Step 3: Recode Pages 60-80
What is RECODING and why is it important?
We are now getting to an important step in the learning process that demonstrates the transfer of learning. The author states that recoding is the ability to take information from one source and then generate your own language from the information.
Here are my 3 AH HA! quotes and my recoding of the quotes:
1. "Self-generated material is better remembered." Sprenger (2018) page 61
Doodle Notes
2. "Asking students to retrieve information right after it has been introduced promotes retention (e.g., "Tell a neighbor what you just learned!") Sprenger (2018) page 65
Turn and Talk!! This is huge! I actually did a classroom observation this past year where a teacher effectively used turn and talk. She would ask an essential question and 2 hands went up. She then asked them to turn and talk with their neighbor. She then restated the question and 15 hands went up. This teacher has now added refection time, collaboration, and recoding to her lesson to increase participation and engagement.
3. "Recoding needs to take place in the classroom. Sending students home with new material to recode may be stressful. This is not the time for homework and practice; rather, this is the time to ask questions and iron out wrinkles in thinking." Sprenger (2018) page 78
Homework has become a hot topic in education over the last few years. I AGREE with the statement above. Homework should be practice after recoding has happened in the classroom. Each scholar's home life is not built equally. We should not expect new learning to take place at home, but rather in our classroom so that we can check for understanding through recoding.
Have a great week! 😊
Good afternoon,
ReplyDeleteI enjoyed the reading this week. :-) Here are my “3 Ah Ha” quotes.
1- “Our students are constantly trying to break a code- a textbook code, a lecture code, a video code, a website code. Language varies from medium to medium, and students’ understanding of language varies depending on their backgrounds” Sprenger, 2018, page 60.
I hope it is okay that I selected this quote? I just really like this quote and feel like it is important. It reminded me of the conversations I have had with great teachers of my own. They talked about students adapting to the “language of the university” and learning all the rules that are put on them. This can often mean stratification for those who have trouble learning the rules (which are often unspoken). This should never mean that for our students. Each situation, every human exchange, and each “social contract” has a different set of rules. So often we put students in situations with the best intentions- to give them knowledge. However, we may fail to consider some of the different experiences (where they are coming from). Language is a code. Each assignment is a code. I like the idea of making students “detectives looking for clues” and talking about decoding to understand, and, hopefully to eradicate barriers.
2- “Most memory experts (e.g. Small, 2003) suggest that organization is the key to a good memory” Sprenger, 2018, p. 62.
I liked this quote because it talks about the ways that humans remember information. I think this could be why graphic organizers are so important? Because they help us to “organize” information and put it together in ways that make sense to us. How we organize what we learn is important. I think Ms. Robinson made an important point when she talked about students taking notes like “robots” and not having the opportunity for genuine recoding. I like the question she puts forth: “How could we use this opportunity for scholars to recode the information?” Ms. Robinson, 2018. One idea was having more interactive instructional times where students get more opportunity for recoding on their own using tools like Doodle Notes. Sprenger (2018) mentions “If you stop lecturing every few minutes and allow students to write things down, they are far more likely to absorb the information. In essence, recoding would be the process of note making- writing things down in one’s own words without interruption and even adding some prior knowledge or new connections to the material” (page 65).
3- “The process of recoding gives the brain the time and opportunity to start making connections” Sprenger, 2018, page 78.
Thinking about what can be applied from the learning is important. For this to occur, we need to be able to make connections to prior knowledge, to other disciplines, and to practical applications even to solve problems.
Take good care,
Christine Weatherby
Thea Bowman Leadership Academy
cweatherby@tbla.email
Hello Everyone! Wasn't this an interesting read?
ReplyDeleteMy 3 A-HA's:
* 'Systematically arranging information according to groups, patterns, and other structures in an effective manner can make the difference between success and failure with storage and retrieval of information.' Sprenger (2018) p 62
My interpretation: Knowing about things is great, but when we have a way to organize what we know and can connect to the new information, then we have truly learned it. We talk about life cycles in kindergarten.
We discuss penguins and ducks. By the time we study frogs, the children have caught on to the pattern and will explain. Children aren't always quick to catch on that there are patterns in life cycles until we organize the information by drawing pictures and putting arrows between the pictures. The egg-hatchling-young-old tends to repeat itself. Those patterns we do in math with linking cubes are helping us understand and remember across the curriculum!
** 'In order for our students to better understand words in context they need to be introduced to them in advance. (Sprenger, 2018 p. 65) This research also suggests that associating an image with a word is the best way to learn it.' (Marzano, Pickering, & Pollack, 2001).
My interpretation: For kiddos to remember vocabulary, introduce it to them first with a picture. Then they will be able to understand the word in a sentence.
I feel like we are bombarding kindergarteners all day long with vocabulary, particularly with the ELL students. They come to us with such limited experiences that even a simple word, like 'ladder' doesn't make sense to them. I am guilty of letting authors in books make those connections a lot. I suppose I should change my instruction to introducing the words before we read the book, so that when we get to the text they have already learned it and the second time they encounter the word it should stick in their memory. To this point, I read along and stop, then ask what they think a ladder might be, based on the author's illustration.
*** 'Storytelling can be part of exemplifying. Students love to tell stories and stories can include patterns that represent the important components of the principle or concept.' (Sprenger, 2018, p68)
My interpretation: Students will remember new information by organizing their thoughts in story form. If it applies to the concept, encourage this.
Kindergarteners are talkers. Even if its not true, they lovvvvvve to tell stories. Using this natural born talent, I should encourage this! Oy. Do you know how long my day would be if I listened to every story these angels could tell? I believe it's a cultural thing to want to entertain, but whoa. I love that children can make connections to what we're learning by telling stories, but this is saying that even the made up stories are giving students the opportunity to remember what we've learned. I suppose I could use some of the stories that go off into Neverneverland, as nonexamples, too. :)
Jene' Rethlake
Kindergarten Teacher
Timothy L Johnson Academy
Hi Jene,
DeleteI hope that you are having a good summer! :-)
I really liked where you said: "Knowing about things is great, but when we have a way to organize what we know and can connect to the new information, then we have truly learned it" (Jene Rethlake, 2018). This is a very good point. We must be able to actually connect this information to other information, in order for it to be of use.
