# data[].attributes.headline
Alexis Rel Sagum Teacher Talk #MARP 2017

# data[].attributes.subject
Alexis Rel Sagum Teacher Talk #MARP 2017

# data[].attributes.body
https://youtu.be/plwES8l0Xkg

# data[].attributes.body
Worse face to make at the beginning of a video.

# data[].attributes.body
I had/have no idea where to look 🙄😒🙃😆

# data[].attributes.body
ps......"funner" is not a word
https://youtu.be/vZVaDL-NYv0

# data[].attributes.body
https://www.youtube.com/watch?v=S4eAn4RzE1I&list=WL&index=2

# data[].attributes.attachment_link.description
Uploaded by Wendi Hogstedt on 2017-11-30.

# data[].attributes.attachment_link.description
Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

# data[].attributes.body
My teaching journey - to becoming comfortable in the process

I just couldn't keep myself still.

# data[].attributes.body
Abby Rudolph Teacher Talk #MARP2017

# data[].attributes.attachment_link.description
Uploaded by Brooks Rudolph on 2017-11-30.

# data[].attributes.body
Hope you guys enjoy!

PS. Sorry about all the "ummms!"

# data[].attributes.body
https://www.youtube.com/watch?v=AnLWREcvYxE&feature=youtu.be

# data[].attributes.attachment_link.description
Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

# data[].attributes.body
Here is the link to our Google Slides presentation:-)
https://docs.google.com/a/aps.edu/presentation/d/1QMAzN09e9GNB2m_QMnMc6_luAlsmdFzzq5YSBlHalCg/edit?usp=sharing

# data[].attributes.attachment_link.title
“6 Powerful Learning Strategies You Must Share with Students”

# data[].attributes.body
Gender stereotypes in education are still a serious detriment to student self perception. We can't let girls believe in the single story of their gender! (Davis, N. 2017 https://www.theguardian.com/education/2017/jan/26/girls-believe-brilliance-is-a-male-trait-research-into-gender-stereotypes-shows).

# data[].attributes.body
"...students will not only have a clearer understanding of why you’re doing what you do, but they may be more likely to carry those skills with them into future classes." (Smith, M. & Weinstein, Y. 2016 https://www.cultofpedagogy.com/learning-strategies/).

# data[].attributes.body
"Power is the ability not just to tell the story of another person, but to make it the definitive story of that person" (Adichie, C. https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story/details).

# data[].attributes.body
"How to create a single story, show a people as one thing, as only one thing, over and over again and that is what they become" (Adichie, C. https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story/details).

# data[].attributes.headline
Six Powerful Learning Strategies You MUST Share with Students, December 11, 2016  The Cult of Pedagogy Podcast with Jennifer Gonzalez

# data[].attributes.subject
Six Powerful Learning Strategies You MUST Share with Students, December 11, 2016  The Cult of Pedagogy Podcast with Jennifer Gonzalez

# data[].attributes.body
"Teachers, I have two questions for you: Number 1: Have you ever told your students to study for a test? and Number 2: Have you ever actually taught your students how to study?" (Gonzalez,J. 2016 https://www.cultofpedagogy.com/learning-strategies)

# data[].attributes.body
Though teachers feel they are enlightened on the differences of their students, in many instances deeply engrained stereotypes and cultural biases appear within our teaching. In many instances these stereotypes become engrained in our students preventing them from understanding their full potential. This article studies the effects of stereotypes on student performance and the importance of understanding our students whole story, not their single story.
https://apa.org/ed/precollege/ptn/2006/09/issue.pdf

# data[].attributes.headline
6 Powerful Learning Strategies You MUST Share With

# data[].attributes.subject
6 Powerful Learning Strategies You MUST Share With

# data[].attributes.body
“It’s OK if you’re making mistakes on this, because then we can look at, you know, why you made that mistake and try to figure out what’s going on there, and then that’s going to produce more learning. Again, it’s kind of a long-term gain and short-term pain thing" (Weinstien, Y. 2016  https://www.cultofpedagogy.com/learning-strategies/)

