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Dr. Russ Harris - Acceptance Commitment Therapy

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The Three Main Parts Of Your Brain by Dr. Russ Harris

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Cornerstone for Teachers

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Truth For Teachers - Growth Mindset Videos

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These videos are designed to supplement my Growth Mindset unit: Lesson 1 You Can Learn Anything from Khan Academy Lesson 2 Growth

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Can you think back to when you were last fully engaged in something? So consumed that you lost all track of time and your surroundings? As Ellin Keene writes, "when engaged, we enter into a state of wideawakeness that is almost blissful." She says this feeling is intoxicating. How can our students find this deep engagement on their own? In her newest book, Engaging Children, Ellin Keene explores that very idea. She examines the conditions that lead to engagement and how we can promote student-driven engagement.

In today's conversation, Ellin Keene is interviewed by author Tom Newkirk, who serves as editor on Engaging Children. They started their conversation on what inspired Ellin to look more into engagement...

See below for a full transcript of our conversation.
Ellin: That's compliance, that's right. I'm always ... I was fascinated by comprehension strategies because I was intrigued by the notion that you can actually improve someone's comprehension. I came from the era in my own schooling where you either got it or you didn't get it, but here someone was saying we can intervene in order to improve comprehension. The same thing is now true for engagement. Again, it follows logically. If we know what it takes to facilitate comprehension strategies, if we know what deeper understanding is, if we know how to facilitate dialogue around deeper understanding, then the next logical notion for me is can we, is it possible to teach kids to self-engage? Now, I think we have a lot of us, and I was one of them, running around trying to keep kids entertained and trying to keep kids motivated, it becomes a show, doesn't it? It's all on the teacher.

My interest is can a child learn what engagement looks like, get intoxicated by it, get to the point where they feel like, "I want to feel that again", and choose to reengage when they aren't engaged. I'm interested in pushing the definition of engagement beyond where I think it's gone so far. I'm interested in a broader definition of engagement.

Ellin: In education literature, I think we've been limited in thinking of engagement as kids are doing what they're supposed to be doing, they're answering questions, they're turning in their papers on time.

I don't think that's just classroom work, nor do I think it's traditional notions of engagement, always being in context of a book or an engaging science experiment. Engagement happens for kids, sadly, mostly outside of school. What I want to do is understand what engagement looks like outside of the school and then learn what we can from times when kids are spontaneously engaged in play or in other things that they're doing outside of school and say, "Okay, what does that mean for us in the classroom?" Can we, in a sense, teach engagement? That's what I'm fascinated by now. I always write off a question and really, as you know, very rarely have answers.

Tom: I have a student who's like a runner or an actor, I want to watch them run or act and my reaction is always to say I think, "Could you give me 20% of that? If you can give me 20% of that I could make you the best." This is like off an extracurricular taught by a volunteer coach. I'm a professor but I want some of that.

Ellin: Some of that, exactly. That's what I want kids to feel, "I want some of that". If my teacher is modeling his or her excitement, time doesn't have any meaning and you slip away. If a kid can understand that from dialogue with an adult and then experience that, my hypothesis is that children will then choose to do that. That puts teachers in a very different role because we're no longer responsible for motivating our kids for doing something to get them excited rather they've learned how to get themselves excited about learning.

It also starts with helping kids be metacognitive about the level of their engagement. Am I doing this to be compliant? Am I doing this because I was told to participate in this group activity? Am I really deeply engaged? I want kids to be able to identify where they are on that kind of continuum. I'm going to share some strategies in the book about how to reengage if you're not. For example, if your brain is taking a break, you give it a break, but then you have ... you create a protocol for reengaging and that's going to be different for you than it is for me. It's going to be different for every kid, but it's not the teachers job and that's what I really try to underscore that kids can make those decisions and get themselves reengaged.

It's also going to mean a lot of inquiry and a lot choice. The more choice we have in what we read and what we write about this is nothing new, we've known this for years and years and years. The more choice they have, the more likely engagement is. The more they are given opportunities to inquire into topics that which they're passionately interested, the more engagement we're going to have.

