The CSSS School Personalized Classroom Climate - Differentiated Classroom Practices - Prevention - Early Intervention - Family Involvement - Supports for Transition - Community Outreach and Support - Specialized Assistance - Crisis and Emergency Support February 2007

Work Smarter, Not Harder

This article is based on information (and quotes are taken) from Teaching with the Brain in Mind by Eric Jensen (2005) and a powerpoint from Morris Kaneshiro, Neurotraining Therapist, Hawaii State Department of Education.

How many times have you heard the phrase “Work smarter, not harder” but didn’t really have a concrete idea of how to go about that? No question, our time is limited, the expectations are high, and “success” is often determined by one or more assessments (tests) not of our choosing.

In the past 20-30 years, research on brain functions have opened whole new vistas on the learning process. “Understanding and applying relevant research about the brain is the single most powerful choice you can make to improve learning.” (pg xi) The better the understanding of how the brain functions, the more opportunities for structuring educational strategies/experiences that improve learning.

The brain is dynamic – always changing to accommodate new experiences. It can and does change from environmental events – what happens around you and how you respond changes your brain. It is not a single command center but a system of systems that, together, create learning. This ‘dynamic’ brain is proof that EVERY student can change/learn.

The brain does not process on only the left side or right side (remember left-brain, right-brain strategies?). Physical connections between the many parts of the brain (one neuron triggering another) create memory. Learning changes the physical structure of the brain, and with it, the functional organization of the brain. Memory comes from increased neuron connections so each future event requires less work to activate that same network. The brain likes and looks for patterns. The more frequent the connection, the more coherent the connection, the greater the networking space and resources allocated by the brain. The connections which are not used/strengthened will be eliminated from the brain (pruning).

What does this mean for the classroom teacher?

There are seven critical factors in the learning process that are a function of the brain’s design.

1. ENGAGEMENT

A great deal is learned unconsciously. The brain is stimulated through opportunities to make friends, satisfy hunger or thirst, interact with classroom visitors, or even changes in the weather.

To teach something, you must first get students’ attention. As much as possible, the physical distractions should be minimized: students can hear the teacher easily, have enough sleep, do not have drugs or alcohol in their system, and do not have attention deficit or central auditory processing disorders. In addition, the learning should be relevant and meaningful. And students cannot pay attention and process (make meaning) at the same time. Meaning/learning comes from internally connecting to prior knowledge and thoughtful reflection.

Practical suggestions to use in the classroom:

• Keep direct instruction brief;
• Set goals and identify payoffs (tapping into emotions such as satisfaction);
• Use strategies such as comparing/contrasting, grouping/ regrouping, critiquing/analyzing, resequencing content, graphic organizers, summarizing and retelling;
• Vary groupings: pairs, teams, cooperative groups;
• Vary attentional devices such as hand signals, sounds, location, props, surprises, content cliff hangers;
• Raise the level of amines (brain “uppers”) through change, movement, small learning risks, artificial urgency, or excitement. (Think standing, walking, energizers, competitions, even recess or P.E.)

“Reseach confirms that engagement activates more of the pleasure structures in the brain than do tasks of simple memorization.” (pg 35)

2. REPETITION

Repetition strengthens the connections in the brain but only if it does not become boring. The principals of repetition are familiar: pre-exposure (information given before it’s needed), previewing (which should be overt and explicit), priming (to accelerate understanding and provide information for the brain to build on), reviewing, and revising (reconstructing the learning to be sure it is accurate and can be retrieved accurately).

Practical suggestions to use in the classroom:

• For pre-exposure, priming, or previewing: vocabulary, videos, field trips, introduction of incidental material (artwork, famous people, related music or events), wall posters with key concepts, pre-tests, fill in the blanks, student groups identifying key points in the unit and creating questions for whole class review, choral response (you begin a statement, class finishes).
• For revising and reviewing, students: create a written quiz, summarize learning and pair share, create a graphic organizer, summarize a key point with a short rhyme or presentation.

3. INPUT QUANTITY

With the exception of language, more is not necessarily better! Learning requires time for processing, organizing, and storing. Limited content, a focus on critical thinking skills, strategic decision-making, learn-to-learn skills, cooperative alliance making, and strengthening emotional intelligence may actually increase the quantity of learned information.

Practical suggestions to use in the classroom:

With all new content, provide “settling time”:

• For K-2, use a nap, lunch, or rest period.
• For grades 1-12, use classroom chores, recess, a walk, paired time, reflection, lunch, listening to quiet instrumental music, or quiet “choice” time (5-10 minutes).

