Lesson Planning

Focusing on Instructional Strategies

LESSON PLANNING Chapter 5 Pages 241 - 253

Focusing on Lesson Planning

Objectives: •To discuss the relationship between how the brain processes information and a lesson plan. •To model a “brain-friendly” lesson using Thinking Maps. How the Brain Processes Information (Flow Map)

Welcome and Agenda

Planning time for classroom applications.

Thinking Maps for different stages of a lesson (Model Lesson)

Closure and expectations for sharing student work

A Language for Learning Chapter 5 Pages 241 - 253

You can use Thinking Maps for Curriculum and Lesson Planning.

You Have Integrated Thinking Maps for Effective Instructional Strategies CHAPTER 5 INSTRUCTIONAL STRATEGIES Page 233

You have embedded Thinking Maps in other instructional strategies. You and your students construct Thinking Maps for a variety of applications in order to explain, revise, and synthesize ideas. Your students use multiple Thinking Maps in collaborative team work. You use Thinking Maps independently across disciplines to encourage student metacognition, self-reflection, and

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WHY ? ? ? …can you remember exactly where you were & what you were doing on September 11th? …can you recognize a person’s face, but not remember his/her name? …can you hear an “oldie” and remember every word in the song, even though you haven’t sung that song in years? …do you buy a new car, then constantly see it everywhere you go? …can you drive a familiar route and when you arrive, you can’t really remember how you got there? …do you feel “brain dead” after hours of staff development?

HOW SCIENTISTS STUDY THE BRAIN

Animal Research Basic neural mechanisms and processes are similar in all animals

Marine snails and learning and memory

Rats and the environment

People with Brain Damage War and accident victims

Look at general location, compare to those without damage, draw conclusion

Laboratory Experiments

Brain-Imaging Technology

Observe eye movements during a specific task

Chemical

Timing response rates

Stroop test: the word red in blue ink

MRI and fMRI

Electrical EEG and SQUID, BEAM

Blood Flow PET

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How Does the Brain Process Information? How Can Thinking Maps Enhance the Process? 1. How does the brain decide what to PAY ATTENTION to? 2. How much information can the brain handle for how long? 3. What causes information to move from short term memory to long term memory?

How the Brain Processes Information Page 242

Senses Register Information

Lost

Areas in the Brain Filter Information Emotion

Long Meaning

Term Memory

Building Networks

Networks Strengthened

Lost

Networks Extended

The Pathways of Attention Why set a purpose for reading, viewing, listening?

“The brain’s susceptibility to paying attention is very much influenced by priming.” (Marzano, p?)

LESSON PLANNING Diagnosing Prior Knowledge or Set/Hook Getting the Brain’s Attention

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LESSON PLANNING GOAL SETTING Getting the Brain’s Attention

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LESSON PLANNING

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Diagnosing Prior Knowledge or Set/Hook Getting the Brain Focused

The Bridge Map helps connect what students already know to what they will be learning.

The Multi-Flow Map helps students connect their prior experiences or knowledge to an upcoming concept or theme.

LESSON PLANNING Diagnosing Prior Knowledge K-W-L

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LESSON PLANNING Diagnosing Prior Knowledge Ready, Set, Go, Whoa!

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Now You Try

Think about a lesson you will be teaching in the next few days. Work with a partner or alone to plan how you could use one of the maps ideas mentioned to either diagnose your students’ prior knowledge or get them personally connected to the upcoming lesson.

“For the brain to construct knowledge and behaviors, it must take in data that it can use for construction.” .

“The Brains Behind the Brain” Marcia D’Arcangelo

Building Networks

How much data can the brain take in? How can Thinking Maps help the brain take in more?

Lost

MEMORY TEST

7 4 9 3 6 5 1

MEMORY TEST

7 4 9 3 6 5 1

MEMORY TEST

5 2 1 6 3 8 4 7 9 4

MEMORY TEST

5 2 1 6 3 8 4 7 9 4

MEMORY TEST

NB CJ FK TVF BIU SA

MEMORY TEST

NB CJ FK TVF BIU SA

NBC JFK TV FBI USA

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“Students miss much of the original data (up to 50 percent) when the cognitive strategies were not fully or partially developed.”

“Building Learning Structures Inside the Head” Ruby Payne, Ph.D.

