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Students have to learn what makes sense and is relevant to them. If it is not they are less likely to remember it and safe it to long term!

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Teach strategies that will help the mind such as mnemonics, chunking of content, providing a background of knowledge, vocabulary and allowing students to interact with each other during class will all help in retention of information for the long term.

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Keeping lessons short and focusing on one concept rather than many will help for the best retention!

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Self-Concept Plays a big role in learning!
It is the teacher's responsibility to create a positive classroom environment where students feel safe, secure, and successful!
A positive self-concept will help with the retention of information, while a negative self-concept will cause retention of less information.

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The cognitive belief system is a view of our world around us and exactly how it works!

Self-Concept can be positive and represents with a smiley face or negative and represents with a sad face!

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A Place Where a Child Feels Safe and Sound!

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A Place Where a Child Feels Safe and Sound!

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Connection Between Self-Concept and Learning 

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Connection Between Self-Concept and Learning 

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The actions, reactions, thinking and feelings that go along with learning.

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What is retention?  How do we know if retention has occurred?

If a student can accurately recall the learning after a certain amount of time has passed, we can say that retention has occurred.
24 hours is the amount of time that we would like to pass to see if a student has had a retention of the taught information.

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Emotions influence long term storage and past experiences will always influence new learning.
Encoding is a catch term when we discuss long term storage!

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This type of memory is also temporary, but the place where conscious processing occurs. Working memory can only handle a few items at a time and it changes with age.
DATA AFFECTING SURVIVAL
DATA GENERATED EMOTIONS
DATA for NEW LEARNING all EQUAL WORKING MEMORY

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We have two temporary memories and it is how the brain deals with large amounts of sensory data and how we begin to process it!

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How can I get information from the immediate to working to long-term memory?

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Here are some ways to keep your students attention!
Challenge them!
Movement during the lesson to keep focus!
Change things up so that they don't expect what will happen next!

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You need to get the students attention and keep it during the duration of the lesson!

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We can answer the question WHY? WE practice remembering, we connect to past ideas, we have interest in new things and relevant things that help us grow and develop.

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How do we change and grow as individuals?

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How do we change and grow as individuals?

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We can develop our brains along with our bodies! Mood can affect our well being and when we have kids that are excited about learning and expect something good to happen we have positive memories that help us develop and grow.
Growth mindset helps the brain grow and change in positive ways. I CAN statements: I CAN reach for the stars, I CAN persevere when I am frustrated, I CAN always improve.

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Cooperative learning opportunities in the classroom daily! Turn and talk, shoulder partners and group discussions. The teacher-student relationship plays a large role and also the small group help that is given to make that student feel more confident!

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Student motivation plays a huge role! Peers influence how they are motivated at times. Meta-cognitive strategies work!

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Mnemonics and Meta-cognitive strategies work!
Examples:
ARITHMETIC: A Rat In The House May Eat The Ice Cream
ROY G. BIV: Red, Orange, Yellow, Green, Blue, Indigo, Violet

Provide opportunity to review and reflect on classwork! Have students keep interest journals.

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Teaching content and curriculum through movement can give children a better understanding of the ways that we learn best! Concrete examples of what we are teaching will help students make connections in learning

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The climate of the classroom is essential to the behaviors that are accepted and expected. The climate of the room, the school size and the teacher's style all have an effect on the behavior of the students!

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Students predict the grade they are going to get in class. The set goals that are short and long term. The know what a teachers expectation are and they follow the rules! Teacher's can find and fix problems that can occur in the classroom daily!

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" Let's move-it, move-it, move-it" to keep our students focused and allow for more input of information while their brains are stimulated.
Example: Hoping out our spelling words or Counting by 2's, 4's, 5's or 10's while bouncing a tennis ball.

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Cooperative Learning Groups for Math and ELA

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Cooperative Learning Groups for Math and ELA

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Students work in heterogeneous, interdependent groups to complete difficult tasks or solve problems such as real-world word problems in math and finding the subject/verb agreement in ELA.

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Equals a strong rating along with classroom behavioral climate and the teacher being in-sync with the students.

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We don't get new and complex explicit learning right the first time. We make "rough drafts"

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Every perception, sensation and conclusion is usually associated with another related experience. This may create meaning. When that doesn't happen, we often seek it elsewhere.

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As our bodies grow and age, so do our brains. Opportunities and susceptibilities are present throughout our life.

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Humans are highly social and our learning, behaviors and memories are often bound up in social experiences.

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Our brain only knows what it receives perceptually and is easily fooled. Our prior knowledge is a huge factor in determining what we see, hear, feel, taste and touch.

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This principle reminds us that our memories are a process, not a fixed thing. Memories can and are often altered or lost.

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Our body influences our brains and our brain influences our body, but they are far more connected than that. The brain thrives on concrete experiences.

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Brains learn best when interacting with the environment. Environments not only directly influence our behaviors, but also can trigger long-term changes ( e.g. gene expressions)

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7. Prediction: We Learn to Get Predictive Rules

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7. Prediction: We Learn to Get Predictive Rules

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Labels and properties help us form RULES, which helps us produce better PREDICTIONS ( to help us survive and thrive)

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Our brain rarely gets it right the first time. Instead we make sketchy rough drafts of new learning.

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Our brains are not static or fixed. They are constantly changing in over a dozen ways.

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Our brain is designed to limit the attention and quantity of new input per minute, per hour. This is why using novelty is so important.

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Cognition and emotions have over a 70% overlap. We usually ( not always) do what we fell like doing.

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Our brain's natural quest is to sort, group and classify ( labels) and to understand functional, relevant properties.

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Students share 99.5% of the same DNA, but we have unique brains because of unique life experiences and gene-expression.