This graphic is adapted from several sources: Restak, Richard, M.D., (2001),The Secret Life of the Brain; Wolfe, Patricia, (2001). Brain Matters: Translating Research into Classroom Practice; Learning and the Brain: Rethinking Nature and Nurture (2006); Feifer, Steven G., D.Ed., NCSP. The Neuropsychology of Written Language Disorders: Diagnosis and Prevention.

4. COHERENCE

Content is more likely to receive attention if it is emotional, specific, and novel (new). That same content will be more meaningful if it is related to prior information, in both active and reflective states, and in context. Prior knowledge is a reflection of previous connections already established in the brain and, therefore, highly resistant to change. Each student will have a mental model or a coherent structure (which may or may not be accurate) they use to add new information and/or interpret events. Teachers must elicit and work with prior knowledge, not try to change it. Connecting that prior knowledge model to a fuller, more accurate model is where new learning begins.

Practical suggestions to use in the classroom:

• To start with (elicit) what students know, ask them to write down their understanding and then share with others. In sharing group, ask them to organize what they think they know, then share with the class.
• Teach students to organize information in hierarchy.
• Link new learning to prior knowledge, frequently using analogies.
• Learning is stronger if is active rather than passive, so allow time for students to create mental models, either in written or physical (if appropriate) format.
• Practice, practice, practice so that students can expand their model, and remember and retrieve the information accurately.
• Create opportunities for students to test their model against new information or events. They may need time to revise their model if it falls short. This helps students to learn to accurately analyze problems, construct solutions, and check solutions for consistency with known facts.

5. TIMING

The brain’s rhythms play a role in cognitive performance, memory processes, visual perception, levels of arousal, performance, mood, and behavior. High and low energy cycles seem to affect attention, interest, and learning. These natural cycles can be overridden by exercise, novelty, caffeine, and/or emergencies.

Practical suggestions to use in the classroom:

• Tolerate and expect that daily performance may vary.
• Shift the time of a specific learning activity (like reading) assuming that individuals have different cycles. What some students do well at a given time may not be appropriate for others. By shifting time slots, there is greater probability of all students having a good “learning window”.
• Physical movement can improve attention/focus. Crosslateral movement (right arm or leg to left side, or viceversa) ise helpful in increasing blood flow in both hemispheres of the brain.
• Schedules created with larger time blocks (especially at the secondary level) allow for “settling time” and activity changes that provide greater opportunity for connecting with different internal clocks.
• Assessment alternatives that do not require a specific time slot provide greater opportunity for students to produce a more reliable indicator of performance than tests that by nature are constrained by time, location, and format.

6. ERROR CORRECTION

Sometimes called trial-and-error, error correction is based on two truths:

1) the brain rarely gets it right the first time, and

2) making mistakes is key to developing intelligence. It is best to use direct instruction for core, rules-based strategies. Many cognitive process skills must be directly taught with a lot of specific, concrete examples and handson tasks.

Feedback-driven learning (trial-and-error) makes more accurate and complex connections in the brain. Mistakes and appropriate feedback create the most accurate and complex learning.

Practical suggestions to use in the classroom:

• Some feedback activities which could be used at least once in every class: model building, peer editing, pairsharing, student presentations with audience feedback, competitive games, checklist or rubric to evaluate performance.
• Feedback must be timely (for most students, directly following the performance), corrective, and positive so student knows what must be changed.
• In early stages of new learning, feedback must be prompt and frequent. As students gain greater knowledge, feedback can be less frequent and more student driven.

7. EMOTIONAL STATES

One of the most important regulators of learning and memory is emotion. “We recall negative emotional events longer and they affect more brain circuits.” (pg 55) A student’s foremost attention is directed to avoiding embarrassment, failure, or harm. The classroom must feel “safe” from teasing, bullying, and/or embarrassment. Improved memory is supported by chemicals released in the brain during times of perceived risk, excitement, urgency, and pleasure.

Practical suggestions to use in the classroom:

• To create risk, use: public speaking, pair-sharing, role modeling, or meeting new people.
• To create excitement, use: public performance, a science fair, debate, a field trip, or a series of relay races.
• To create urgency: start an activity with less time than needed (and add “bonus” minutes if necessary).
• To create pleasure, use simple rewards: finishing on time (before the bell), getting less-than-expected homework, taking home a class-built “something”, being able to sit next to a friend, or other privileges.

Remember and build in the seven critical factors:

• engagement,
• repetition,
• input quantity,
• coherence,
• timing,
• error correction, and
• emotional states.

