1. Turning Research into Practice Pam Schiller, Ph.D. Ram Sam Sam A ram sam sam Goolie, goolie, goolie, goolie Ram sam sam A-raffey! A-raffey! Goolie, goolie, goolie, goolie Ram sam sam

2. Research to Practice: Singing Research Finding: Research Finding: Singing enhances learning. Singing enhances learning. Increases alertness (oxygen) Increases alertness (oxygen) Enhances memories (endorphins) Enhances memories (endorphins) Energizes thinking (cross-lateral movements) Energizes thinking (cross-lateral movements) Encourages pattern processing Encourages pattern processing Practice: Practice: Sing several times a day Sing several times a day Use singing as a delivery strategy Use singing as a delivery strategy

3. Research to Practice: Intentional Instruction Research Finding: Research Finding: Intentional instruction optimizes learning. Intentional instruction optimizes learning. Practices: Practices: Act with specific outcomes or goals in mind. Act with specific outcomes or goals in mind. Academic (literacy, mathematics, science) Academic (literacy, mathematics, science) Domains (cognitive, social-emotional, motor…) Domains (cognitive, social-emotional, motor…) Possess a wide-range of knowledge. Possess a wide-range of knowledge. (content, instructional strategies, research) (content, instructional strategies, research) Balance instruction between teacher guided and student guided experiences. Balance instruction between teacher guided and student guided experiences. Use developmental continuums. Use developmental continuums.

4. Research to Practice: The Environment Research Findings: Research Findings: Safety and well-being must be assured in order for learning to take place. Safety and well-being must be assured in order for learning to take place. Threats and emotions inhibit cognitive processing. Strong emotions (negative or positive) can shut down learning. Threats and emotions inhibit cognitive processing. Strong emotions (negative or positive) can shut down learning. Practices: Practices: Make safety rituals routine. Make safety rituals routine. Eliminate threats of any kind. Eliminate threats of any kind. Use positive effectively. Use positive effectively. Keep classroom space cozy. Keep classroom space cozy. Give conscious effort to not overprotecting. Give conscious effort to not overprotecting.

5. Research to Practice: The Environment Research Findings: Research Findings: Over-stimulating classrooms inhibit cognitive functioning. Over-stimulating classrooms inhibit cognitive functioning. Students do not make thoughtful choices when given more than three options. Students do not make thoughtful choices when given more than three options. Practices: Practices: Be thoughtful when choosing classroom décor. Be thoughtful when choosing classroom décor. Limit and rotate environmental print. Limit and rotate environmental print. Rotate art work. Rotate art work. Provide a place for the eye to rest. Provide a place for the eye to rest. Rotate instructional materials. Rotate instructional materials. Limit the number of choices offered to students. Limit the number of choices offered to students.

6. More Environmental Findings Aromas Aromas Colors Colors Senses Senses Nutrition and Hydration Nutrition and Hydration Rest Rest Choices Choices Novelty Novelty Space Space Exercise (Brain Gym) Exercise (Brain Gym)

7. Research to Practice: Wiring Research Findings: Research Findings: Brain structure and capacity are the result of a complex interplay between genes and the environment. Brain structure and capacity are the result of a complex interplay between genes and the environment. Experience wires the brain. Experience wires the brain. Repetition strengthens brain connection. Repetition strengthens brain connection. Practices: Practices: Make instruction intentional and purposeful. Make instruction intentional and purposeful. Base instruction on the Windows of Opportunity. Base instruction on the Windows of Opportunity. Offer positive experiences at fertile times. Offer positive experiences at fertile times. Schedule repetition within two days of the initial instruction and make sure it occurs six times within 30 days. Schedule repetition within two days of the initial instruction and make sure it occurs six times within 30 days.

8. Research to Practice: Learning Research Finding: Research Finding: Learning engages the entire person (cognitive, affective, and psychomotor domains). Learning engages the entire person (cognitive, affective, and psychomotor domains). Practices: Practices: Adapt curriculum so that it addresses each domain with the greatest amount of time spent on areas that are at the most fertile time for wiring during the preschool years. Adapt curriculum so that it addresses each domain with the greatest amount of time spent on areas that are at the most fertile time for wiring during the preschool years. Individualize instruction is meet the needs of diverse learning styles, personality types, MI profiles, temperaments and past experiences. Individualize instruction is meet the needs of diverse learning styles, personality types, MI profiles, temperaments and past experiences.

