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Turnaround Tools for the Teenage Brain
Transcript of Turnaround Tools for the Teenage Brain
Authors: Eric Jensen and Carole Snider
Presenter: Ede Marquissee
FWCS Instructional Coach
March 1, 2014
“Average teaching does not change brains- it’s just babysitting.
Kids could learn content from the Internet at home. But strong, high-quality teaching changes brains every day.”
Jensen, Turnaround Tools for the Teenage Brain, 2013, p. 89
Helping Underperforming Students Become Lifelong Learners
Build Cognitive Capacity
Foster Student Effort
What drives positve changes in the brain?
Environments that are:
Getting Acquainted 1-2-3
Share with your elbow partner
thing you know about the human brain
things you've learned today
things about you.
Give you an understanding of the human brain and how it can change.
Give you brain-compatible strategies to
impact student achievement.
Source: Education Week, Children Trends Database : 4.28.2013
Why Must We Change?
Just one reason....
Have you heard this.....
They just don't care!
They won't try!
They won't engage!
I've got the "bad" kids!
I teach; they
just refuse to learn!
* Lack of motivation
* Social problems
* Time management issues
* Poor self-esteem
* Lack of organization
* Poor study skills
* Need to build cognitive skills of
memory, attention and processing speed
Characteristics of Struggling Students
The "great secret" is simple; attitudes are not stuck the way you see them. They can and should be changed and developed to optimize academic and life success. -Dan Jensen
Teach coping skills
Positive Self-Talk ="IRC" Incident-Reaction-Consequence
Personal Accountability: avoid blame game, accept no excuses
Discuss the advantages of positive attitude
Model a positive attitude
Teach Re-framing Skills: "Yes, But, Now"
Teach the Skills of "Wearing Another Person's Hat"
GROWTH MIND SET
“Students are not stuck with the intelligence they have, however some teachers are stuck in their thinking in regard to their students intelligence.”
Intelligence is not fixed
You have the opportunity to alter
your students’ ability to:
think - their processing
increase working memory
The apple CAN fall far from the tree!
Brains change daily.
No student is stuck where he or she is!
There is always
Teach about the brain
Teach students that failure is fine!
Give specific feedback and praise.
Five Step Model for Teaching a Processing Skill
1. Model it
2. Debrief and explain how you did it.
3. Post the process that you modeled.
4. Guided practice
5. Independent practice
Teach Processing Steps for Problem Solving
1. Have a positive attitude.
2. Identify the problem.
3. State the goal.
4. Identify resources.
5. Review boundaries or limitations.
6. Identify potential paths.
7. Predict the risks.
8. Choose a strategy.
9. Implement and adapt the strategy.
10. Celebrate success
Two Types of Attention
1. Hardwired and Reflexive
2. Reflective Learned and Earned
Instead of saying, "Pay attention!" what you really
want to say is, "Suppress interesting things!" Why?
Students already do pay attention, just not always to what we value!
You want ACADEMIC FOCUS!
This is a
It must be practiced.
Disengage from the prior object of interest.
Engage and focus on the new one
Suppress outside stimuli
Make sure material is RELEVANT
Use prediction: brain becomes invested
Use "chunk and pause"
Prime the learning with hints and teasers in advance
Develop a "hook"
Add a strong goal acquisition component
Do a fast physical activity
Include high interest reading
Include fast writes
Strategies to Increase Attention
Research shows that the strength of working
memory is a predictor of student performance
in attentional tasks. and reasoning and problem solving. (Fukuda & Vogel, 2009)
Working memory is TEACHABLE!
The contents are always
and it can be improved by
practice and strategy.
What You Can Do
Play games requiring learners to remember physical actions.
Play "File Folder" Activity: students brainstorm words in categories
Try "Number Add On"
Use the "Review Sentence Activity": one student states a review sentence of seven or fewer words, next students state first sentence and then adds sentence.
Motivation, Drive and Persistence
Effort is the sustained, raw energy over time that makes good things happen!
The persistence and self-control to stick to a task matter
twice as much as IQ. (Duckworth, 2005)
How to Improve Student Effort
for what you teach.
Utilize on-going formative assessment to differentiate instruction
Utilize reciprocal teaching.
Cultivate strong teacher-student and student-student relationships.
Teach for mastery with clarity and challenge.
Utilize comprehensive and targeted interventions.
Create a positive classroom climate and high expectations.
Give continuous, informal feedback.
Show how setbacks are usually short term and beneficial.
Have students create rubrics that delineate the components of high-quality work.
Use student-created questions and quizzes.
Learn something new everyday about your students.
Check in with students daily via a "class walkabout".
Display learning targets.
Use rotating strategies and modalities
Utilize small group instruction for remediation, acceleration and consolidation.
Remember: 3 positive interactions for each reprimand.
Lower the "risk" so that students feel safe in responding.
Use music and positive energizers with movement to keep physical/mental energy high.
Thinking skills that students use to work with,
modify or alter information.
Strategies for Improving Attitude
More Strategies for
What about "FUN"?
Fun is fine, but remember...
Challenge can be just as motivating!
Not everything we must do in life will be "fun".
Engaging and entertaining are not the same thing!
What did I leave out?
Empower Exceptional Learners
Strengthen Body, Mind and Soul
Focus Students on Goals
Much more can be found in
Turnaround Tools for the Teenage Brain