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My key takeaway was the need to incorporate moments of downtime during lessons to allow for students to reboot their attention. I found that the presentation provided some useful insights as to the neurological aspects of learning and how to optimally structure our lessons such that we can help students encode and retain information effectively.

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My key takeaway from the presentation by Cher Chong is that NT students need to be engaged in thinking and meaningful activities so that they can fire their neurons and learn new things. The various strategies and stages explained by Cher Chong would help me to plan better classroom experiences for my kids and to allow them to build synapses to their prior knowledge and enjoy gaining new information and skills.

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What resonated most with me is the importance of encoding as it affects students ability to form connections with the information. Ineffective encoding may result in issues later on in students recalling and appplying the said information in different contexts.

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The process of learning = attention + encoding + storage + retrieval

By being more aware of the different components to this process, I will be able to design lessons that would cater better to the needs of my students.

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The network in the Attention System: Alerting, Orientate and Executive Control. and the process of learning - encoding, storage and retrieval. By understanding how these work, and getting students to consciously follow these steps, students might be able to be more self aware in their actions and take more responsibility in their learning. When they are able to see the results, they can be more motivated because they have learnt how to learn.

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I like how the 4-stage process had clear purposes (attention, encoding, storage, retrieval), and the reminder that students need to be engaged in meaningful ways to make sense of, and apply their learning effectively.

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When designing lessons, teachers need to extra mindful of how we design and plan for meaningful activities to facilitate the learning process of students.

It is also important that we plan for students' learning to help them draw connections and retain the information in the long run so that application of knowledge can take place.

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I will like to start with something simple as getting them to pay attention to their learning in the class. Am guilty of two things - Reminding them only of the end goal, and allowing misbehaviour to continue for some. Will start with giving them more specific instructions of what to do with their personal device before their lessons and also make more deliberate effort to discourage misbehaviour from any student.

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One of the key takeaways for me would be the difference between reading understanding for students who have prior knowledge about a topic vs students who do not. Regardless of whether they are good or bad readers, having some knowledge about a particular topic impacts their understanding of a text. As a teacher of N(T) students, I would definitely put in more thought about the kind of text I would choose for my students to engage them. For example, one year, my class was into fixie bikes, and I gave them a reading article on the topic and the students were able to share their own take on the topic.

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To engage NT students' attention and interest during lessons, we should find ways to link the topics that we teach to things that are relevant and meaningful to them in the first place. They should be able to find a connection to their schema. If they do not find relevance to what we teach, they will 'switch off' and get distracted more easily. Hence when I plan my lesson, I will reflect on how I can link it to my students' profiles, including (but not limited to) their hobbies & interests, so that I can 'hook' them and keep them engaged.

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One key takeaway is to give them brain breaks so that it can assist in them paying attention for the rest of the lessons. Another key takeaway is the reminder to have goalposts so that they are able to keep track of each mini-stage of their learning for better motivation.

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Geting students to give feedback regularly can help teachers understand how well students understand our teaching. Feedback can give an insight into which teaching methods are effective and where they need to be adjusted.