Average Retention Rate-Sousa

7/31/2019 Average Retention Rate-Sousa

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Boosting Retention

Effective

InstructionSeries

2011-12

Brain Basics


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Objective

You will be able to

Identify and explain research-based ways to boost retention

Key Concepts:

Clear Objectives

Information Processing Model Primacy-Recency

Sense & Meaning

VAK

Closure


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The questions that p____________ face as they raise

ch_______ from in________ to adult life are not easy to

an______. Both fa________ and m_________ can become

concerned when health problems such as

co___________ arise any time after the e__________

stage to later life. Experts recommend that young

ch_________ should have plenty of s__________ and

Nutritious food for healthy growth. B________ and g _______

should not share the same b__________ or even sleep in the

same r__________.


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Now try this...

Objective:

Identify issues that poultry farmers face.


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The questions that p____________ face as they raise

ch_______ from in________ to adult life are not easy to

an______. Both fa________ and m_________ can become


co___________ arise any time after the e__________


ch_________ should have plenty of s__________ and

Nutritious food for healthy growth. B________ and g _______

should not share the same b__________ or even sleep in the

same r__________.


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The questions that poultrymen face as they raise

chickens from incubation to adult life are not easy to

answer. Both farmers and merchants can become


coccidiosis arise any time after the egg


chicks should have plenty of sunshine and

Nutritious food for healthy growth. Banties and geese

should not share the same barnyard or even sleep in the

same roost.


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Objectives(learning targets, outcomes, learning goals, benchmarks,

goals, purpose)

Aligned with district standards and indicators

Express what students should know (declarative) or be

able to do (procedural) at the end of a learning

episode

describes learner following instruction

specifies what is to be learned, to what level, and

the behavior that will provide evidence describes conditions necessary for the objective to

be met and expected performance level


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WritePair - Share

Write

Record sharing objectives on your craft knowledgerecord (name it, describe it, say why its good).

Pair

Find your 3:00 partner

Share

Compare your descriptions, check for accuracy andthoroughness, revise as necessary


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What will I do to help students

effectively interact with new

knowledge?

What do I typically do to identify critical information?

(MRL, Teachers Guide to Reflective Practice, p. 7)


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K-12 Comprehensive ContentStandards

Grade Level Standards

Curricular Indicators

Local Curriculum

Lesson Plans

Classroom InstructionalStrategies

Specific Strategies forIndividual Students

Determined by Local School

Districts / Classroom Teachers

Determined by State Board

Guidance for Districts, Schools, & Teachers

Determined by State BoardRequired for all


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Curriculum

Has my district articulated curriculum?

Am I to use specific materials?

To Consider

Are some standards more important than others?

Must I use certain materials? Can I supplement?

Is there a pacing guide or timeline?

Are district assessments administered at a particular time?


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Curriculum

Identify important skills and strategies, content rules and

concepts, vocabulary

Make a clear target.

Essential? Worthy? Nice to Know?

What is the evidence that you will accept, to what level

of mastery?


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Objectives(learning targets, learning goals, benchmarks, goals, purpose)

Stated explicitly very early in the lesson

Feedback tied closely to objectives

Clear purpose explained to students

relevance to students previous or future learning, currentexperience (sense & meaning)

(Sharer, Anastasio, & Perry, 2007, p. 62)


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Clock Partner6:00

Discuss why sharing clear objectives with

students is important.


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Objective

You will be able to


Key Concepts:

Clear Objectives

Information Processing Model Sense & Meaning

Primacy-Recency

VAK

Closure


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Information Processing Model

(Sousa, How the Brain Learns, 2007, p. 39)


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The learning brain asks two

questions before it stores info.

Does this newlearning make

sense?

Does this newlearning have

meaning?


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MakesSense

Has Meaning

Little SenseLittle Meaning

Little Chance ofRemembering

Makes SenseLittle Meaning

Moderate Chanceof Remembering

Has MeaningLittle Sense

Moderate Chanceof Remembering

Makes SenseHas Meaning

High Chanceof Remembering


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Importance of Processing Time

The brain needs time to create connections and

pathways to create long term memories.

The hippocampus can only hold so much

example of glass of water

Too much, too fast, it wont Last.


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Partner ResponsePartners A & B

Find your 9:00 clock partner

(A) Tell your partner everything you remember about

(B) Add, clarify, question


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Objective

You will be able to


Key Concepts:

Clear Objectives

Information Processing Model Sense & Meaning

Primacy-Recency

VAK

Closure


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Primacy-Recency Effect

During a learning episode we remember best that whichcomes first, second best that which comes last and least that

which comes just past the middle (Sousa, 90).


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Memory Task


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Paper clips

Stapler

Marker

Sticky notes

Notepad Pencil

Ruler

Calculator

White out

Glue


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Primacy-Recency

(Sousa, How the Brain Learns, 2007, p. 90)


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Amount of Prime Learning Time

20 minute episode

18 prime time (90%), 2 down time

40 minute episode

30 prime time (75%), 10 down time

80 minute episode

50 minute time (62%), 30 down time


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Serial Positioning

Beginning(Prime Time 1)

Middle End(Prime Time 2)

Bell RingerSharing the AgendaSharing the ObjectivesGoing Over Homework

Sharing 1st ObjectiveAnticipatory SetInput for Objective 1CFU for Objective 1

Using 5-1 & 10-2 RulesPractice with FeedbackRepeat for Each Objective

ClosureAssigning HomeworkGetting the HomeworkStarted



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Average Retention Rate

after 24 hours

(adapted from David Sousa, How the Brain Learns, p. 95)

Boosting Retention

Lecture 5%

Reading 10%

Audio-Visual 20%

Demonstration 30%

Discussion Groups 50%

Practice by Doing 75%

Teach Others /

Immediate Use of Learning 90%


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VAKMatch to what youre teaching!

Visual

Primary source of input

More developed in digital natives

Auditory

Both listening and speaking

E.g., choral response

Kinesthetic

Can be small movement

E.g., solid, liquid, gas example


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Closure(summarization, generalization, terminal closure)

Sense and meaning attached to new learning

Occurs at end of lesson or after sequence of instructionfor an objective (3-7 minutes)

Directly involves learner processing

Relates directly to objective



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ClosureTalk a Mile a Minute / Name that Concept

Goal: Successfully communicate all items in one minute.

Partner A:

Provide clues to your partner without using the actualwords, derivatives, or rhymes.

definitions, examples, descriptions, contexts

Partner B:

Name the concept or component or say pass to move

on to the next item.


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Ways to Boost Retention

(Sharing) Objectives

Information Processing Model

Sense & Meaning

Primacy-Recency

VAK

Closure

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