9. Windows of Opportunity Window Wiring Opportunity Greatest Enhancement Emotional Intelligence Trust Trust Impulse Control Impulse Control 0 - 48 months 0 - 48 months 0 –14 months 0 –14 months 16 –48 months 4 years to puberty Social Development Attachment Attachment Independence Independence Cooperation Cooperation 0 -48 months 0 -48 months 0-12 months 0-12 months 12-24 months 24-48 months 4 years to puberty Thinking Skills Cause and Effect Cause and Effect Problem-Solving Problem-Solving 0 - 48 months 0 - 48 months 0 –16 months 0 –16 months 16 - 48 months 4 years to puberty Motor Development 0 - 24 months 0 - 24 months 2 years to puberty Vision 0 –24 months 0 –24 months 2 years to puberty Reading Foundation Skills Early Sounds Early Sounds Vocabulary Vocabulary 0 - 24 months 0 - 24 months 4 - 8 months 4 - 8 months 0 - 24 months 0 - 24 months 2 - 7 years 8 mos. –10 years 2-5 years

10. Research to Practice: Learning Research Finding: Research Finding: There is a predictable process for assisting the brain in channeling stimuli into long term learning. There is a predictable process for assisting the brain in channeling stimuli into long term learning. Practices: Practices: Focus. Focus. Engage multiple senses. Engage multiple senses. Follow the interest of the learner. Follow the interest of the learner. Help learners make sense of and establish meaning for information. Help learners make sense of and establish meaning for information. Use emotions as a tool. Use emotions as a tool. Provide repetition of experiences Provide repetition of experiences Provide hands-on practice after all learning episodes. Provide hands-on practice after all learning episodes. Provide time for reflection. Provide time for reflection. Keep learning space uncluttered. Keep learning space uncluttered. Make sure learners feel safe. Make sure learners feel safe. Keep lessons short. Keep lessons short.

11. Brain Based Lesson Cycle Focus Focus Questions Questions Interesting statements Interesting statements Photos Photos Develop Develop Tap into prior knowledge Tap into prior knowledge Point out likenesses and differences Point out likenesses and differences Identify patterns Identify patterns Practice Practice Hands-on Hands-on Follows as the lesson as closely as possible Follows as the lesson as closely as possible Reflect Reflect How will I use this information? How will I use this information? How has my thinking changed? How has my thinking changed?

12. Average Retention Rate after 24 Hours 5% Lecture 10% Reading 20% Audio-Visual 30% Demonstration 50% Group Discussion 75% Practice by Doing 90% Teach Others/Quick Use of Learning Sousa, David A., How the Brain Learns. Virginia: NASSP, 2005

13. Research to Practice: The Teacher Research Findings: Research Findings: Early interactions affect brain structure and capacity. Early interactions affect brain structure and capacity. The quality of learning rarely exceeds the quality of teaching. The quality of learning rarely exceeds the quality of teaching. External reward inhibits internal motivation. External reward inhibits internal motivation. Practices: Practices: Teachers are nurturing permanent, and knowledgeable. Teachers are nurturing permanent, and knowledgeable. Teachers are models of appropriate behaviors. Teachers are models of appropriate behaviors. Children have more need of models than critics Carolyn Coates Teachers use encouragement as opposed to praise or tangible rewards. Teachers use encouragement as opposed to praise or tangible rewards.

14. Encouragement Instead of Praise Findings: Findings: Extrinsic reward inhibits intrinsic motivation. The brain functions optimally when stress is low and safe challenges are high. The brain functions optimally when stress is low and safe challenges are high. Eliminate the use of stickers and privilege rewards. Eliminate the use of stickers and privilege rewards. Be honest and sincere with compliments. Be honest and sincere with compliments. Encourage students to critique themselves. Encourage students to critique themselves. Avoid comparisons. Avoid comparisons. Focus on process instead of product. Focus on process instead of product.