# data[].attributes.headline
Want Kids to Learn Well? Feed Them Well. 

# data[].attributes.subject
Want Kids to Learn Well? Feed Them Well. 

# data[].attributes.body
“When students experience poor nutrition and diminished health practices, it's harder for them to listen, concentrate, and learn. Exposure to lead is correlated with poor working memory and weaker ability to link cause and effect. Kids with ear infections may have trouble with sound discrimination, making it tough to follow directions, do highly demanding auditory processing, and understand the teacher. This can hurt reading ability and other skills. Poor diets also affect behavior. Students can often appear listless (with low energy) or hyperactive (on a sugar "high").”

- Eric Jenson

Jensen, E. (2013). How Poverty Affects Classroom Engagement. Educational Leadership, 70(8), 24-30. Retrieved from http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/How-Poverty-Affects-Classroom-Engagement.aspx

# data[].attributes.headline
Want Kids to Learn Well? Feed Them Well.

# data[].attributes.subject
Want Kids to Learn Well? Feed Them Well.

# data[].attributes.body
Nutrition and Early Brain Development
http://www.urbanchildinstitute.org/articles/updates/nutrition-and-early-brain-development

# data[].attributes.headline
Want Kids to Learn Well? Feed Them Well. 

# data[].attributes.subject
Want Kids to Learn Well? Feed Them Well. 

# data[].attributes.body
Favorite Resources
https://schoolnutrition.org/AboutSchoolMeals/SchoolMealTrendsStats/

https://online.campbellsville.edu/education/healthy-body-healthy-mind-the-impact-of-school-lunch-on-student-performance/

http://www.aps.edu/schools/school-meals

http://mfbn.org/wp-content/uploads/2012/11/DefChronHungryKids.pdf

# data[].attributes.headline
Want Kids to Learn Well? Feed Them Well.

# data[].attributes.subject
Want Kids to Learn Well? Feed Them Well.

# data[].attributes.body
“When we give our kids the nourishment they need, we give them the chance to thrive, both in the classroom and beyond” -Sam Kass

“...one in six Americans are food insecure, including 16 million children -- almost 20 percent -- are food insecure.” -Sam Kass

“ If we focus on the simple goal of properly nourishing ourselves, we could see a world that is more stable and secure.” -Sam Kass

“research shows that when kids have a consistent, nutritious breakfast, their chances of graduating increase by 20 percent.” -Sam Kass
https://www.ted.com/talks/sam_kass_want_to_teach_kids_well_feed_them_well/transcript#t-354006

# data[].attributes.body
"The single story creates stereotypes and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make the single story become the only story." - Chimamanda Ngozi Adichie https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story

# data[].attributes.body
"All of these stories make me who I am. But to insist on only these negative stories is to flatten my experience and to overlook the many other stories that formed me." - Chimamanda Ngozi Adichie https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story

# data[].attributes.body
"You're changing the way information is stored so that it is easier for you to get later on."       Megan Smith  https://www.cultofpedogogy.com/learning-strategies/

# data[].attributes.body
Further reading to support research theme.

# data[].attributes.body
Quotes:
In reference to an article from The New York Times, Heather expresses her feelings towards the bias that is formed from a headline. She vocalizes, "This is the stupid, fake news era that we live in" (Bernt, H.  2017).

"Preschoolers learn best and they become better students in later grades when they follow their natural dispositions. They need to explore, wonder, question, create, and most importantly, play" (Black, S.)

In regards to highly structured early childhood programs, Heather states, "They're trying to stop children from doing what they naturally are driven to do and convince them to do what the adults think is important to do. And that creates all kinds of stress. And that's where the behavior issues get worse" (Bernt, H.  2017).

"Children don't just send their brains to childcare or to school. They send their whole person. It's a whole person you're dealing with" (Bernt, H.  2017).