The reason we need that level of engagement of course is that it has everything to do with whether they remember. If I'm lecturing and you're sitting there taking notes and you're compliant, the likelihood that you're going to remember what I've said is very, very low, much less reapply it. But if you're engaged in pursuing an inquiry into something that you're passionate about, climbing mountains, swimming, running a school board, all of those things, you're far more likely to be engaged and therefore to remember what your experiences are. We need a lot of inquiry, we need a lot of choice and we need a lot of modeling.

When we layer on the emotional level, I think we can take kids from compliance to engagement. I think that's just as true for boys as it is for girls. There is ... when we have an emotional, I'm calling it emotional resonance, to ideas that makes them stick, we remember. We know that really from brain studies that obviously the emotional and cognitive centers are very closely linked in the human brain. It makes sense that even when kids are engaged in a content area that they are not excited about, that we can still get engagement under those circumstances.

Tom: It's really not about you, it's about a relationship to someone else and a public commitment to someone else.

We are afraid of having those, of bringing those controversial topics into the classroom. I don't think we should be. Teachers can structure those conversations so that they are manageable for the child within their working. Kids need to discuss that. I had a very ... writing about a very interesting incident, speaking about as we sometimes refer to panhandling or soliciting money for food or whatever it might be with some 3rd graders. We had a very dicey conversation about whether, when you're driving by or walking by, you offer money to people who are asking for it. These kids have the most thoughtful conversation. They really listen to each other. It wasn't just, "I want to say my thing and then I'm not listening to you."

The teacher had set it up in such a way that there was a real give and take. There are wonderful structures and protocols that I'm writing about in the book that help us to set it up so that it won't spin out of control. These kids had an incredible conversation. I don't mean for them to change each other's minds or beliefs, but I'm calling it perspective bending, not breaking but perspective bending. I was taking pictures of those kids during that conversation. If the fire alarm had gone off, they wouldn't have budged. They were so deeply engaged. I agree, I think the social interaction part of engagement is enormously important.

Tom: You have multiple perspectives. That you still have to act in that world.

Ellin: Exactly.

Tom: You do love Keats.

Ellin: So that we can hold two conflicting ideas simultaneously without, in Keats' words, and irritable reaching for an answer, an irritable reaching for an answer. I love that.

Ellin: I think that's where we want kids to be. That's the simplicity the other side of complexity. To keep the complexity from them isn't right to me. I talk in the book about how we think but we also feel, believe and act. Even with young children, I use a little think, feel, believe, and act so that they can understand those terms with a little visual signal and very quickly they get it. This is what I think, but this is what I feel, this is what I believe, and this is how I'm going to act.

It was a joy to talk to them. Most of the interviews were done with kids who do not have access to a lot of advantages outside of school and yet they found and describe great joy in learning and in being in different ways outside of school. I want to bring that in. To have an authentic classroom is to have an engaged classroom, but that's going to mean much more choice, and that's going to mean much more modeling on the part of teachers, and just in conversation about engagement. What is it like to feel that way? What did you experience? What would you suggest to other children who want to feel that way? Those are very simple questions, it's not a new curriculum, but we've got to ask those questions.

Tom: They're certainly words, we call them "spots of time" that we remember, episodes that we recall. I love to have my students-

Tom: I remember one that ... often it wasn't like, this teacher, they did something that were out of character that a teacher should be like. One teacher said, "It's Friday afternoon, we should all have donuts."

Tom: Every Friday, one kid would have to sneak out of school to get donuts for the class and so they ... that's exactly what your book is about but there's something about eccentricity and difference and being-

Ellin: Just being a little naughty. Naughty is a really underrated virtue. Naughty is a good thing.

Ellin: No, no, no. That does make me feel better for some of the things I look back and regret that I did to children. Maybe they're not so bad after all.

Tom: Thank you so much.

Ellin: Thank you, Tom.

Tom: Great to trace this journey from our first conversation in the car to this book that's under way.

* * *

has been a classroom teacher, staff developer, non-profit director, and adjunct professor of reading and writing. For sixteen years she directed staff development initiatives at the Denver-based Public Education & Business Coalition. She served as Deputy Director and Director of Literacy and Staff Development for the Cornerstone Project at the University of Pennsylvania for four years. Ellin works with schools and districts throughout the country and abroad with an emphasis on long-term, school-based professional development and strategic planning for literacy learning. She serves as senior advisor at Heinemann, overseeing the Heinemann Fellows initiative and is the editor of the Heinemann Professional Development Catalog-Journal. Follow Ellin on Twitter Ellin Oliver Keene@EllinKeene.