15. Negative Impacts of Praise Too much praise burdensit pressures students to live up to your expectations. Too much praise burdensit pressures students to live up to your expectations. Value driven praise result in students equating good with pleasing others and bad with displeasing others. We raise people-pleasers instead of thinkers. Value driven praise result in students equating good with pleasing others and bad with displeasing others. We raise people-pleasers instead of thinkers. If you praise for only completed tasks you send a message that effort doesnt matter. If you praise for only completed tasks you send a message that effort doesnt matter. Bottom line: You cant build confidence from the outside. Bottom line: You cant build confidence from the outside.

16. Encouragement Strategies Notice, Acknowledge and Appreciate Notice and describe behavior Notice and describe behavior Look at you. You finished the puzzle. That took determination. Look at you. You finished the puzzle. That took determination. You did it. You came down the slide feet first and landed right in my arms. You did it. You came down the slide feet first and landed right in my arms. Link actions to enjoyment and satisfaction instead of a tangible reward. Link actions to enjoyment and satisfaction instead of a tangible reward. Use encouragement especially when someone makes a poor choice. Use encouragement especially when someone makes a poor choice. I feel confident that you will find a better way. I feel confident that you will find a better way. Children need love especially when they dont deserve it. Harold Hulbert

17. References Bransford, J., Brown, A., & Cocking, R. (Eds.) (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Goleman, Daniel. (2007) Social Intelligence: The New Science of Human Relationships. New York, NY: Bantam. Goleman, Daniel. (2007) Social Intelligence: The New Science of Human Relationships. New York, NY: Bantam. Hannaford, Carla. (1995) Smart Moves: Why Learning Is Not All in Your Head. Great Ocean Publishers, Arlington, VA. Hannaford, Carla. (1995) Smart Moves: Why Learning Is Not All in Your Head. Great Ocean Publishers, Arlington, VA. Jensen, Eric (1997) Brain Compatible Strategies. Delmar, CA: Turning Point Publishing. Jensen, Eric (1997) Brain Compatible Strategies. Delmar, CA: Turning Point Publishing. Jensen, Eric (1998) Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development. Jensen, Eric (1998) Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development. Morrison, R.G. (2005). Thinking in Working Memory. In K. J. Holyoak & R. G. Morrison (Eds.), Cambridge Handbook of Thinking and Reasoning (pp. 457-473). Cambridge, UK: Cambridge University Press. Morrison, R.G. (2005). Thinking in Working Memory. In K. J. Holyoak & R. G. Morrison (Eds.), Cambridge Handbook of Thinking and Reasoning (pp. 457-473). Cambridge, UK: Cambridge University Press. National Research Council. (2006). Rising above the Gathering Storm: Energizing and Employing America for a Brighter Future. Washington, DC: The National Academies Press. National Research Council. (2006). Rising above the Gathering Storm: Energizing and Employing America for a Brighter Future. Washington, DC: The National Academies Press. National Center on Education and the Economy. (2007). Tough Choices or Tough Times: The Report of the New Commission on the Skills of the American Workforce. San Francisco: Jossey-Bass/John Wiley & Sons. National Center on Education and the Economy. (2007). Tough Choices or Tough Times: The Report of the New Commission on the Skills of the American Workforce. San Francisco: Jossey-Bass/John Wiley & Sons. Ramey, Craig T. and Sharon L. (1999) Right from Birth. Goddard Press, NY, 1999. Ramey, Craig T. and Sharon L. (1999) Right from Birth. Goddard Press, NY, 1999. Schiller, Pam (1999) Start Smart: Building Brain Power in the Early Years. Beltsville, MD: Gryphon House. Schiller, Pam (1999) Start Smart: Building Brain Power in the Early Years. Beltsville, MD: Gryphon House. Sousa, David (2005) How the Brain Learns. Thousand Oaks, CA: Corwin Press. Sousa, David (2005) How the Brain Learns. Thousand Oaks, CA: Corwin Press.Schillereducationalresources.com