1. Beginning Teacher November Forum #2 Working Memory Learning Environment (I-10) CIC:

2. Agenda Agenda, Outcome, Norms Connecting Activity Working Memory - What It Is and What It Does - How to Develop It with Skill Building Activities Learning Environment (I-10) - Effects of Stress - Importance of Staying Centered Announcements Closing

3. Outcomes Teachers will: Understand what working memory is and what it does for learning. Learn the kinds of skill activities that build working memory. Understand how minimizing stress contributes to a better learning environment. Realize the importance of getting and staying centered.

4. Norms Active Listening Appropriate use of electronics Equity of voice Respect for all perspectives Confidentiality

5. Connecting Activity Add-a-Word Story Each table will begin with the sentence stem, “As the CIC on my campus, I.... “ The teacher with the most years of experience begins by saying the sentence stem and then adding one word. Going counter clockwise, the next person says everything the first person said and adds another word. The third person says everything the second person said and adds another word. This continues until time is called. The person who spoke last will repeat the table’s story to whole group.

6. Working memory is a system for temporarily storing and managing the information required to carry out complex cognitive tasks such as new learning, reasoning, and comprehension. Working memory is the part of short-term memory that is concerned with immediate conscious perceptual and linguistic processing. Working memory is visual and auditory and is held for moments. What Is Working Memory?

7. Working Memory is Used to Complete Multi-Step Tasks Students rely on working memory to complete multi-step tasks. If they have weak working memory skills, it’s hard to remember what comes next while doing what comes now. Note-taking, for example, is difficult, since students have to remember the sentence they heard by using working memory, while calling on long-term memory to spell words and use correct punctuation in the sentence.

8. Working Memory is Used to Access New Information The teacher asks a verbal math question. “What is the width of a rectangle that has a length of 20 cm and a perimeter of 70 cm:” A student has to recall information from long-term memory (the correct formula), and at the same time, use working memory to access new incoming information (the measures stated verbally by the teacher).

9. Working memory is required for problem solving, language, math, prediction, and every higher order process. Stress and other environmental factors can impact working memory. Working memory is a teachable skill and should be practiced daily. Accommodations to support working memory should be planned. The Need to Build Working Memory

10. Every few minutes when teaching, pause to let content sink in. Divide content into smaller chunks to aid understanding, then review. Do a physical activity to get oxygen to the brain. Make it a priority to do 10 minutes of working memory skills 3-5 times a week for 8-12 weeks. Ways to Build Working Memory

11. Examples of Activities to Build Working Memory

12. Have your partner repeat these numbers backwards. 5, 3, 8 2, 7, 4 9, 6, 3 5, 1, 7

13. Now, have your partner repeat them from greatest to least. 5, 3, 8 2, 7, 4 9, 6, 3 5, 1, 7

14. Make two words from these letters. p s o t u e r l m t i e p t a r

15. On-Line Games that Build Working Memory Secondary: www.lumosity.comwww.lumosity.com Elementary: www.junglememory.comwww.junglememory.com

16. Learning and Long-Term Memory

17. Effects of Stress on Learning The amygdala is the emotional part of the brain. When it shuts down, every part of the brain changes, and there is no metabolic activity. Such things as threats, insults, put-downs, and any other form of bullying can activate the amygdala. When this happens, it takes at least 30 – 90 minutes to calm down so that learning can occur.

18. How did that make you feel? Do you feel like engaging in learning right now? What if a teacher had reacted this way to a student in front of the class? How would the learning environment be affected? What can you do to get centered and to bring the class back? What can you do to prevent your-self from getting so off-center? What just happened?

19. Announcements Board policy says that new hires must complete the following within 15 working days from their start date: - IPDP - Participate in a goal-setting conference Other announcements pertinent to your campus BTs BTs verify in mentors activity in MAS

20. Reflecting on the Learning Complete the CAL Survey: What’s working? (What is going well so far this year?) What are your challenges/concerns? (Have there been any challenges or concerns that have been difficult to resolve?) What might be your next steps? (What might you do to address any pending concerns? Will you use anything that has been addressed in this learning?) What can I do for you? (What kind of support would you like from your mentor and what kind of training would you like from your CIC?)

21. CAL Survey: Activities Completed with Mentor Which activities have you completed with your mentor? Check the boxes on the CAL Survey for the specific activities that you and your mentor completed together. Be sure to verify the completion in MAS.