Instructional Strategies

Simply put, this course connecting brain parts and their functions to strategies used in the classroom. Diving into research done by Jensen, Marzano, Hardiman, and various other research institutions and researchers to improve emotional climate, recall for assessment, deeper thinking, and much more!

While taking this course I remember creating opportunities to share the new found knowledge I was learning with my middle schoolers. A beautiful cycle was happening! I would learn, get really excited, implement the strategy in class, and then reflect and explain to students how the leaning they were engaged in was tied to the strengths that naturally made up their brain. How cool that people are able to study the brain and prove that certain strategies that we as teachers do can have a profound affect on learning in every child, no matter the "smarts" they have. Talk about meaningful, I can't think of anything that I would rather study.

Talk about a brain nerd! However, with each instructional strategy I was researching and experimenting with, I felt that I was creating brain-based habits with my students. So to me, it is worth it. If my knowledge can influence how students can think with their brain in mind, over their school career, their job... their life! Wow! This is becoming more than a SCECH's requirement. This is helping students use brain power that make sense to their brain.

Ah ha's I have taken into my classroom:

• Creating pathways for the learner better ensures recalling information.

• Recall, re-organize, and reflecting are important instructional strategies to include in the classroom.

• More neurons means more stability in recalling information.

• Movement is so crucial for multiple areas of the brain; a valuable strategy for any classroom

Strategy that I now use because of MWBLI:

When students are given the chance to use repetition by create new things, such as quizzes or directions they are able to use their working memory and see patterns of important information.

I have used the strategy of creating a group quiz several times with my students, as Jensen suggests (p.41). With being very focused on completing a weekly project, students commonly forget the importance of the concepts behind the project they are doing. In class we run a budget system for group to earn money to buy prizes. This quiz is given a $ value if completed on time, neat, and understandable. Groups are responsible for putting questions on the quiz about general concepts that a project has, directions given, or specific knowledge that was given to the whole group (through videos or articles). We shoot for 10 question quizzes. Quizzes are swapped and then the groups answer the questions. At the end, after they are done, I ask each group member to use a sticky note for feedback on what the group did well and what was unclear. If there are no major issues, then additional bonus money can be earned.

This strategy has been valuable because it puts worth on project concepts and turning new learned knowledge into reorganizing/rethinking about how it fits with the project. We don’t just create an object that satisfies a problem, we learn vocabulary, stretch thinking with innovative ideas, and work as a team. This strategy of repetition brings more volume to the project for students. Students love it too. They like to be in charge. They like to be very specific and tend to remember fine details that were said in previous classes.

Where did this information come from?