Friday Feedback - 12/7/18
Eric Jensen Update
Eric Jensen Implementation - Assessment Support
See below links to related content from Lori DeSautels as well on trauma informed instruction.
From Eric Jensen -
Here are three things that can help your students improve their chances to score up to their potential. By the way, kids never score above their potential; they're just not going to randomly make enough lucky right answers time after time after time (in statistics, it's called regression to the mean).
But, they often under-perform for a host of reasons, even when they should perform much better. While we could focus on dozens of variables that influence standardized testing, we'll focus on these three: 1) brain chemistry, 2) priming, and 3) episodic memory triggers. Some of these suggestions got so many rave reviews that they are reproduced from an earlier bulletin!
The Research
Ten Minutes to Better Scores
Two laboratory and two randomized field studies tested a psychological intervention designed to improve students' scores on high-stakes exams. These simple ten-minute activities can raise test scores. One well-designed study showed that writing about testing worries prior to taking the exam boosts exam performance in the classroom.
The study authors expected that sitting for an important exam leads to worries about the situation and its consequences that undermine test performance. What the authors tested was... whether having students write down their thoughts about an upcoming test could improve test performance.
This simple intervention, a brief expressive writing assignment that occurred immediately before taking an important test, significantly improved students' exam scores, especially for students habitually anxious about test taking. Simply writing about one's worries before a high-stakes exam can boost test scores. It does it by more than 10% and it's quick and free (Ramirez G, Beilock, SL., 2011).
Brain Chemistry and Testing
There are three chemicals to focus on for optimal testing results: 1) dopamine (it generally facilitates informational transfer within limbic and cortical networks to promote working memory and reward-seeking behavior, says Luciana, et al. 1998), 2) noradrenaline (it generally promotes a more narrowed focus, sharper attention and improved memory. This system plays a specific role in the regulation of cognitive functions, including sustained attention, working memory, impulse control, and the planning of voluntary behavior), and 3) glucose (it provides short term energy and, in low to moderate doses, promotes enhanced memory (Krebs DL, Parent MB., 2005).
The Power of Suggestion
Can you influence testing outcomes by "prepping" their brain for success? It has long been proposed that motivational responses that were subtle could serve as priming to effect academic performance. A recent study showed that yes, it can be done and they can show you how to do it. "You can prep the brain several ways. One is by showing them the letter "A" in advance." (I'll tell you "how" in a moment.) The other one of our two "prepping" studies is to give peppermints to all kids for your final review, then use them again at the time of the big test. (Barker, et al. 2003). This raises attentional levels and provides glucose.
Location of the Test Itself
I have always advocated that we ensure that students taking the test take it in the room in which they studied for it. That's the power of episodic or content memory. But, there's more to it. Stress is an issue, too. Stress impaired memory when assessed in the unfamiliar context, but not when assessed in the learning context (Schwabe L., and Wolf OT, 2009). In short, if your students can't be in the test-givers room to learn the material, at least bring them into the testing room and do a review there days before the event.
Practical Applications
Let's "flesh out" each of the studies listed above. The first category is about enhancing brain chemicals. This is fairly easy to do.
Click here to read the rest...
Your partner in learning,
Eric Jensen
Eric Jensen
CEO, Jensen Learning
Brain-Based Education
Model The Achievement Mindset - p. 81 in "Poor Students, Rich Teaching" by Eric Jensen - 1. Start with a smile and a positive greeting 2. Show you are happy with student progress 3. Smile more than you think you need to = "When others pick up on your positive emotions, good things happen" - Eric Jensent, p. 81
What's Coming Up?
Tuesday 12/11 - MS Play try-outs
Thursday 12/13 - MS Wrestling @ HOME (only home meet for the year)
Friday 12/14 - See link below for Student Council Dates and Activities/Dress-up Days
Saturday 12/15 - MS Robotics Competition @ Centerville
Down the Road...
Thursday 12/20 - DCMS Giving Gallery - MS Gym (times for shopping coming soon)
Friday 12/21 - DCMS Movie Day - 5th/6th movie at 9 a.m. (bus load ~8:40); 7th/8th movie at 1:15 (load bus ~12:55)