Making It Stick: Using Brain Science to Help Students Succeed

Transcription

1 Making It Stick: Using Brain Science to Help Students Succeed Spring Educators Conference Bangkok April 1-4, 2016 By Sylvie Thimonier-Esrawee and Robert Ogle American School of Doha

2 My key words are: 1. Brain works naturally at the shallowest level of processing 2. Practical exercise Learn some kiswahili! 3. Passive versus active learning 4. Making connections: sounds and structures 5. Making connections: using visual & cultural clues Visuals replace the need for words and give us a taste of the culture.

3 6. Making connections: mnemonics let s make one! 7. The importance of testing and using a variety of methods 8. Generation see appendix 2 9. Elaboration 10. Calibration

4 11. Reflection - See appendix Growth mindset. 13. The forgetting curve & spaced repetition.

5 14. Summary & Feedback forms Appendix 1: Questions for reflection: A. What do you know / don't know / need to know? 1. What do you master / do very well? 2. What do you need to work on? More specifically (You may want to choose from the list) 4. What did you learn from the correction process? 3 things you have changed - (Write 3 concrete examples) For example: - I have learned that the word très is spelled with accent grave - I have learned that after beaucoup there is de or d but never des 5. Set up to 3 goals for the next writing For example: - I keep on writing the word très incorrectly and will pay attention to writing it properly in the next writing. - I will pay attention to the use of apostrophes - I will use more connectors/conjunctions 6. Did you meet your previous goal? Why / Why not? B. How did you study for this test? 1. What do you think worked well? 2. What do you think did not go well? 3. Did you quiz yourself and checked your answers to see what you know / don't know / need to know? work on the concepts or vocabulary words that you didn t know? make flashcards? try to make cues to remember the words / grammar concepts you felt were difficult for you? associate the vocabulary / grammar (phrases) with a visual? put the vocabulary words / grammar in context? review the vocabulary words / grammar concepts that you knew before, to see if you still knew them? paraphrase / make your own cheat sheet (synthesize)? teach others? What ACTIONS are you going to take?

6 Appendix 2 : Generation : Le verbe avoir : Anne parle de sa routine scolaire Paris, le 27 novembre 2008 Cher correspondant, Je m appelle Anne. J ai seize ans. Je suis élève dans un lycée français à Paris. J ai beaucoup d amis dans l école. Ils ont entre quatorze et dix-sept ans. A l école, il y a des profs fantastiques, mais stricts. Nous avons beaucoup de devoirs et beaucoup d heures de cours : Nous avons allemand, anglais et espagnol. Nous avons trente-cinq heures de cours, et nous quittons l école à cinq ou six heures. Mais le mercredi, il n y a pas de cours! J ai une amie dans une école allemande. Elle a cours tous les jours, même le mercredi. Mais elle quitte l école à trois heures. Et toi? Combien d heures de cours tu as par semaine? Tu as quelles matières, à l école? Tu as aussi des profs stricts? A bientôt, réponds-moi vite! Anne A. Répondez aux questions : 1. Qui est étudiante dans un lycée français?. 2. Quel âge elle a?. 3. Quel âge ont les amis d Anne?.. 4. Quelles langues Anne étudie au lycée?. 5. Quel jour de la semaine Anne n a pas cours? B. Dans le texte, il y a beaucoup de phrases avec le verbe «avoir» Conjuguez le verbe avoir : C. Et toi, tu as quel âge?.

7 Making It Stick: Using Brain Science to Help Students Succeed Sylvie Thimonier-Esrawee & Robert Ogle Thank you for coming to our session today. We have sat through many boring, irrelevant sessions in our time and we really hope ours was neither! Please let us know two positive things you will take away from our session today: What would have made the session more productive and/or enjoyable for you? If you would like, leave your address below and we will share our presentation with you: Our addresses are: or after June this year!