Giving this to your students will give them so many advantages. It is interesting to think of how you are teaching life cycles to them.
Take good care.
Christine Weatherby
cweatherby@tbla.email
Thea Bowman Leadership Academy
This comment has been removed by the author.
ReplyDelete1. “I then like to emphasize to the group how important it is for them to show their students ways to organize information” (Sprenger, 2018, p. 62).
ReplyDeleteRecently, organizing has helped me retain a lot of information at my current job. I thrive off of mnemonic devices, acronyms, and chunking. Therefore, I’m sure it will be helpful to my students as well. As a matter of fact, my fifth graders benefited from using a mnemonic device and chunking to memorize the 13 colonies. The two twins are North and South Carolina. The sisters are Maryland, Virginia, and Georgia. The news are New York, New Jersey, and New Hampshire. Then, the mnemonic device is “Please don’t call my room.” P is for Pennsylvania, D is for Delaware, C is for Connecticut, M is for Massachusetts, and R is for Rhode Island. Hopefully, mastering memory techniques will help boost students’ self-esteem and improve student achievement.
2. Tileston (2011) stated that: “it is important that students generate their own definition or description of a word, as doing so makes the word and its definition personally relevant” (as cited in Sprenger, 2018, p. 63).
When introducing new vocabulary and spelling words, I encourage students to define them in their own words. Not only does it make the definition easier to remember, but it is also a great note-taking skill (briefly restating information in your own words). In addition, I show them pictures and require them to create illustrations that reflect the meaning of a word. Also, Pictionary is one of their favorite review games. Needless to say, all of this truly helps.
3. Medina (2014) states that: “taking notes while trying to take in information is a distraction that forces the brain to task-switch” (as cited in Sprenger, 2018, p. 64).
I certainly don’t want to distract my students from learning. In the past, I have made fill-in-the-blank notes for my fifth graders to teach them note-taking skills, keep them engaged, and encourage them to be active learners. During the first semester, they used my outline. Then, the second semester, they created outlines using the skills that I taught them (organization, summarizing, examples, and recoding). However, I will be more cognizant about requiring students to multitask in the future. Thank you for recommending doodle notes. PLA #103
Hi Ebony,
DeleteI hope that you are having a good summer. :-)
I love the ideas you shared about teaching vocabulary. For instance, having them "create illustrations" and using "pictures" is compelling (Ebony Monson, 2018). I have been wanting to integrate the use of more games as a strategy for review. Thank you for sharing how you use "Pictionary" as a strategy for review. Are there any other games that have been successful or that you would recommend?
Take good care,
Christine Weatherby
cweatherby@tbla.email
Thea Bowman Leadership Academy
Hi Christine,
DeleteMy fifth graders also enjoyed “sparkle” and “slap it,” which are games that I got from my middle elementary school teachers when I was younger. “Sparkle” is a spelling game where each child says a letter in the word. Once the entire word is spelled, the next child says “sparkle.” Then, the child standing next to the student that says “sparkle” is out of the game. Of course, the game continues until only one student is standing. Next, I use “slap it” as a vocabulary review game, but it can also be used to review other subjects as well. I write the words on the board. Then, two students, who have fly swatters, try to be the first one to slap the word after they hear the definition. The slowest student passes the fly swatter to the next student and returns to their seat. Those are my “oldies but goodies” that keep my students focused and engaged.
Warmest regards,
Ebony M.
Ebony,
DeleteI love playing "sparkle" with students! Its a good way to get students engage in learning and allows them to recall spelling a word correctly. I like the idea of showing students a picture of a vocabulary word to accommodate the visual learner.
Jacqulyn, K
PLA 103
1. “Recoding is the ability to take information from different sources and generate it in your own language.” Sprenger (2018) page 61
ReplyDeleteI loved this when I read it. While my kiddos are taking notes, I tell them all the time that I can give them the information, but ultimately they can put it in there notebook however works for them. Some make lists, some do outlines, some draw pictures. At the end of the day, it has to be meaningful for them to retain the information that they are given.
2. "Most memory experts suggest that organization is the key to a good memory." Sprenger (2018) page 62
I always spend time “trying” to teach my kiddos organizational skills because I think this is so important. I believe keeping organized is a key to almost everything we do. Kiddos need to have an organized desk in order to find the materials they need to complete assignments. Organized notebooks and folders help when kiddos need to refer to them for their notes. Time management is huge when completing assignments and assessments.
3. "Recoding needs to take place in the classroom. Sending students home with new material to recode may be stressful. This is not the time for homework and practice; rather, this is the time to ask questions and iron out wrinkles in thinking." Sprenger (2018) page 78
I think this is something that we all need to remember. I hate sending home homework that is new material just learned in the classroom. If a student is struggling with a concept or has a small misconception about how something is done, then all you are doing is sending home work for them to practice wrong at home. Students need time to work on new material in the classroom where those misconceptions can be quickly corrected.
Deb Daniel
Timothy L. Johnson Academy
“3 Ah Ha” quotes.
ReplyDelete1. "Most memory experts suggest that organization is the key to a good memory." Sprenger (2018) page 62
~Organization in general is key to success and creates efficiency. Teaching students how to organize and arrange what they've learned is such an important task for teachers to model. I loved the example shown is figure 3.1. This strategy can be applied throughout life.
2. "If you stop lecturing every few minutes and allow students to write things down, they are more likely to absorb the information." Sprenger (2018) page 64
~Wow, this took me back to my college days while sitting in a lecture hall! I love, love, love the idea of taking a short pause to allow kids to reflect and write! (Or even reflecting using turn and talk.) This allows kids to use their own words and even add their own prior knowledge. It allows them to create their own understanding and even add emotion, as mentioned on page 63 when Sprenger said, "When true understanding takes place, emotions are involved."
3."In order for our students to better understand words in context they need to be introduced to them in advance." (Sprenger, 2018 p. 65) "This research also suggests that associating an image with a word is the best way to learn it." (Marzano, Pickering, & Pollack, 2001).
