilled workforce. A more rigorous and more applied curriculum is needed to drive both levers. – Daggett, 2011 Paul D. Nussbaum, Ph.D., ABPP 2

3 Most Research on Education indicates: No single variable has more impact than teaching. Paul D. Nussbaum, Ph.D., ABPP 3

4 Hatties Visible Learning O Synthesis of our 800 meta-analyses on achievement O Analyzed 200,000 effect sizes (relative impact of one factor vs. other factors) O 52,637 studies with 50 million students reviewed Paul D. Nussbaum, Ph.D., ABPP 4

5 Hatties Visible Learning O Effect size = identifies influence on learning O Effect size of 1.00 school districts = 2 years of annual growth O Most variables in schools have effect size +.3 to +.4 Paul D. Nussbaum, Ph.D., ABPP 5

6 6 Noteworthy Effect Size = (Hattie) Formative evaluation+.90~1.7 yrs. Growth Providing feedback+.73~1.44 yrs. Growth Student-Teacher relationships+.72~1.44 yrs. Growth Prior achievement+.67~1.24 yrs. Growth Socioeconomic status+.57~1.14 yrs. Growth Peer tutoring+.55~1.13 yrs. Growth Teaching test taking+.22 Reducing class size+.21

7 Charlotte Danielsons Framework for Teaching O Research-based components of teaching O Focused on student success – study Five key themes revealed 1. Leadership 2. High Expectations 3. Relationships 4. Student Opportunities 5. Professional Culture Paul D. Nussbaum, Ph.D., ABPP 7

8 System Support for Teachers O What goes on between the teacher and student is critical to high level learning O Organizational-wide commitment is at the heart of Daggetts System for Effective Instruction Paul D. Nussbaum, Ph.D., ABPP 8

9 Neuropsychology of Relationships Paul D. Nussbaum, Ph.D., ABPP 9

10 Neural Evolution Survival O We do things together O We learned to love, communicate, empathize O We care and support O We need each other O We shape each other O Brains thrive with socialization Paul D. Nussbaum, Ph.D., ABPP 10

11 Basics of Your Brain Your Cortex Paul D. Nussbaum, Ph.D., ABPP 11

12 Your Emotional Brain Paul D. Nussbaum, Ph.D., ABPP 12

13 Neurochemistry of Relating Oxytocin Serotonin Dopamine Positive Feelings Paul D. Nussbaum, Ph.D., ABPP 13

14 Gender and Relationships O Females more verbal O Females more social O Females more nurturing O Females more empathetic O Females manage stress better O Males more task oriented O Males focus on solution O Males more visual O Males isolative Paul D. Nussbaum, Ph.D., ABPP 14

15 Brains and gender Paul D. Nussbaum, Ph.D., ABPP 15

16 How do teachers and students relate? Critical Factors O Teenage Brain O Gender O Technology (Immigrants versus Natives) O Students perceive world differently vs. Teachers Paul D. Nussbaum, Ph.D., ABPP 16

17 How Can We Relate? Paul D. Nussbaum, Ph.D., ABPP 17

18 Ideas – brain to brain It takes work O Listen and be heard O Communicate needs O Make content personal O Music fuels dialogue – get into the students world O Educate consequences of relating O View non-verbals O Recognize your own strengths/weaknesses O Use technology O Use gender to help O Build trust Paul D. Nussbaum, Ph.D., ABPP 18

19 Virtual Society Paul D. Nussbaum, Ph.D., ABPP 19

20 We dare not lose the necessary chemical and spiritual connection born from one human relating to another. - Nussbaum, 2012 Paul D. Nussbaum, Ph.D., ABPP 20

21 Paul D. Nussbaum, Ph.D., ABPP Clinical Neuropsychologist and Senior Advisor Of Brain Science for ICLE (412)


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