Thomas Newkirk is the author of numerous Heinemann titles, including Minds Made for Stories, The Art of Slow Reading, The Performance of Self in Student Writing (winner of the NCTE's David H. Russell Award), and Misreading Masculinity. For almost three decades, Tom taught writing at the University of New Hampshire where he founded the New Hampshire Literacy Institutes, a summer program for teachers. In addition to working as a teacher, writer, and editor, he has served as the chair of his local school board.

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Engaging Children Podcast with Ellin Oliver Keene & Tom Newkirk

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Can you think back to when you were last fully engaged in something? So consumed that you lost all track of time and your surroundings? As Ellin Keene writes, "when engaged, we enter into a state of wideawakeness that is almost blissful." She says this feeling is intoxicating.

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Serravallo Summer Writing Camp

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Get information on Jen's 2019 Summer Reading Camp here!

You're invited to summer camp with New York Times bestselling author Jennifer Serravallo! No need to sew your name into your clothing, just pack your pens and pencils and meet us in The Reading and Writing Strategies Community Facebook group. Plus, it's FREE!

Not a member of The Reading and Writing Strategies Facebook group yet? Click below to join the community:

Each week from June 25 th- July 27 th 2018, Jen will lead your writing with strategies centered around a specific goal and genre. During the camp, Jen will guide you through each step in the process from generating ideas to editing and finally celebrating your writing! Join in for just one week, or stay for the whole summer-it's up to you.

Each day of camp, Monday through Friday, will begin with a 5 minute mini-lesson from Jen herself, followed by suggested writing time of 10 minutes. After that there will be time to share your reflections with Jen and the other teachers in the group. Spend as little as 10 minutes a day writing or as much time as you'd like! Join from the poolside, beach chair, backyard. And if you can't make a session, fret not! All sessions will be posted in the group for you to go back to any time you'd like, so if you miss one you can always catch up.

Here is each week of camp broken down by genre:

June 25-29 2018: Fictional Narrative

July 2-6 2018: Poetry

July 09-13 2018: Article/Blog Post

July 16-20 2018: Persuasive Letter

July 23-27 2018: Open Genre/Reading Like a Writer

This is a great chance to spend some time on your own writing along side your fellow educators, and to experience The Writing Strategies from the perspective of the student!
...
If you're in need of a copy of The Writing Strategies Book, you can pick it up here:

See you at camp!
Follow us on Instagram @heinemannpub to stay up to date on the latest books, your favorite authors, and upcoming events!

Jennifer Serravallo is the author of New York Times bestseller The Reading Strategies Book as well as other popular Heinemann titles, including Teaching Reading in Small Groups; Conferring with Readers; and The Literacy Teacher's Playbook, Grades K-2 and Grades 3-6. Her newest book is The Writing Strategies Book. She is also the author of the On-Demand Courses Strategies in Action: Reading and Writing Methods and Content and Teaching Reading in Small Groups: Matching Methods to Purposes where you can watch dozens of videos of Jen teaching in real classrooms and engage with other educators in a self-guided course.

Jen began her career in education as a teacher in Title I schools in NYC and later joined the Teachers College Reading and Writing Project at Columbia University. Through TCRWP and now as an independent consultant, she has spent over a decade helping teachers across the country to create literacy classrooms where students are joyfully engaged and the the instruction is meaningfully individualized to students' goals.

Learn more about Jen and her work at www.jenniferserravallo.com, and follow her on Twitter @jserravallo.

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This Summer, Come to Writing Camp with Jennifer Serravallo

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Get information on Jen's 2019 Summer Reading Camp here! You're invited to summer camp with New York Times bestselling author Jennifer Serravallo! No need to sew your name into your clothing, just pack your pens and pencils and meet us in The Reading and Writing Strategies Community Facebook group.

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Gretchen Bernabei

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Grammar Keepers: Lessons That Tackle Students' Most Persistent Problems Once and for All, Grades 4-12

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"Students and teachers need accessible ways to talk about and use grammar. In Gretchen's trademark style, she gets these ever-important conversations started and keeps them going. This book is a keeper."--Jeff Anderson, Author of Revision Decisions and Everyday Editing Put Grammar Keepers to use!