# data[].attributes.body
Additional study referred to in podcast

# data[].attributes.body
Study referred to in podcast

# data[].attributes.body
Article supporting play in early childhood education

# data[].attributes.body
Podcast

"This is the stupid, fake news era that we live in" (Bernt, H. 2017).

# data[].attributes.attachment_link.readable_text
In which Heather and Tiffany work through their anger about a New York Times article. (This one needs like a quadruple explicit warning.)

Questions or comments about the show? Connect online at https://playvolutionhq.com/forums/podcasts/

Support the shows by using this link every time you shop Amazon.

React and Comment

Comments

# data[].attributes.attachment_link.title
NERD_0044_Academic vs Play Based Blah Blah Blah | Playvolution HQ

# data[].attributes.attachment_link.description
In which Heather and Tiffany work through their anger about a New York Times article. (This one needs like a quadruple explicit warning.) Questions or comments about the show? Connect online at https://playvolutionhq.com/forums/podcasts/ Support the shows by using this link every time you shop Amazon.

# data[].attributes.body
Article referred to in podcast

# data[].attributes.attachment_link.readable_text
The study found that by the end of kindergarten, children who had attended one year of "academic-oriented preschool" outperformed peers who had attended less academic-focused preschools by, on average, the equivalent of two and a half months of learning in literacy and math.

"Simply dressing up like a firefighter or building an exquisite Lego edifice may not be enough," said Bruce Fuller, the lead author of the study, conducted by researchers at the University of California, Berkeley. "If you can combine creative play with rich language, formal conversations and math concepts, that's more likely to yield the cognitive gains we observed."

The study comes amid rapid expansions of taxpayer-funded preschool in cities like Washington, San Antonio and New York, where Mayor Bill de Blasio announced last month that he would eventually expand the program, now open to all 4-year-olds, to 3-year-olds as well.

The new wave of preschools provide playtime, but their major goal is academic "kindergarten readiness," and the study could provide ammunition for policy makers who want to keep on that course. It could also help officials like Mr. de Blasio make the case for even more public spending on prekindergarten programs.

Whether they will win over all parents is another question.

Many who are college-educated are wary of academic preschool, worrying it will quash the love of learning before their children make it past their holding-hands years. At one prekindergarten information session in the affluent Brooklyn Heights neighborhood last year, parents asked not about math or reading, but about how often their children would be exposed to art and music.

One mother worried that the curriculum would be "dictated by the Department of Education." The school's staff reassured her that they would not use flashcards.

Some child development experts question whether the goal of the new pre-K - putting all children on a path to read and do simple math problems by the end of kindergarten - is appropriate, and whether it might detract from the socialization value that preschools have been known for.

Many children "are not ready to do that without being put under a lot of stress and strain," said Joan Almon, an expert on play-based education with the Alliance for Childhood, an advocacy group.

Aware of the concern, the Berkeley study, which is being published this week in the Journal of Applied Developmental Psychology, assessed the children's behavior, based on interviews with their parents. It found that students did not seem to be hurt socially or emotionally by attending the more academic programs.

Robert Pianta, the dean of the Curry School of Education at the University of Virginia and an expert on effective teaching, said the new research, which followed 6,150 students nationwide and was controlled for income and home environment, confirmed smaller-scale studies from Tulsa and Boston showing that academic prekindergarten programs benefited both poor and middle-class children. "These effect sizes are substantial," Mr. Pianta said of the Berkeley paper.

Nevertheless, the study had limitations. It followed children for a relatively short time, and it remained unclear if the benefits of academic prekindergarten would extend beyond the end of kindergarten. Previous research has demonstrated a disappointing "fade-out" effect, in which early academic gains are lost over time, making it harder to fulfill one of the main objectives of publicly funded preschool, closing the achievement gap between poor and middle-class students.

The study defined "academic-oriented" prekindergarten programs as those in which teachers reported spending time most days on activities like sounding out words, discussing new vocabulary, counting out loud and teaching children to measure and tell time.

That is not to say that these schools are all letters and numbers. The de Blasio program requires two hours per day of play, which is typically broken into several smaller chunks.