~Along with our weekly theme, we have related vocab. words that are introduced. Throughout the week we talk about each word and discuss the visual example. We then record the definition in our vocabulary journals and encourage students to write their own self-generated sentence using the word, along with a picture. I like that this requires students to use their own interpretation while allowing me to check for understanding.
Erica Andrews, 1st grade
Timothy L. Johnson Academy
I took a lot of ah ha's away from this chapter this week. It opened my eyes to a lot of things that I do on the surface but really need to hone my practice to get a better bang for my buck.
ReplyDeleteThe first quote that grabbed my attention was on page 61, where Levne (2002) states, "some students who have trouble recoding are experiencing short-term memory problems. He defines recoding as the ability to summarize and paraphrase." My 5th grade partner teacher and I talk about this problem on a daily basis. Our scholars can't summarize or remember things they have read. I really appreciated another quote that said, "if students can write about what they know, then we know that they know it". I am really going to try to help the scholars understand the importance of self-generated material and not waiting for me to spoon feed them all the information needed. I talk about this with them all the time. I tell them, "you have to be able to find the information by yourselves, I won't be able to hold your hand forever".
The second quote that I really like is on page 65, "In essence, recoding would be the process of note making - writing things down in one's own words without interruption and even adding some prior knowledge or new connections to the material. I really never thought about how important this concept is. If I would stop talking for a few minutes after I have said something important maybe some of my scholars who struggle to take in information and process it would not just hear Charlie Brown's grandma on the phone going wha wha wha!
And the final quote that I fell in love with was on page 78 where it talks about manipulating information in working memory. It states, "the process of recoding gives the brain the time and opportunity to stat making connections". If we don't address misconceptions quickly it becomes hard to change a scholars thought process.
I am going to take back to the classroom the strategy of note making to give my scholars a little boost in their recoding skills. I am also going to make an anchor chart with the definitions on page 72 so that my students can better understand the differences between prediction, inference, assumption, and opinion. I am really going to hone my practice of using visual charts for them to re code the information that I am giving them across all curricula.
Jennifer Linnemeier
Timothy L. Johnson Academy
3 Ah Ha's
ReplyDelete"We can examine vocabulary as one type of factual knowledge. Research demonstrates that vocabulary words need to be taught through direct instruction." Sprenger (2018) page 66
I love that thought. How often have I assumed that the students would pick up the word through the context of the story by inference. But it doesn't happen because inference is so difficult for students to understand. I love that they give suggested steps for teaching vocabulary. 1.Choose words that are critical to the content. 2.Introduce those words and their meanings with an image to represent each one. 3.Let students reflect on the meanings and images. 4.Ask students to create an image themselves to associate with each word. I have taught using steps one, two and three but have never taken it one step further and used step four. Such an excellent idea. Love it and can't wait to apply it next year.
"Students must learn to "read between the lines" to make inferences....A two-column chart with the labels "FACTS"(or "What I Can Observe or Know") and "Inferences" (or "My Interpretation") will also suffice." Sprenger (2018) page 72
Inferring is such a difficult thing to teach. My students really struggle to get it. So I'm eager to try this two-column chart. I think with regular use this really could help their understanding. I have used playing charades with the students as suggested to help inference. But I think if I used the chart with the charades it could really help.
"Writing across the curriculum is an important component to creating good writers....The research is clear: discipline-based instruction in reading and writing enhances student achievement in all subjects." Sprenger (2018) page 77
I often feel so rushed to cover everything that we need to cover. I know how important it is to take time to have the students write about what they have learned but the clock is always ticking. I need to really value the writing piece more. When they can self generate through writing what they have just learned, I can rest knowing they really get it.
I really enjoyed this chapter. I felt like I do many of these things but this chapter encourages to take things one step further or ways to tie it together. Thanks!
3 Ah HA's
ReplyDelete1. "This calls for differentiation-meeting learners where they are and offering them appropriate and challenging options to achieve success." (Tomlinson, 2014) page 61
This quote really hits home for me. The students that I teach on a daily basis are on completely different levels, some years below grade level. Differentiation is a HUGE component of my every day teaching. I find this quote important to remember that no matter what their level may be it is important to still provide them with challenging questions to help them increase their knowledge and feel success, rather than teaching to have them pass the state test. Many times it is a rush against the clock. Next year I plan on really unrolling the different ability levels of my students and providing different options for them to reach success.
2. It is important that students generate their own definition or description of a word, as doing so makes the word and definition personally relevant. (Tileston, 2011) page 62
This quote is strong. Students take a weekly vocabulary tests and many times I see them failing week after week. Not only students learn best my memorizing a set of definition and having to then apply those words. Next year, I plan on really putting this quote into play. Students must know how to use the word properly but allowing students to 1) connect the word to their life and 2) describing the word with a picture, sentence, acting out, etc will show much more effective.
3.) Taking notes while trying to take in information is a distraction that forces the brain to task-switch. (Medina, 2014) page 64
This is another HUGE quote. With teaching middle school students, many times they are told to listen as the teacher is giving information and write the information down. I admit I am guilty of this in one form of another. So I asked myself the simple question, how do I change this? I have thought about giving students time to take the notes, print them off, have a fill in the blank, turn and talks, bold only the important information. There is so much that I can do to help my students process the information rather then zoning out and focusing on one or the other. This may take some getting use to, or even some changing on my part but I am willing to do whatever it takes to make this happen. Through communication with the general education teachers and collaborating on ways to help students not to experience so much task-switching will provide a higher outcome in the end.
This chapter was amazing. I have so many more ah-has that I have written down and starting to brain storm for next year. This book has been a great summer read and I find myself reading ahead many nights.
Courtney Singleton
JRPLA Special Education
Greetings all,
ReplyDeleteOne of the first mental notes I found interesting was more of an mmmm hmmm than an Ah Ha; “self-generated material is better remembered” (Sprenger, 2018, p. 61). It aligns with my experience annotating and teaching annotation. Many students when learning annotation tend to reword NOT recode information and I have had students submit annotations that were long than the original pieces. The concept of self-generalization is important to keep in mind and may help explain why mediocre students in higher education who have dropped out but returned later tend to perform better the second time. Frequently it is the life experiences that allow a student to make personal connections to “semantic” information. This also illustrates why students who are able to travel and read about or experience a variety of life experiences have a broader life-scape and life-style on which to drawn when making personal connections.