There are few suggestions here that are truly new to teachers. The most important idea is to utilize these strategies — daily and purposefully. Teachers do make a difference in each student’s brain development through the environment and experiences they create for them. By working smarter (utilizing what is known about how the brain functions), the results will be students who are happier, perform better, and have acquired new and deeper understanding of the content you’re trying to share with them.

TEACHER’S Choice

Looking for a boost to get you through the remainder of the year? Veteran teachers have some tricks you might try. Need a refresher? Look for new ways to approach your subject and/ or materials. Let your curiosity be your guide. Try new strategies: a game format, a role-play/ dramatization, a video, something you and your students have not frequently experienced. Spend time with colleagues in a formal in-service or informal “bull session” sharing what worked and what didn’t. Fresh eyes/ears might suggest your next step.

Don’t get caught in the “blame game”. Think of that student as your own child. Treat him/her as one of your family. Always accept the responsibility of looking for a way to reach that individual who’s just not quite “getting it”.

Try to work in as much one-on-one time as possible with each of your students. That personal touch/ connection cannot be overrated. Be as easy-going, personable, entertaining as you can but DO NOT settle for less than their best. Everyone likes to win, so help them be winners and be sure to identify their successes.

Take on a student teacher. Reflect their passion, motivation, and risktaking in your own teaching. Reexamine and share your knowledge, beliefs, and practices adapting the “new” that fits you.

Teaching is very intense. Know when to put it all aside and do something just for yourself. If you have a hobby, indulge for an hour or two or even half a day. Take time to exercise – without thinking about the classroom or students. During school breaks take an out-of-town vacation. You’ll come back refreshed and ready for the fray.

Resource:

• Drummond, Steven, “Forever Young”, TEACHER MAGAZINE, Jan. 2007

Supporting Students who Survive Brain Cancer

As a classroom teacher, it is likely that sometime during your career, you will have a student who has or has had cancer. It is important that you know about this illness, past or present, and that you be aware of possible effects of the treatments on the student’s learning.

With the end of treatment, many families (and some teachers) are surprised to find all the problems are not solved. Cancer is a very powerful experience for the child and family; the psychological effects (particularly fears of death/dying or loss of control) may occur at any time. As medical issues are resolved, the student is cleared to return to school. Most teachers recognize the need and provide the emotional and social support necessary for re-entry to class.

But time passes and there are often declining academic outcomes. The brain physically grows and new areas of concern (late effects) may arise. Some disabilities may not surface for several years after treatment ends, or, in the case of young children, until schoolwork becomes complex requiring a higher level of thinking skills. It is important for families and teachers to understand and address these disabilities.

Cognitive development occurs best within the daily functional activities. Thus, the classroom (a child’s normal daily setting) becomes critical in this process. It is most likely the teacher will begin to recognize that the student is having difficulty with some of the cognitive processes. Instructional strategies and support must be adapted to the “new” needs. (Consider strategies from “Working Smarter, Not Harder”.) Teachers and families (a student support team) may need to investigate alternatives and consultation for students, and to consider additional classroom supports or alternate placement. The student needs to be reassured and included (as appropriate) in discussions about his/her abilities and behaviors that may arise from the new maturation of brain areas.

The most amazing feature of the brain is its ability to change, allowing it to re-organize itself and create new connections for age appropriate development. These new connections, however, will never be as efficient as those lost due to treatment. While there is no ‘cure’ for brain damage, the brain still has marvelous opportunities for adapting so that life is manageable and enjoyable.

Welcome to Effective Practice Briefs Audio Series

Conversations with national experts in education

The Effective Practice Briefs Audio Series is an exciting new way to offer professional development easily accessible when it is convenient for you. These audio interviews are conducted by local educators asking questions specific to Hawaii’s needs. Please follow the simple steps below to enjoy these wonderful offerings.

To access the Effective Practice Briefs Audio Series:

Go to <www.sig2.hawaii.edu>

To listen:

• For windows users, you will need “Quicktime”. To download for free, go to: <http://www.apple.com/quicktime/download/win.html>. (Click on the blue bar to down load.)
• For Mac users, you have the software necessary to access these Podcasts already

Your listening options include:

• At your computer you can click “listen” in each index below.
• To create a CD right click on “listen” and select “download linked file”. This will put the document on your computer. Then burn a CD as you usually do.
• Or you can download to your ipod.

Dr. Robert Sylwester

This month we are featuring Dr. Robert Sylwester an expert in learning and the brain, helping educators link current brain research with teaching practice.