After Ms. Rzonca's geometry lesson, she released her students for 30 minutes of free time. As they cradled dolls, drew and made collages, Ms. Rzonca moved around the classroom, pausing to kneel next to individual children. She prompted them to dictate simple narratives about their activities. "Baby sleeps," said Mohammed, whose collage featured a photo of a crib. Ms. Rzonca wrote the sentence down on a sticky note and attached it to his work.

Other methods of early childhood education will most likely continue to thrive, counting on devoted legions of parents. One example are Waldorf schools, which at the preschool level eschew academics in favor of play and do not begin formal reading instruction until first grade.

In Montessori schools, which occupy more of a middle ground, children are allowed to spend long stretches of the day in freely chosen activities, like painting or sorting colorful beads. Teachers generally do not lecture, but they do impart academic concepts, like how to sound out words, by inviting children to participate in one-on-one or small group lessons.

At the Aster Montessori School in Cambridge, Mass., what looks like child-directed play is referred to as "work time" and lasts for three uninterrupted hours - an eternity in little-kid minutes.

One Monday this month, a 3-year-old named Magnus began his morning at an easel, swirling blue watercolor paint. Other children counted wooden pegs and cut patterns into construction paper, largely without assistance from the classroom's two teachers.

Kanan Patel, the school's co-founder and a lead teacher, sat at a table with a boy named Thomas. She had arrayed a set of - yes, flashcards - in front of them. "I was thinking about something that begins with buh-buh-buh," Ms. Patel prompted. Thomas, grinning, picked up the card that depicted a bicycle.

Though Aster is a private school, costing $17,500 for the full-day program, some public preschools around the country have adopted the Montessori method. Aster's leaders will begin accepting state-funded students next year, as many private preschools in New York City now do.

Mr. Fuller, the Berkeley researcher, said a carefully constructed Montessori classroom could certainly encompass the effective teaching practices his study identified.

"I see it as emulating good parenting," he said. "We try to get them to use their words if there is a conflict. When we're baking, we have fun with measuring a half cup of flour. We're not heavily didactic and totally directive, but we are introducing new knowledge and rich language."

Amelia Sorensen, Magnus's mother, said that she and her husband, a transportation engineer, had chosen Aster Montessori because they wanted a stimulating but "gentle" pre-K for Magnus and their other son, Gustav, 5.

Ms. Sorensen, a stay-at-home parent, acknowledged that "there's not a lot of worksheets or stuff where you can look and say, 'This is what my child did today.' "

Still, she is thrilled with her sons' growing independence, from tying their shoes and zipping their coats to drawing. Her older son, who attends Aster Montessori for kindergarten, has begun to read, and she said she would not worry if Magnus took longer to reach the same milestone. "Kids can start formal education later," she said.

# data[].attributes.attachment_link.title
Free Play or Flashcards? New Study Nods to More Rigorous Preschools

# data[].attributes.attachment_link.description
The study found that by the end of kindergarten, children who had attended one year of "academic-oriented preschool" outperformed peers who had attended less academic-focused preschools by, on average, the equivalent of two and a half months of learning in literacy and math.

# data[].attributes.body
Favorite Resource

# data[].attributes.attachment_link.description
Ooey Gooey, Inc. is dedicated to the creation of child-centered, hands-on, play-based environments for young children and provides workshops, training, technical support and curriculum resources to those who wish the same. Lisa Murphy, BS, early childhood specialist, author, founder & CEO, is available for both domestic and international conferences and seminars.

# data[].attributes.attachment_link.readable_text
Interview with Megan Smith and Yana Weinstein ( transcript):
What does the word "study" mean to you?
Have you ever told your students to study for a test? Have you ever actually taught them how to study?

It turns out studying can be taught. And t wo cognitive psychological scientists, Yana Weinstein and Megan Smith (whose name has changed since this post to Sumeracki), have made it their mission to teach people how to study better. On their new website, The Learning Scientists, they use infographics and videos to share strategies and other insights about how we learn.