The second Ah Ha moment was “students create their own memories when they recode new material (p. 75). This is powerful for both the scholar and the instructor on many levels. First it challenges the student to really explore the material in a meaningful way and provides a built-in check point by evaluating if their recoded knowledge actually solves the task at hand. Secondly, it allows the instructor to evaluate their teaching techniques as to how effective or misleading their delivery of material is being received. Finally, it also allows us all to learn and evaluate multiple approaches to solve a problem successfully while simultaneously addressing bad habits and deficiencies in process. For example, is an important step missing from the scholar’s conceptual model or perhaps they presented an entirely new way of addressing a problem.
The third Ah Ha moment is “students must understand the concepts underlying the procedures they learn to make the information transferable” because it requires that scholars actively listen and internalize their learning taking ownership of the learning process. The T chart is a helpful aid in teaching this skill and as our scholars grow they can begin utilize images and symbols in their note taking and demonstration of knowledge acquisition. I would get a chuckle when my college students were shocked that they could include graphs, charts, images, and models etc.… into their assignments. I would laugh and beg them to include them as it was less reading for me. I would add that allowing students to use songs, poems, and drawings as reflections really aids in this skill development. I once had a sociology student who would relate every concept we covered to a movie or song and explain how that medium illustrated the concept. I think he thought it was being cute but it was very “higher level” thinking and told the class what was happening and how brilliant I thought it was… he stepped it up and I always looked forward to seeing how he was internalizing the information. Hi send of class assessment stated he took the class a requirement and basically thought sociology was nonsense but in 17 weeks he was completely won over. Not from my brilliant teaching but instead by his ability to understand a concept and make the information transferable.
Best,
Mikael Badgett
TLJAMS
3 Ah Ha's
ReplyDelete"Recoding is the ability to take information from different sources and generate it in your own language." This makes sense. I'd like for scholars to have their own journal to write information so they can understand it, whether by writing, drawing a picture or another method.
I would like to create some games for them to play to help them remember their phonics. They enjoy playing games and I have some ideas how to adapt some children's games to phonics.
I also like the "organizing by category to remember 20 words". I do this myself. The graphic organizers are interesting. I've always loves using Venn diagrams with kiddos but for some reason never tried them with my Special Ed. students. I think Venn diagrams, T-chars, mind maps and webs would help my scholars to be able to see and therefore remember information.
And let's not forget the Anchor Chart. These help scholars to see the information repeatedly so they remember it. Plus they can look at it anytime they need it.
Decision Making is often difficult to scholars, because they aren't allowed to make their own decisions so they don't know how to make one or because they are afraid to make the wrong decision. I feel I should try to give them opportunities to make decisions or choices in their life without fear or doubt.
I knew much of this but just never took the time to incorporate it into my lessons. I need to get busy and get ready for next year.
Kay Clabaugh
Special Education
Timothy L. Johnson Academy
My 3 Ah-Has:
Delete"Recoding is the ability to take information from different sources and generate it in your own language...At some point in the seven-step process of teaching students to remember, therefore, information must be manipulated through paper and pencil." pg 60-61
In order to ensure recoding to happen within my classroom, it is important to have the scholars experience different types of recoding (i.e. pictures, movement, or discussion). Although it may take more time, pencil and paper recoding and recalling should occur to help success with formal assessments.
"Most memory experts suggest that organization is the key to a good memory." pg 62
In my experience as a learner and now an educator, when I was able to organize my thoughts or organize what I had learned, I had more success. My goal is to apply organization to new content to help support my scholars learning and recoding. Some areas could be with spelling words, math formula procedures, or historical timelines.
"Students are naturally curious and want to know why things happen. (pg 75)
In the future, I want to facilitate a classroom environment that encourages questioning, comparing, and explaining reasons why things happen or why are we learning certain content and standards. Cause and effect focused questions can promote these conversations.
Amanda Davis
Phalen Leadership Academy @103
3 Ah Ha Quotes: Recoding
ReplyDelete“Summarizing. This recoding strategy involves constructing a representation of information; using it has been shown to result in student percentile gains of up to 47%(Marzano, Pickering, & Pollack, 2001). This strategy is not easy to teach, but once students have mastered it, they take ownership of their learning, and they sometimes are surprised of what they can achieve and learn. I look forward in applying this part of the step, and include this with a PMI.
“Research suggests that students’ ability to use analogies is related to their working memory capacity. What is exciting about this research is that very young children can learn information using analogies (Singer-Freeman, 2003)”. As a first grade teacher this year, this is exciting and helpful to use as a tip for teaching younger students to understand complex concepts. I look forward to incorporate analogies in my lessons.
“Nonlinguistic representations are those that do not rely on words, such as kinesthetic activities, drawn pictures, and graphic representations.” I can see how my ELL students would benefit incredibly with this type of recoding. It was very interesting to read about how to apply it in different manners. Also, how helpful it would be for the students to successfully understand the concepts taught, because English is not their first language this method allows for other ways of expressing their knowledge.
I do use a lot of verbal recoding in my lessons, but not many writing opportunities to recode. I look forward in incorporating this type of step in my teaching and helping my students learn to remember.
This weeks reading provided me with so many eye opening quotes that reminded me how reflection plays an important part in the recoding process. Below, I have listed my favorite three AH HA quotes and have recoded them into my own words and provided my own personal connections.
ReplyDelete1. "Buring, Schraw, and Ronning (1999) demonstrated that when students generate their own context for meaning, memory improves." Sprenger (2018) p.65
Through out my own course of educational experiences, surprisingly, school was not something that came easy to me! I had to put in the extra work by rereading material, making up songs or words that could help me recall or remember material. I always seemed to remember more when I could connect the material to my personal life. I agree with Burning, Schraw, and Ronning (1999) when they say that students who can create their own understanding of a topic improve their memory and can better recall information. I think that an effective way that I can encourage this type of student generated material coding is to teach content in a way that is relevant to students for them to be able to understand information in a way that makes since to them. The improvement of memory takes place when being able to recall the self generated information in able to connect personal experiences to other content. When material is meaningful, it is easier to remember.
