Smart Learning
Just what is Smart Learning?
The SmartLearning approach provides learners of all ages with a nine-step framework and a host of BrainSmart thinking tools that motivate higher levels of understanding. Through the nine-step process learners activate and build background knowledge, set stretch-goals for personal learning, use multi-sensory ways to process information, monitor and self-regulate learning, transform learning into demonstrations of understanding, and reflect on their learning. Reflection includes finding evidence of meeting goals, noticing and regulating brain activity that supports goal attainment, noticing strengths in learning and setting new goals based on deep understanding of the learning in progress.
Structured- talk and assessment are carefully woven into the SmartLearning process. The interactions build a thoughtful context for learning and advance the thinking of all learners. In SmartLearning classrooms learners feel valued, included, respected, believed in, and accountable for learning. SmartLearning realizes the goals of inclusivity and differentiation.
http://www.smartlearning.ca/pdfs/Guide_SmarterLearning_hires.pdf
Teachers in WRSD continue to work with Susan Close building their knowledge and leadership capacity in the area of SmartLearning.
Administrators need to know the following in order to support teacher learning:
Awareness of current brain research in conjunction with classroom teaching practices
1. Standing and Moving: mobility even standing up, can boost learning,…
2. Standing and Moving: more blood to the brain, increases neural firing
3. Standing and Moving: 5-10 % increase of blood flow and oxygen when standing
standing increases attentional arousal…and the brain learns more
(Alistair Smith, 2008, Eric Jensen,, 2007)
4. "The more complex the sequence of communication between neurons needed to complete it" (Gomez-Pinilla, 2008)
5. Play- A Profound biological process that shapes the brain…fosters empathy and makes possible complex social gropes…lies at the core of creativity and motivation
6. "performances students with the most challenging goals were over 250% higher than the learners with the easiest goals" (Hattie, 2009).
7. Image based explorations directly engage reflective thinking. Promoting reflection in this way pulls in the neural circuits of self that make life more memorable, more meaningful and more fulfilling (Segel, 2007).
8. Activate and build pathways for memory. The more visual the input the more likely it will be recognized and recalled.
9. Pathways to powerful learning stimulate equal activity in both hemispheres
10. An attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understandings (Hattie, 2009).
11. Strategies plus learning about the brain and achievement soared! (Dweck, 2009).
12. What distinguishes one thought from another are the number of neurons that gather to accomplish the work of thinking and how long that "neuronal cloud lasts." Our goal is to create large neural gestalts of long duration.
13. Often we have the students engage in A/B structured partner talk. When we systematically invite students to notice, talk about, and reflect on similarities and differences we can double the learning. (Marzano, 2001)
14. Cognitive development is supported when students are encouraged to verbalize their ideas and questions. Discussions allow students to think critically and to consider multiple perspectives. (Braunger & Lewis, 1997)
15. Students’ mental abilities originate from social interaction. Learning first occurs within the social context, and only later does the learner internalize it. (Herb, 1997)
16. Conversation builds ideas, facilitates comprehension of text, encourages cognitive development, and fosters growth in expressive language abilities. Partner and small group talk is a way to give students control over the pace and focus of their learning. (Hartman, 1996)
17. The most effective way to increase our ability to pay attention is to look for novelty or distinctions ... Noticing distinctions focuses engagement. Student’s attention is on a clearly defined goal. They know what must be done. The feedback from the dialogue stretches their skill with the task. (Langer, 1997; C. Sikzentmihalyi, 1997)
18. Goal-setting activates the metacognitive system of thinking. Goal-setting is an effective enhancer of achievement. (Lipsey & Wilson, 1993; Given, 2003, Marzano, 2001)
19. Involving students in the development of criteria dramatically increases achievement. (Black & William, 1998; Marzano, 2001)
20. We have over 100 billion sensory neurons.
21. Your brain generates 25 watts of power while you're awake---enough to illuminate a light bulb.
22. Your brain is divided into two sides. The left side of your brain controls the right side of your body; and, the right side of your brain controls the left side of your body.
1. Standing and Moving: mobility even standing up, can boost learning,…
2. Standing and Moving: more blood to the brain, increases neural firing
3. Standing and Moving: 5-10 % increase of blood flow and oxygen when standing
standing increases attentional arousal…and the brain learns more
(Alistair Smith, 2008, Eric Jensen,, 2007)
4. "The more complex the sequence of communication between neurons needed to complete it" (Gomez-Pinilla, 2008)
5. Play- A Profound biological process that shapes the brain…fosters empathy and makes possible complex social gropes…lies at the core of creativity and motivation
6. "performances students with the most challenging goals were over 250% higher than the learners with the easiest goals" (Hattie, 2009).
7. Image based explorations directly engage reflective thinking. Promoting reflection in this way pulls in the neural circuits of self that make life more memorable, more meaningful and more fulfilling (Segel, 2007).
8. Activate and build pathways for memory. The more visual the input the more likely it will be recognized and recalled.
9. Pathways to powerful learning stimulate equal activity in both hemispheres
10. An attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understandings (Hattie, 2009).
11. Strategies plus learning about the brain and achievement soared! (Dweck, 2009).
12. What distinguishes one thought from another are the number of neurons that gather to accomplish the work of thinking and how long that "neuronal cloud lasts." Our goal is to create large neural gestalts of long duration.
13. Often we have the students engage in A/B structured partner talk. When we systematically invite students to notice, talk about, and reflect on similarities and differences we can double the learning. (Marzano, 2001)
14. Cognitive development is supported when students are encouraged to verbalize their ideas and questions. Discussions allow students to think critically and to consider multiple perspectives. (Braunger & Lewis, 1997)
15. Students’ mental abilities originate from social interaction. Learning first occurs within the social context, and only later does the learner internalize it. (Herb, 1997)
16. Conversation builds ideas, facilitates comprehension of text, encourages cognitive development, and fosters growth in expressive language abilities. Partner and small group talk is a way to give students control over the pace and focus of their learning. (Hartman, 1996)
17. The most effective way to increase our ability to pay attention is to look for novelty or distinctions ... Noticing distinctions focuses engagement. Student’s attention is on a clearly defined goal. They know what must be done. The feedback from the dialogue stretches their skill with the task. (Langer, 1997; C. Sikzentmihalyi, 1997)
18. Goal-setting activates the metacognitive system of thinking. Goal-setting is an effective enhancer of achievement. (Lipsey & Wilson, 1993; Given, 2003, Marzano, 2001)
19. Involving students in the development of criteria dramatically increases achievement. (Black & William, 1998; Marzano, 2001)
20. We have over 100 billion sensory neurons.
21. Your brain generates 25 watts of power while you're awake---enough to illuminate a light bulb.
22. Your brain is divided into two sides. The left side of your brain controls the right side of your body; and, the right side of your brain controls the left side of your body.