Here we will explore six research-based learning strategies that Weinstein and Smith teach on their site. If we can work these methods into our instruction, and teach students how to use them on their own, our students stand a much better chance of actually remembering our material.

One final note before we dig in: Although performance assessments and project-based learning allow students to show what they know with more depth and authenticity, most content areas still need to measure some learning with tests. When you are teaching that kind of content, these six strategies will help your students perform better on the test AND retain that information long after the test is over.
Space out your studying over time.
Far too many students wait until the night before a test to study for it. Similarly, teachers often wait until the day before a test to review. When enough students score well on the test, it appears they have learned the material. But a few weeks later, most of that information has vanished from students' minds. For more durable learning, the studying has to take place in smaller chunks over time.

"Every time you leave a little space, you forget a bit of the information, and then you kind of relearn it," Weinstein explains. "That forgetting actually helps you to strengthen the memory. It's kind of counterintuitive, but you need to forget a little bit in order to then help yourself learn it by remembering again."

Teachers can help students apply this strategy by helping them create a studying calendar to plan out how they will review chunks of content, and by carving out small chunks of class time every day for review. In both cases, plan to include current concepts AND previously learned material: Many teachers know this as "spiraling."
Practice bringing information to mind without the help of materials.
Many people think of "studying" as simply re-reading notes, textbooks, or other materials. But having the information right in front of us doesn't force us to retrieve it from memory; instead, it allows us to trick ourselves into thinking we know something. Recalling information without supporting materials helps us learn it much more effectively.

"Put your class materials away, and then write out or maybe sketch or speak everything you know and try to be as thorough as possible, and then check your materials for accuracy," Smith advises. "You're bringing information to mind almost like you're testing yourself; though it can be a practice test, it doesn't have to be. You can just sort of go through and explain what you know, or teach a friend or a pet or even an inanimate object everything that you learned in school. By bringing that information to mind, you're changing the way that information is stored so that it's easier for you to get to later on."

Teach students how to do retrieval practice in class: Have them turn off their devices, put all their notes and books away, then ask them to write everything they know about a particular term or topic, or share their thoughts in a think-pair-share. When the practice is done, have students check their understanding by revisiting their materials and discussing misconceptions as a class. Once they learn how to do this in school, they can then apply it at home.
Explain and describe ideas with many details.
This method asks students to go beyond simple recall of information and start making connections within the content. Students should ask themselves open-ended questions about the material, answer in as much detail as possible, then check the materials to make sure their understanding is correct.

Here's how Smith and Weinstein explain elaboration:

Teachers can apply this strategy by having brief class discussions where these kinds of questions are explored and asking students to work elaboration into their own study plans.
Switch between ideas while you study.
Common knowledge tells us that to learn a skill, we should practice it over and over again. While repetition is vital, research says we will actually learn that skill more effectively if we mix our practice of it with other skills. This is known as interleaving.

"Let's say you're doing a bunch of math problems," Weinstein says. "What's fairly typical is ... five of the same problem, or 10 of the same problem. Instead of doing that, try different problems in different orders." So if students are learning to calculate the area of a triangle, instead of having them do 20 problems with triangles, have them do one of a triangle, then one of a circle, then a triangle, then a square.

"The thing about that," Weinstein notes, "is that it's actually harder. So they'll be getting more wrong, they'll be making more errors, but they'll also be learning something very important, which is how to choose a particular strategy for each problem, as opposed to just repeatedly doing the same thing."