2. "According to Levine (2002), 'All kids need to strengthen their summarization skills'(p. 148), Sprenger (2018), p.70."
I, myself, have fallen guilty in reading or learning something and then not being able to recall what just happened. I think that Levine (2002) is saying that students are learning the material but can't recall or recode to demonstrate what they just did. I think a good way to practice summarizing material is the Turn and Talk strategy that allows student to turn to their neighbor and talk or describe the content. When summarizing, the following pages following Levine's quote offers examples of how to summarize by stating that students should take out information that is not important and to create a topic sentence that collectively describes the information. When students summarize, they are generating information and processing it into information that makes since to them.
3. "If you have an brain compatible classroom, you actually don't want students taking notes while they are listening to you (Jensen and Nickelson, 2008)." Sprenger, 2018, p. 64
When I think back to my middle school, high school, and collegiate experience, most of my learning was by listening to lectures and note taking. I almost wonder if this is the reason that recalling information for test and discussion was almost impossible! When note taking, its is important for students to be able to hear what you are saying, internalizing the content in a way that makes since to them, and then being able to summarize the content so they have the most important details to focus on. I also like the idea that giving the students a chance to think and write allows them time to grasp the content without the distraction of trying to write word for word.
Jacqulyn Ison, K
PLA 103
1. You are a very good writer.
Delete2. I immediately connected with #2-Reading something and immediately losing it. #3-School experiences with note taking.
I just commented on another post about how I had to learn to read a textbooks, take notes, and study during my freshman year of college. I had spent most of my education shoveling information in and not retaining a ton. As I was learning these skills I was so frustrated that I had to take notes during the lecture, I needed to FOCUS! I especially needed to focus in a history class, so I partnered up with someone that was willing to allow me to copy their notes so that I could just listen. I had completely forgotten about that experience!
Every individual is a complex universe. Amongst the complexity, the way we retrieve and produce information varies. In page 77, Sprenger explains that, “many researchers believe that we always store information in both language and images.” This reminds me of how my husband and I would remember vocabulary or names. I would remember names and vocabulary through pictures. My husband would remember the vocabulary according to how it is spelled. Since we all learn and remember in different ways, then we should allow students to express their understanding according to what makes sense to them. The teachers would supply different ways to learn and remember while the students choose what works for them.
ReplyDeleteThe second “Ah Ha Quote” was when I read, “If students can write about what they know, then we know that they know it.” What struck me was not that quote, but the steps in teaching how to summarize. My step-brother never knew how to truly read a textbook. This intellectual was given a textbook and asked to recall the information. There was no bridge between reading to implementing. On page 70 – 72 describes the steps that a teacher could use in their lessons.
My last “Ah Ha Quote” was when I read the decision-making steps on page 76. These steps can be used for content areas, social skills, and real-life problems. People will run into problems that look like enormous mountains. However, once one establishes a goal, collect correct data, and so on, those mountains turn into hills. Also, one will be able to think clearly.
I identify with your step-brother and not understanding how to read a textbook. My freshman year in college was not great, I had no idea how to read the textbooks, take notes or even study effectively. I realized that although I felt I was intelligent, I was lacking some important skills. It took me most of that school year to learn it all.
Delete1. “Recoding offers students the opportunity to organize thoughts, facts, and concepts in a way that Is compatible not only with the way their brains think but also with the specific type of material.” p.64
ReplyDeleteScholars need to be able to organize information taught in a way that is relevant to them. It will become easier for scholars to remember or recall information taught if it sparks something in their own brain. Someone sitting next to them could orgainze it differently than them, and that’s okay! This next year I plan to allow my students to work with partners more frequently in order to gain a perspective on someone else’s organization or train of thought.
2. “Metaphoric teaching can help students identify what they do not understand.” p.74
Teaching using metaphors, similes, antonyms, synonyms, non-examples, etc. are all good tools for scholars. Not only does it take a topic that you are teaching to scholars but it also relates to other information or topics in several other ways. Scholars need to be able to relate the information being given to something else they know. Using this type of language when speaking will also activate the brain to work a little bit harder to comprehend.
3. “The opportunity to manipulate new knowledge in working memory is the beginning of setting up neural connections in the brain that, if accurate, will be rehearsed to become lasting long-term memories.” p.78
I found this to be extremely interesting because it will for sure help scholars to be able to retain information taught. If scholars keep knowledge in their brain the way that it relates to them and they continue to recall it this way it will become long-term knowledge for them. Scholars need to be able to “recode” information to become meaningful for success for them.
-Brianna Cosgrove
GVPLA
This week's task is to identify 3 AH HA Quotes that provoked strong feelings within you. Then recode the quote and the connection you experienced while reading.
ReplyDelete3 AH HA Quotes
There happen to be many AH HA moments throughout this chapter. However, the three that really provoked strong feelings and that I could connect with are the following:
Summarizing- “ This recoding strategy involves constructing a representation of information; using it has been shown to result in students percentile gains of up to 47 percent..” Sprenger (2018) page 69-70.
As it was pointed out in the reading, summarizing plays a major role in our students’ academic experiences. When done correctly, it allows the teacher to see and have a clear understanding of how well the scholars are connecting or not connecting to the information being provided. I love the steps that was shared on pg 70, as well as the examples given that will make summarizing easier for scholars.
2. Comparing- “The most powerful metaphors are those that students create themselves. I find asking students to follow these steps effective.” Sprenger (2018) page 73.
This section made me think about and connect with “text to self”, and “text to world”. It allows for the scholar to have responsibility of their learning. Also, allowing them to use what they know and comparing/ building a relationship with what they are learning. This idea and concept willing have a large lasting impact on their memory outcome.