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Grammar Resource

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A must read for every learning community that teaches writing workshop: "Growing Extraordinary Writers: Leadership Decisions to Raise the Level of Writing Across a School and District" by Lucy Calkins and Mary Ehrenworth #TCRWP https://t.co/cnRLhP6BlX
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Timothy Rasinski is a professor of literacy education at Kent State University. He has written over 150 articles and has authored, co-authored or edited over 15 books or curriculum programs on reading education.

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I give you the information and expertise you need to master meeting the needs of gifted kids What can I help you with? Gifted Parenting If you've noticed that the typical answers to, "How should I...?" don't work, I'm here for you. Find out how to parent the children who broke the internet.

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Listen to my interview with Pooja Agarwal ( transcript):

Sponsored by Raymond Geddes and Kids Discover

We've talked about retrieval practice two other times on this site: First in 2015, when we read the book Make it Stick. Then in 2016, I interviewed cognitive psychologists Megan Smith and Yana Weinstein about the Six Powerful Learning Strategies You Must Share with Students.

In both cases, I noticed that although we were discussing collections of techniques, retrieval practice was at the core of both groups. Because it's such a powerful technique, I would think that by now it would have really taken off, that I'd hear teachers talking about it and see the term crop up in lots of education spaces, but I don't see that happening.

So I wanted to give it one more push by carving out a designated spot for it here. My goal is to help retrieval practice become a regular part of classroom practice and part of our common vocabulary as teachers. To help with this cause, I interviewed Pooja Agarwal, Ph.D., cognitive scientist and founder of RetrievalPractice.org.

What is Retrieval Practice?

Retrieval practice is the act of trying to recall information without having it in front of you. Suppose you're studying the systems of the human body-skeletal, muscular, circulatory, and so on. You could do retrieval practice by attempting to name those systems without looking at the list. Once you've listed all you can remember, you'd open up your book or notes and check to see if you got them right.

You might be thinking, This is nothing new. The whole concept of flashcards is built on retrieval practice, and flashcards have been around forever, right?

What's new is the research: In recent years, cognitive psychologists have been comparing retrieval practice with other methods of studying-strategies like review lectures, study guides, and re-reading texts. And what they're finding is that nothing cements long-term learning as powerfully as retrieval practice.

The Research

Agarwal and her colleagues studied the effects of retrieval practice with students in a middle school social studies course (McDaniel, Agarwal, Huelser, McDermott, & Roediger, 2011). Over the course of a year and a half, while the teacher continued teaching as normal, students were regularly quizzed on the material with no-stakes quizzes, meaning they wouldn't count against their grades. These quizzes only covered about one-third of what was being taught. The teacher left the room for every quiz, so she had no knowledge of what was included in the quizzes.

On end-of-unit exams, students scored a full grade level higher on the material from the quizzes than on any of the other material. The other concepts had been taught and reviewed by the teacher as they normally would; the only difference was that some things also appeared on the no-stakes quizzes, and those were the concepts students retained more fully when tested on the exam.

The very act of being quizzed actually helped students learn better.

Here's what this means for teachers: When we teach something once, then want to do something else to help students learn it better, instead of just reviewing the content, we're much better off giving something like a quiz instead. In other words, if we do more asking students to pull concepts out of their brains, rather than continually trying to put concepts in, students will actually learn those concepts better.

To read about other studies on retrieval practice, click here. For now, let's look at some ways you can incorporate retrieval practice into your instruction.

Ways to Use Retrieval Practice in the Classroom

Think-Pair-Share
This quick, low-maintenance strategy can be used at any time to have students recall information, then share it with a partner. You can use think-pair-shares with single-answer questions, or make them more open-ended, like "Think of one thing you learned yesterday about cells." Be sure to have students think on their own before turning to a partner. "It's important for students to retrieve individually as much as possible," Agarwal advises. "If you jump right into pairs, then we all know as educators that some students are retrieving and some may not be." One way to make sure all students retrieve is to have them jot responses down on paper before sharing them with a partner.

Low-Stakes Quizzes
These can be given on paper, in a Google Form, with an individual response system like clickers, Plickers, or Poll Everywhere; or by using a game like Kahoot or Quizziz. It's important to note that these quizzes are a learning strategy: Ideally, students wouldn't get scores on them at all, but if you must give some points, make them an almost negligible part of students' overall class grade.