BEFORE, DURING AND AFTER INSTRUCTION

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DURING INSTRUCTION

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“Verbatim note taking is, perhaps, the least effective way to take notes. When students are trying to record everything they hear or read, they are not engaged in the act of synthesizing information.” Marzano, p. 43)

Now You Try

Think about a lesson you will be teaching in the next few days. Work with a partner or alone to plan how you could use one of the maps ideas mentioned to cause students to be actively engaged during instruction.

How is information “moved” to LTM? How can Thinking Maps help? How can Thinking Maps help the learner strengthen or extend neural networks?

Long Term Memory

Networks Strengthened

Networks Extended

Teacher Time – 20-40% Student Time 60-80% Students should spend time processing, discussions, group work, self-assessment, journal writing, feedback, mapping, review, memorization. The brain learns best when it DOES, not ABSORBS! “Teach Me, Teach My Brain: A Call for Differentiated Classrooms.” Carol Tomlinson and M. Layne Kalbfleisch. Educational Leadership. 1998. Vol.56, No. 3.

Networks are Extended

Networks are Strengthened

From A Celebration of Neurons, Robert Sylwester, 1995

Impoverished Environment

Marion Diamond. Magic Trees of the Mind.

Smart Toy

Stupid Toys

Enriched Environment

Smart Toys

Smart Toys

LESSON PLANNING: CLOSURE

“What was the mood of the Second Continental Congress? And why?

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Thinking Critically: Compare the British and American soldiers during the Revolutionary War. (Double Bubble Map) From your comparison, predict who might be the winner. (Frame of Reference)

LESSON PLANNING: CLOSURE

TO

TO

TO

TEXT

SELF

WORLD

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Now You Try

Think about a lesson you will be teaching in the next few days. Work with a partner or alone to plan how you could use one of the maps ideas mentioned to help students summarize, process, and extend what they have learned.

A MODEL LESSON: Using Thinking Maps Throughout a Lesson

Diagnosing Prior Knowledge or Set/Hook Getting the Brain’s Attention

Diagnosing Prior Knowledge or Set/Hook Getting the Brain’s Attention

Diagnosing Prior Knowledge or Set/Hook Getting the Brain’s Attention

DURING INSTRUCTION

THANK YOU M’AM By LANGSTON HUGHES

LESSON PLANNING: CLOSURE

Task Card Describe Mrs. Jones using adjectives stated in the text (in the short bubble) and descriptors you can infer (long bubbles). Add a Frame of Reference and cite evidence from the text to support any descriptors you inferred.

LESSON PLANNING: CLOSURE Task Card Describe Roger at the beginning, middle and end of the story. Use descriptors given in the text as well as descriptors that you can infer. Add a Frame of Reference and draw some conclusions about his change over time.

LESSON PLANNING: CLOSURE Task Card Compare and contrast Mrs. Jones and Roger. Concentrate on discussing common characteristics that you think the author thinks are important. Be sure to include important differences as well. Add a Frame of Reference and cite evidence from the text to support your conclusions.

LESSON PLANNING: CLOSURE Task Card Identify the parts of Mrs. Jones’ room. Identify specific parts of the room given in the story as well as inferences you can make about the area. Add a Frame of Reference and draw some conclusions about the influences on Mrs. Jones’ character that are influencing the room. Discuss why your team thinks Hughes spent so much time on the parts of her room.

LESSON PLANNING: CLOSURE Task Card Construct a Multi-Flow identifying the causes and effects of Roger trying to steal from Mrs. Jones. Use details from the story as well as inferences you make. Focus on differentiating between long-term causes and effects and short-term causes and effects. Add a Frame of Reference and include information that is influencing your map.

LESSON PLANNING: CLOSURE Task Card Construct 4 different Flow Maps to sequence the events in this story. The first Flow Map should retell the story in 8 boxes; the second should have 5 boxes; the third should summarize the story in 3 boxes. Add a final Flow Map to predict the next 4 events in Roger’s life after he leaves Mrs. Jones.

PRESENTATIONS

Decide how your team will “take the information off of your map” and share your thinking with the whole group.

CLOSURE Take some time to meet by grade level or department in order to review the lesson plan you have created. In the next few weeks, teach the lesson you have planned and try to incorporate Thinking Maps throughout your other lessons. Save your students’ work and be prepared to share their examples at our next follow-up session.