3. “Note Taking Versus Note Making: Teachers sometimes ask if students are recording when they take notes during a lecture. If you have a brain-compatible classroom, you actually don’t want students taking notes while they are listening to you…”
There were times in my earlier years in education that I wanted the scholars to write while I was writing. I had low success ratings for this approach. I’ve learned that if scholars take notes before and/or after the lecture, it is more beneficial to their memory process. For example, if notes are on the board at the start of a lesson, while I am lecturing and working through examples, they are able to go back and add to their notes. If notes are wrote at the end of the lesson, scholars are better prepared to recode the information in their own words and add their own examples.
LaTiesha Hollowell
PLA@103
I was yelling “YESSS!” all throughout this chapter. Over the years I have observed teachers going through this process of recoding without naming it as such. QuickWrites, Turn & Talk, Cornell Notes, Pictures-So many recoding activities come to mind.
ReplyDelete3 A-AH MOMENTS-
Pg 60-“…the teacher in the movie, introduces poetry to her kids and says, ‘It’s written in code. You have to break the code’.”
This quote represents a turning point in teaching for me. October-2005, that's when it went down. Teaching was forever changed for me. I realized what a SIMPLE, CLEAR, and INTRIGUING explanation ‘breaking the code’ would be for (ME and) my students. At the time I was teaching AVID & MS Reading-lots of Shakespeare & Poe. Combing this phrase and 'MATH IS A LANGUAGE.' I felt that I had found a secret key to the brain. Why aren't we all talking about this amazing idea?! And yes, I did realize it may not have had the same effect on others. Regardless, something clicked and several areas of my teaching that needed improvement clicked into place. It seemed that just like that I became more effective. I had a clear vision of how to best chunk information (although I didn’t call it that), teach summary writing, and more. This simple phrase was a GAME-CHANGER for me as a teacher and a learner.
Pg 64- “We know from research that the brain cannot multitask.”
THIS IS YESSSSS, A-HA, and YES AGIAN MOMENT! I think it is extremely valuable to effective teaching when we understand that the brain just can’t multitask, no way, nope, JUST CAN’T. A few years back I was in a debate with a couple of colleagues about giving students a study guide during a movie. Guess which side I chose? Early on in my career I observed a 8th grade teacher that just wanted his students to WATCH (or listen, look, think. etc). After the movie they did a QuickWrite and had an in-depth discussion. This spoke volumes to me for more than just movies or taking notes as discussed in the book. I asked the teacher to share what his thinking behind his choice was, and he explained very clearly that we don't take in information when we are 'multi-tasking.' We know that chunking is important to helping students retain information and I think that understanding the brain cannot multitask fits right in there with why chunking is effective.
ONE THING AT A TIME!
Pg. 77- “…think of writing as a kinesthetic activity that engages neurons while communicating math concepts. The writing also helps students organize their thoughts.”
TWO WORDS-CORNELL NOTES. I have mentioned C-Notes in an earlier post, I am not hardcore about C-Notes and think that every teacher should be using them. However, I believe it’s the process behind the notes, THE EMPHASIS ON WRITING, that is the key and was a take-away for me when I learned the process.
This quote stuck in my brain. I went back several times and reread it. Think of writing of Kinesthetic Learning. Hmmm. THINK of writing as KL. Hmmm. Yes. I see it. Ok, so I have observed KL be a huge part of so many classrooms. Looking at WRITING that way is EXCITING! As an adult learner, what makes writing more KINESTHETIC FOR ME? Did someone say FLAIR PENS!?! Ha. It's funny because it's true! At every PD my note-taking is done with my flair pens, sprucing up my titles, pics, etc. Kind of like the doodle notes that Andrea shared.
On the flair note-Here are some ways to make writing more KINESTHETIC-Y: using dry erase, colored pencils/pens, crayons, larger/smaller paper (chart, large construction, post-it), clipboards, writing on a different surface (floor, wall, window), change fonts. Any other ideas?
"Creating or finding illustrations to exemplify conceptual understanding may be especially important and helpful to visual and kinesthetic learners." Sprenger (2018) p. 68
ReplyDeleteI loved when the author talked about putting images with vocabulary words. As a kindergarten teacher, there is a lot of new vocabulary being taught everyday. At the beginning of the week I would occasionally print off pictures that the scholars could relate to of the vocabulary words, and the scholars loved it! I also think it benefits the scholars if they make illustrations of their thinking after the lesson is over. I am wanting to utilize visuals and illustrations more this coming year, after reading this chapter.
"Students learn the most about any content when they are the ones who get to teach it." Sprenger (2018) p.67
I really liked how the author gave the idea of having the scholars break into groups after a lecture and share what they have learned in their own words. This past year I found that my scholars loved getting up in front of the class and sharing new information or showing the class how to work a math problem. I feel as if the scholars would really love discussing in groups and teaching their classmates. They would also pay more attention to the lesson if they knew that they would be sharing what they are learning with the class.
"The process of recoding gives the brain the time and opportunity to start making connections." Sprenger (2018) p.78
Our scholars have to make connections if we want them to retain the new information we are teaching. I loved the "Show to Tell" strategy. When we ask the scholars to show their understanding of something, they are going to make an illustration of what the new concept means to them. If you are using this strategy with teaching vocabulary words, the scholars will relate the new word to something that they have experienced in their own life.
Maddy Hinesley
GVPLA
Hi, all. I am loving the time to learn and not teach right now. A well needed break. Recoding is so important. This chapter pointed out areas that I really need to change how I guide scholars in their learning.
ReplyDeleteMy first Ah-ha moment is Self-generated material is better remembered. p.61 This screamed at me!! Instead of me handing scholars the information and then them trying to remember it, it makes so much sense for them to find it and learn it. The learning process begins in the finding it instead of when I give it to them. Thinking outside the box. I am planning my reading block differently for next year already, only after 3 chapters. Our scholars deserve everything they can possibly get to help them remember as much as possible to build on each year. This builds schema, which many of our scholars come to school lacking.
Ah-ha 2: Note Taking Versus Note Making p.64
Note making implies that there is a connection in your brain to what you are writing. It would be what makes sense and is important to you and has meaning. The process of lecture and taking notes has been a traditional school model for many years. It doesn't make sense, especially if your brain, everyone's brain, cannot function to do both simultaneously. It makes sense that in college I would pour over notes trying to find meaning and to be ready for a test and struggling. I will allow scholars time to draw, write, etc. when I'm not talking, to make notes.
