CRT & The Brain Chapter 8 by

2023-11-20 20:11:39 UTC

CRT explains that strong engagement is needed in order for students to process information from a text as suggested by the new curriculum.

Approach

mssterling1 — 2023-11-20 20:12:56 UTC

Input-Elaboration-Application

Taking this approach with any new content, especially vocabulary

Opportunities to Review Content

2023-11-20 20:13:08 UTC

IM provides opportunities to review content during its synthesis.

This curriculum builds students to be independent learners by truncating the work & making them independent learners.

2023-11-20 20:13:25 UTC

Vertical boards for cooperation & problem solving.

2023-11-20 20:14:25 UTC

ELA

2023-11-20 20:14:38 UTC

Building on a graphic organizer. Students will begin to see it as a tool that can support the work they are doing versus a compliance activity.

2023-11-20 20:14:46 UTC

Two instructional practices I will use are "Story-ify and metaphors/ analogies.

2023-11-20 20:14:48 UTC

I liked the idea of the Chunk and Chew: I plan to use the question "what was the muddiest point you are trying to make sense of?"

I also liked the idea of using games to keep students engaged like Jeopardy or a Kahoot.

Music

mssterling1 — 2023-11-20 20:14:48 UTC

Select specific songs to be music cues for specific routines and protocols

2023-11-20 20:15:10 UTC

Give my students break time to process new information they just heard. Give my students structured talk time to engage in conversations around what they just learned.

2023-11-20 20:15:30 UTC

1) More RIPP practice using Respond to Text prompts to read-alouds.

2) More "quiet" for processing i.e. 5 minutes of independent work BEFORE sharing with a partner (as opposed to jumping right into "partnering")

3) Continued use of music, movement, metaphor and storytelling as methods of strengthening "information processing."

2023-11-20 20:15:39 UTC

Giving the class more time to think independently about what they have learned before answering a question.

Build stronger math academic vocabulary by creating a more creative way of remembering.

2023-11-20 20:15:49 UTC

2023-11-20 20:15:52 UTC

EL curriculum uses graphic organizers throughout the lesson. Students keep returning to it.

EL promotes think time and routines.

Is there time to incorporate the "chew" into our lessons?

2023-11-20 20:16:31 UTC

2023-11-20 20:16:37 UTC

I have questions around scaffolding. I wonder how much scaffolding is the right amount?

2023-11-20 20:16:50 UTC

ignite-chunk-chew- review

Reflecting on how to teach my lessons using these approaches

Music

2023-11-20 20:16:52 UTC

Music is or can be a strong focus tool. It can encourage new creative ideas.

creating pictures, visuals, to process information

2023-11-20 20:17:00 UTC

Student brains seem to have even less attention spans, what to do?

2023-11-20 20:17:04 UTC

Real world connection

2023-11-20 20:17:19 UTC

Creating real world connections is vital to supporting the application of knowledge. However, it's challenging to keep up the content students are consuming to make information relevant.

2023-11-20 20:17:41 UTC

Songs for as a hook and to help students pay attention.

2023-11-20 20:18:09 UTC

Mental breaks/ chew on it

Music/ Oral tradition.

2023-11-20 20:18:24 UTC

How to incorporate projects, when we are pressed for time?

IM lesson structure

2023-11-20 20:18:37 UTC

Lessons are built on the chunk, chew, and review. Students are introduced to a problem (chunk), work in groups to solve the problem (chew) and then we discuss and synthesize the lesson (review).

tsanchez102 — 2023-11-20 20:19:18 UTC

Culturally oriented information processing methods to build independent learning... eg sorting and games to help commit new vocab to long term memory

2023-11-20 20:19:29 UTC

1) "...close reading of complex texts" (p. 123) -- our EL texts are complex (sometimes above grade level...)

2) "...by helping them learn to process texts using cognitive strategies." (exposure to/practice with different reading strategies rather than focusing purely on content memorization...a challenge)

3) "...the ability to process information effectively can offset other disadvantages (lack of access to background-building experiences)"...a good goal to keep in mind (while also aiming to create more background building via things like field trips)

Application to Math

2023-11-20 20:21:29 UTC

The reading uses more ELA based examples and strategies as opposed to math. I need more elaboration on how to apply this to math.

2023-11-20 20:21:59 UTC

How to best isolate/identify the ELA and math tasks that best reinforce "information processing?" (most bang for the buck?)