Dr. Robert Sylwester is an Emeritus Professor of Education at the University of Oregon who focuses on the educational implications of new developments in science and technology. He has written 20 books and curricular programs and 150+ journal articles. His most recent books are A Biological Brain in a Cultural Classroom (2003, Corwin Press) and How to Explain a Brain: An Educator’s Handbook of Brain Terms and Cognitive Processes (2005, Corwin Press). The Education Press Association of America has given him two Distinguished Achievement Awards for his syntheses of cognitive science research published in Educational Leadership. He has made 1400+ conference and in-service presentations on educationally significant developments in brain/stress theory and research. He writes a monthly column for the acclaimed internet journal, Brain Connection.

After Treatment, the Recovery Begins

Bess Tanabe, Neurotraining Therapist, Special Services, Special Education Section with Jennifer Colby, Mother and Mina Humphreys, Grandmother

TJ was diagnosed with leukemia at age two and began a course of chemotherapy that ran two-and-a-half years. When he was five years old and in preschool, he relapsed; but this time the occurrence of cancer cells in his spinal fluid required stronger chemotherapy and the addition of cranial radiation.

With the first round of chemotherapy, the family noticed short-term memory loss, problems with concentration, and fine motor skills difficulties. He was enrolled in preschool but progress was minimal. The grueling treatments of the second round intensified his problems.

Looking for help, Mom went to a support group for parents of children with cancer. There she met another parent, Sue Emley, who was also a Department of Education (DOE) employee and suggested Mom take TJ to his home school for a special education (SPED) services evaluation. He was placed into a DOE preschool and the SPED teacher there was able to find strategies that really began to help TJ.

The road is full of ups-and-downs. Kindergarten was not as successful as preschool. TJ was very unhappy, withdrawn, and often cried in class. He was placed at a private school for the next year but there were still concerns about his progress. He moved to a new public school.

TJ thought he was dumb. Due to a slower processing speed he was not able to respond as quickly to questions and had difficulty keeping up with his classmates. Initially, TJ’s behavior was attributed to his “not trying hard enough”. The family continued to look for help and discussion with members of the school team brought attention to new research regarding the psychological effects of cancer as well as current research on cognitive effects resulting from the cancer treatment. TJ’s school team called upon community, district, and state resources for help in understanding the difficulties and identifying which strategies might help.

Kapiolani Medical Center-Pediatric Oncology Clinic, provided medical information. From the district:

• the Certified Occupational Therapy Aide (COTA) provided insight into the educational needs of students with cancer;
• the School-Based Behavioral Health (SBBH) school psychologist (May Ann Vasutaro) provided an in depth analysis and developed a Behavior Support Plan that has proved to be an excellent guide for parents and school personnel to help TJ;
• and the Speech Language Pathologist (SLP) provided ideas/strategies to address the short-term memory loss.

From the state, the Neurotraining Therapy Program provided information regarding the effects of cancer treatments as well as strategies to assist with learning. Pulling all of the information together was Debbie Crockett, SPED teacher. She recognized that TJ learns best with:

• visual aids/supports,
• manipulatives in a small group to minimize distractions,
• repetition of previously learned skills, and
• familiar routines.

She recognized that he was better able to process information when prepared ahead of time, and that discussions about change and transition helped prevent anxieties. Areas that presented problems included his tendency to:

• be impulsive and easily distracted,
• jump to conclusions, and
• seek to avoid difficult tasks.

TJ has difficulty completing work without intervention or assistance, has a low frustration tolerance, and sometimes misreads social cues. Difficulty with sequencing, motor planning, and estimating visual-spacial distances gave rise to other difficulties (like bumping into people). His support includes helping him:

• recognize anxiety provoking triggers,
• develop appropriate coping and problem-solving strategies, and
• interpret facial gestures and social cues to reduce anxiety.

As part of the Individual Education Plan (IEP), the team developed a plan to address TJ’s feelings of anxiety and self-worth. When frustrated he was given the choice of leaving the class for a short break or going to the Resource Room. A signal was worked out so TJ could let the teacher know he needed a break. With the new plan in place, each day opportunities were provided for TJ to exercise control over his situation and to experience success.

What a difference knowledge and team work can make! TJ had a much more positive school year and is continuing to make progress.

Student Support Services Branch (SSSB)

Dr. Paul Ban, Director Dr. Steve M. Shiraki, SSSB Administrator Lois Matsuda, Educational Specialist, CSSS Implementation 641 18th Ave. Room V201, Honolulu, HI 96819 (808) 735-6222 for back issues of The CSSS School , go to: <doe.k12.hi.us/periodicals/csss>