Ah-ha 3: The process of recoding gives the brain the time and opportunity to start making connections. When students can state facts, concepts, and procedures in their own words, ownership of the material begins. SLow Down is the main message for me in this chapter. Slow down and consider how the brain works, what it needs to make connections, slow down after information is given, give scholars TIME and accept multiple methods they might use to put what they need to remember on paper. Differentiate!!! Slow down to reflect.
Lauri Krober
PLA@103
Second grade teacher
Hello,
ReplyDeleteMy 3 Ah-ha quotes:
Ah-ha #1: Pg 61 "Self-generated material is better remembered."
During my class sometimes I have students take notes. My class is a short period so in my mind I felt like it was quicker for the students to write what I say exactly or what I write on board exactly. Even though I want them to have this information (because it will also help the parents to understand it) I think it would be better for them to self-generate my information. I think in the future I will also have my students generate their own thoughts after each point to go along with the information I give. So when I give vocabulary words I will allow students to draw pictures or come up with their own definition to describe the word we are learning. I remember when one of my son's could choose different activities to complete using their spelling words for the week. One of the activities were to draw a picture for each word. My son really like this activity and it helped him learn his words.
Aha-ha #2: pg. 65 "Asking students to retrieve information right after it has been introduced promotes retention."
I believe that this can help students in a few ways. Of course as the book states to remember. It allows students to put things into their own words which allows them to retain the information. It allows students to help each other. If another student did not understand what was taught, their peer can helped them understand. It can help a quiet student to talk to a friend one on one versus talking in front of the class. In some situations I may use this so that all of the students may get a better understanding as well as remembering what needs to be done.
Ah-ha #3: pg 64 "If you stop thinking every few minutes and allow students to write things down, they are far more likely to absorb the information."
I think this may be great idea. I know we tend to want to write while presenter is presenting in hopes of not missing anything. But if we can remember more when we self generate then we should use this approach because we will be forced to self generate more, allowing us to also have a better understanding or the material.
So in other words we need to allow our students to "Recode".
Sohn'a Duff, Computer Teacher PLA@103
STEP 3: Recode Aha Quotes
ReplyDelete“We know from the research that the brain cannot multitask. Taking notes while trying to take in information is a distraction that forces the brain to task-switch.”
This reminded me of how when introducing new content in math I typically use the WBT strategy board=paper. We switch back and forth between listening and watching me model to writing and trying it out. Most students follow this well, but a few who have not developed the fine motor skills necessary to write this amount are tempted to keep writing when it’s time to listen again. My students respond well when I explain to them why I do what I do as a teacher in terms of their brain and how it learns. So this is a great piece of information to take with me to explain why it’s more important for them to put their pencils down and listen when it’s time to do so. On another unrelated note, how can I get students caught up on fine motor skills? That’s so often the handicap to doing this type of academic task at the third grade level.
“If we are truly differentiating our classrooms, then we should permit some choice in the recoding process. After the students can show their understanding, it is time for them to stretch to another medium.”
This struck me because it addressed a need in my classroom. Not all students are proficient enough at the mechanical skill of writing for it to be a time efficient way to recode information. I need to find some grade level appropriate strategies for recoding nonlinguistically. Those listed later in the chapter were heavy on writing. Again, it will be an important priority to increase students’ fine motor skills, so that we can move into those strategies.
“Organization is significant in the recoding process of factual information. Our brains will organize information, but if we are not in control of that organization, we may have difficulty accessing the relevant memory.”
This absolutely makes sense to me from my own experience of developing cognitively as a human. However, I was thinking about how thinking categorically is not a skill my 3rd graders have. If I were to ask them to create categories, they would be pretty lost as to what I’m talking about. I’m wondering if it’s worth the time to build this categorical type thinking with simple topics with which they are familiar at the beginning of the year.
My 3 Ah-Ha Quotes-
ReplyDelete1. "Most memory experts suggest that organization is the key to a good memory."
I liked this quote because I have always considered myself to be very organized and have a good memory but didn't put the two ideas together! It made a lot of sense to me when I read it though. Plus this backs me up when I tell my students and my own children that they need to stay organized! :)
2. "Story telling can be part of exemplifying. Stories can include patterns that represent the important components of the principle or concept."
This quote stood out to me as a history teacher. I've found that if I can present my lesson as a compilation of life stories and events instead of vocab words and dates, students become so much more engaged in it. They remember the events and are able to understand them in a deeper and more lasting way.
3. "Taking notes while trying to take in information is a distraction that forces the brain to task-switch."
Over my 23 years of teaching middle school history, I have tried various ways to teach students to take notes. I have learned that for the majority of students that while they are taking notes, they cannot do anything else. They aren't thinking about the material or learning it, they are just writing. I still have students take notes, but I have to completely stop and let them write, then we discuss it and add to it. I also only put up key words or topics on the board and have students write in their own words. Those are the words that make sense to them.
My three Ah Ha! Quotes.
ReplyDeleteResearch on the generation effect consistently shows that students do better when they make their own meaning. Springer (2018) page 63..
This makes so much sense to me, but I don’t think I have utilized it very much yet in my classroom. I think this would be a great way to review information we have just learned, so we are recoding and self- generating meaning. So many of the recoding strategies have students taking information and putting it in their own words, or categories. I will definitely include this in my lessons.
You can make the process of recoding as simple or as elegant as you like. Springer (2018) page 79.
I loved this quote. I think it just make me take a step back and realize that recoding is not hard.. What I like most about this chapter is that it shows how easy it is to apply recoding strategies. It does not have to be complicated, it can be simple and fast, or longer and more complex. There is no reason to not have a time for recoding every lesson no matter how what happens. Every lesson should have time to recode, and it can take a minute or less. I will make sure that I do make sure my students recode for every lesson. I will do my best to use more strategies in the coming year so we can both figure out what works best for them. I want recoding to be important to my students,not just another thing their teacher wants them to do. I will work hard to make recoding interesting and easy in my lessons.
The process of recoding gives the brain the time and opportunity to start making connections. Springer (2018) page 78.