Brain Dumps
Have students get out a sheet of paper and, within a certain length of time, write down everything they know about a topic of study. This can be done at the beginning of a unit (similar to how you'd use a K-W-L Chart), partway through as a way to reinforce learning, or near the end of a unit. Once students have completed theirs, they can exchange them in a think-pair-share or use them to compile a whole-class brain dump. Then they can return to their texts to see what they missed or what needs correction.

Flashcards
These can be a powerful retrieval tool in class or at home, but students need to be taught to use them correctly:

Once a card has been mastered, keep it in the deck a while.
Research has shown that students tend to "drop" cards out of their decks too soon after they have mastered them (Karpicke, 2009). Ideally, a fact should be successfully retrieved three times before a student moves on from it.

Actually retrieve.
Karpicke's research also found that when students see a familiar prompt on a flashcard, they have a tendency to tell themselves they know it, then flip it over to see the answer, rather than taking a few extra seconds to actually recall the answer-and ideally, say it out loud-before flipping the card over. The difference in timing is subtle, but important: Students will not get the same benefits from flashcards unless they actually retrieve the answer before seeing it.

Shuffle the deck.
Keeping the cards in the same order makes them predictable. Once a deck has been gone through a few times, it should be shuffled to make it more challenging.

For more tips, take a look at College Info Geek's excellent post on effectively using flashcards.

Tips and Cautions

Retrieval practice is not the same thing as assessment.
Although some retrieval activities might allow you to formatively assess student understanding, remember that retrieval practice is a learning activity. Again, if you must assign points for practices, make sure they will have a very low impact on student grades.

Space your practice.
Retrieval practice is even more effective if it's done in short bursts over time, rather than in a single long session. This spacing causes students to forget some of the material, and the struggle involved in trying to recall it strengthens their long-term learning.

Include feedback.
If students retrieve the wrong information, the practice won't be much good unless they find out the right information, so be sure to give them feedback as they go. This can be as simple as providing the correct answer or letting students check their texts after they have attempted to retrieve. "Part of that isn't just so students know if they got their answer correct or incorrect," Agarwal says, "but it adjusts students' metacognition," helping them get "better at estimating or judging what they know and what they don't know."

Match your practice to your assessment.
If your summative assessment for a chunk of content will be basic recall of facts, then the retrieval practice can be that simple. But it you're going to include some higher-order questions as well, then be sure to ask those same types of questions in retrieval practice.

Does it Fit with Inquiry Learning?

If your classroom is built around more hands-on, inquiry-driven approaches to learning that don't prioritize retaining specific content-structures like Genius Hour and project-based learning -you might wonder whether retrieval practice is relevant to your teaching.

Consider this: Within any of those frameworks, students still have to learn and retain discrete information. Take, for example, a student who has decided to learn Arabic as his focus for Genius Hour, or students who are studying soil pH as part of a gardening project. Both students will need to study and remember concrete information in order to make progress, so even if your instruction isn't set up in a traditional way, understanding how retrieval practice works can help you help your students learn better.

A Little Goes a Long Way

Agarwal's final piece of advice is to start small. "If a student just writes down two things or one thing they learned, and then you move on, that's okay," she says. "You'll still get benefits of retrieval without spending five minutes in a classroom discussion."

It can be a bell-ringer. An exit slip. A sponge activity. Something you do while students stand in line for lunch. Don't overthink it. Agarwal advises teachers to ask themselves this: "What is one way we can flip from reviewing information to students retrieving information? What can we do tomorrow?"

What will you do tomorrow? ♦

Learn More

Dr. Agarwal and her colleagues have put together this comprehensive guide to using retrieval practice. Visit RetrievalPractice.org/download to get a free copy for yourself. And be sure to follow Retrieval Practice on Twitter at @RetrieveLearn.
References:
Karpicke, J. D. (2009). Metacognitive control and strategy selection: deciding to practice retrieval during learning. Journal of Experimental Psychology: General, 138(4), 469.

McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger III, H. L. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 103(2), 399.

There's a lot more where this came from.
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Retrieval Practice: The Most Powerful Learning Strategy You're Not Using

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Nothing cements long-term learning as powerfully as retrieval practice. Learn how to incorporate it into your classroom.