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Acquire
--Remember
--"describe, list, label"

Apply
--Understand
--"Explain, summarize"

Adjust
--Apply or Analyze or Evaluate
--"Infer, predict, modify" or "classify, categorize, subdivide" or "judge, compare, justify"

Assess
--Create
--"Induce, create, design"

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Technique to help students think at different levels. Each side has a different way of thinking:
1. Remember it
2. Understand it
3. Apply it
4. Analyze it
5. Evaluate it
6. Create it

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The student takes on the role of a character. This allows students to process knowledge and demonstrate skills in an emotionally laden context.

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They're good for:
-brainstorming
-chronicle a sequence of events
-summarizing
-checking for understanding
-etc.

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Assigning "jobs" to students when in groups

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Assigning "jobs" to students when in groups

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The following jobs can be used...

Production manager (oversees the project)

Information manager
(ensures accuracy and quality of the project)

Resource manager
(gather and manage materials)

Personal manager
(encourage team members)

Technology manager
(help with computer needs)

Time manager
(keep team on track)

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When talking to students, it is important to look at them, nod, and smile. This lets them know that their thoughts and ideas are heard and values.

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1. Setting objectives and providing feedback (the brain responds to high challenge and strives based on feedback)
2. Reinforcing effort and providing recognition (the brain responds to challenge and not to threat)
3. Cooperative learning (The brain is social-collaboration facilitates understanding and higher-order thinking)
4. Questions, cues, and advance organizers (The brain responds to wholes and parts-all learners need to open "mental files")
5. Nonlinguistic representations (the brain is a parallel processor. Visual stimuli are recalled with 90% accuracy. The more areas the brain is involved, the better)
6. Summarizing and note-taking (the brain pays attention to meaningful information and deletes what is not relevant)
7. Assigning homework and providing practice
8. Identifying similarities and differences (the brain seeks patterns, connections and relationships between old and new learning)
9. Generating and testing hypotheses (the brain is curious and has an innate need to make meaning through patterns)

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Rote Rehearsal vs. Elaborative Rehearsal

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Rote Rehearsal vs. Elaborative Rehearsal

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Rote:
-Practice
-Recitation
-Drill
-Repetition

Elaborative:
-Mnemonics
-Graphic Organizers
-Role-Plays
-Performances
-Exhibitions

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These are charts where the students write down what they:
Know
Want to know
Learned

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These are activities that students can do to "sponge up" their time when they get finished early. They can include crossword puzzles, word web, etc.

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-Help the learner pay attention
-Eliminate distractors
-Open "mental files"
-Provide choices
-Encourage self-directed learning
-Fill unallocated time

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Human brains don't have a long attention span, so students are not going to be able to pay attention for very long unless you keep them involved