When planning exercises for students, resist the temptation to have them repeat the exact same process multiple times in a row. Instead, have them do a few of the new process, then weave in other skills, so that the repetitive behavior is interrupted and students are forced to think more critically. Explain this strategy to students so they can apply interleaving to their own studying.
Use specific examples to understand abstract ideas.
Most teachers already use this strategy in their own teaching; it's a natural part of explaining a new concept. But what we don't necessarily do is help students extend their understanding by coming up with examples of their own. Here's how Weinstein and Smith explain this broader use of concrete examples as a study practice:

Teachers can apply this strategy by using concrete examples when teaching abstract concepts, then asking students to come up with their own, correcting any examples (or parts of examples) that aren't quite right, and looking for more. Encourage students to continue this practice when they study.
Combine words and visuals.
When information is presented to us, it is often accompanied by some kind of visual: An image, a chart or graph, or a graphic organizer. When students are studying, they should make it a habit to pay attention to those visuals and link them to the text by explaining what they mean in their own words. Then, students can create their own visuals of the concepts they are learning. This process reinforces the concepts in the brain through two different paths, making it easier to retrieve later.

"And when we say visuals," Smith explains, "we don't necessarily mean anything specific, so it depends on the types of materials. You could have an infographic, a cartoon strip, a diagram, a graphic organizer, timeline, anything that makes sense to you so long as you're sort of depicting the information both in a way with words and a way with pictures."

"This isn't just for students who are good at drawing," Weinstein adds. "It's not about the quality of the drawing. It really just needs to be a visual representation as you can depict it."

In class, regularly turn students' attention to the visuals used in textbooks, on websites, and even in your own slideshow presentations. Have students describe the visuals to each other and make connections with what you're learning. Then have students create their own visuals of the content to further reinforce it. Remind students to include diagramming, sketching, and creating graphic organizers when they study at home.

Two more pieces of advice on how to maximize these strategies for learning:

Combine them. These strategies don't necessarily work in isolation. You can space out your retrieval practice, and when doing retrieval practice, try to recall concrete examples, elaborate, or sketch out a concept. When doing retrieval practice, you can interleave between different concepts.

Make them part of your class vocabulary. If you just use these strategies in your teaching, you'll see improvement. But if you actually explain the research to students, teach them the terminology, and use that terminology when teaching-"Okay, we're going to spend a few minutes on retrieval practice"-students will not only have a clearer understanding of why you're doing what you do, but they may be more likely to carry those skills with them into future classes.

The Learning Scientists site is full of useful information about how people learn, and more is being added every week. To learn more, visit learningscientists.org, and to download this free chart and other materials about the strategies, click the image below.
Other resources mentioned on the podcast:
Learning Scientists on Twitter: @acethattest

Learning Scientists on Facebook: facebook.com/acethattest

Make It Stick, The Science of Successful Learning, by Brown, Roediger & McDaniel
Teaching How2s simpleshow.com

Learn something new every week.
Join my mailing list and get weekly tips, tools, and inspiration-in quick, bite-sized packages-all geared toward making your teaching more effective and fun. You'll also get access to my members-only library of free downloadable resources, including my e-booklet, 20 Ways to Cut Your Grading Time in Half, which has helped thousands of teachers spend less time grading!

# data[].attributes.attachment_link.title
6 Powerful Learning Strategies You MUST Share with Students

# data[].attributes.attachment_link.description
Studying can be taught. Learn how retrieval practice, interleaving, elaboration, and other research-based study strategies can help your students learn better.

# data[].attributes.body
In regards to to giving concrete examples to abstract ideas, Yana Weinstein said of teachers "Most teachers already use this strategy in their own teaching; it's a natural part of explaining a new concept. But what we don't necessarily do is help students extend their understanding by coming up with examples of their own" ( Yana Weinstein, https://www.cultofpedagogy.com/learning-strategies/ ).

# data[].attributes.body
"...every time you leave a little space, you forget a bit of the information, and then you kind of relearn it, because that forgetting actually helps you to strengthen the memory..." Yana Weinstein,  https://www.cultofpedagogy.com/learning-strategies/

# data[].attributes.headline
Welcome to our MARP Padlet!  Post your TEACHER TALK Theme Quotes here!  --Be sure to include the speaker's name and where you found the quote.

# data[].attributes.subject
Welcome to our MARP Padlet!  Post your TEACHER TALK Theme Quotes here!  --Be sure to include the speaker's name and where you found the quote.