This sentence really connected ths passage to what I know about how brains work. I know that more dendrites form as we go over information. The more we access our knowledge of a topic, the easier it is to access that knowledge. I also know that if you do not review the information it is harder to access it. It just makes so much sense that recoding information we just learned, in more than one way even, would be so important to making sure students are able to access that information late. Our lessons generally work on one or two skills in a week, I need to make sure we recode that information every lesson in many different ways so those dendrites are thickened and connected to other concepts. I want to make learning seem easy and fun for my students, this is a perfect way to accomplish that.
Recoding
ReplyDeleteRecoding allows students to take ownership of their learning and develop a personal connection to their learning. This author continues to validate my thoughts on developing a student’s learning. I am looking forward to implementing some of the strategies that were mentioned in this chapter.
AH AH Quote 1
It is important that students generate their own definition or description of a word, as doing makes the word and its definition or description of a word, as doing so makes the word and its definition personally relevant. (Tileston, 2011) Research on the generation effect consistent shows students do better when they make their own meaning. (Raabinowitz&Craik, 1986) Pg.63
Research also suggest that associating an image with word is the best way to learn it (Marzano, Pickering& Pollack, 2001) pg. 66
When introducing vocabulary in the classroom I use an image or a category that the students can understand. The students then work together in groups to develop their own images. After creating their images of a word, students generate their definition of the words. Students learn the word so much better when they are able to generate their own definitions.
After many contacts with the word, I have the students to play charades with the words. All of these strategies reinforce recoding.
AH AH Quote 2
If you have a brain- compatible classrooms, you actually don’t want students taking notes while they are listening to you (Jensen & Nickleson 2008) Taking notes while trying to take in information is a distraction that forces the brain to task switch(Medina, 2014) Pg. 64
This theory makes so much sense to me. We really can’t expect for our students to take notes and listen to us at the same time. Instructors of older students need to be reminded of this research. I have used the strategy STOP and JOT. The students will listen to one to two minutes of reading. I will stop and then they will jot down one thought or word. At the end of the reading, students will partnered with someone and share their thoughts.
I really enjoy using the strategy Quick Writes. They can be very useful when introducing a topic. The strategy provides insight into a students’ schema.
HA HA Quote 3
Identifying similarities and differences is the number one way to raise student achievement, according to the results of a meta-analysis by Marzano (1998) pg. 73
I am always looking for ways to implement the Venn diagram and other graphic organizers in lessons. It is important to explicitly guide students to identify similarities and differences. These strategies help to enhance a students’ understanding and ability to use the knowledge of the content.
Angela Posey – Recoding (3)
PLA @ 103
My 3 Ah ha quotes are:
ReplyDelete1. Paraphrasing, one of the most used subcategories, involves putting a passage from a source into one's own words while retaining the original meaning and crediting the original source. p.66
This spoke to me as a Kindergarten teacher because I realize that students need to be able to explain what is being taught in their own words showing that they understand the curriculum. It is very hard to tell whether students are actually comprehending the material if they can not restate what is told in their own way. I often circle back to curriculum and re-ask students to tell me what they learned today. I know that if the majority can not restate or summarize then I have to reteach until they do.
2. Exemplifying, finding examples of learning materials in the world around them that many students enjoy. p. 67
The book says that organizers help encourage higher order thinking, that storytelling can be part of exemplifying, and students can also use illustrations to exemplify. I found that this could really work well with younger students as a way to help them recode information being taught. I often have scholars draw pictures to go along with material learned, and kindergartners love to tell stories. I will try to include this more to ensure they are remembering content taught.
3. Writing across the curriculum is an important component in creating good writers. Research strongly supports the fact that students reinforce their learning when they write about concepts, facts, or procedures. p.77
I try to include writing in all my subject areas being taught. This quote helped reinforce that some of the small group work we practiced this year was very beneficial to help students remember. We practiced our sight words continuously throughout the year. During one portion of small group reading, I had scholars writing sentences using sight words. This helped them working on learning their sight words and helped improve their writing skills. I now know that it all worked to help store the sight words into their memory to recall later.
My plan is to include more reflection writing after reading and math blocks to see how much it will help all students retain curriculum taught.
My 3 Ah Ha Quotes:
ReplyDelete1. "Research on the generation effect consistently shows that students do better when they make their own meaning." (page 63)
This stuck out to me because as I think back on my past year of teaching, what pops into my head is lessons that went well and didn't go well, and assessments students did will on and did not. As I dive deeper into those ideas, I can recall students making connections and meanings to their own lives with the material we were learning. That's when lessons succeeded. It's the lessons that they weren't able to produce their own meanings and thoughts that did not succeed. It is imperative learning concepts get connected to the lives of our students so they are able to make their own meanings.
2. "In essence, recoding would be the process of note making- writing things down in one's own words without interruption and even adding some prior knowledge or new connections to the material." (page 65)
What first comes to mind with this quote is my own schooling experience. So many of my classes, especially as I got older, required note taking as the teacher taught. To this day I can remember feeling like I wasn't retaining any of the information in numerous classes because I was rushing trying to get everything written before the teacher changed the powerpoint to the next slide. As a 5th grade teacher, this is something I hope to never do. I rarely teach in a lecture/note taking style format, but when I do, I make sure scholars are writing minimally and I am pausing as they write. Then we are able to discuss what they have written in a discussion format until every student understands what they have written. Once we have done that, I have students share what we have talked about in their own words.
3. "In their research, Dean, Hubbell, Pitler, and Stone (2012) found that use of graphic organizers yield a percentile gain in student achievement of up to 40 percent." (page 77)
This quote really jumped out at me. It makes sense that graphic organizers can increase student achievement by 40 percent seeing as they can be used in so many different ways, but if I'm being honest, I didn't realize just how beneficial they can be. Graphic organizers allow students to recode in so many different ways- pictures, symbols, words. They almost serve as a "middle man" between teacher and student because it connects the ideas the teacher is giving with the best avenue for a student to recode. This is definitely something I will always keep in mind as my teacher career continues.
1. “We are bombarded with sensory stimuli through the day; 2,000 bits of information are allowed in by the brain’s filtering system every second.”
ReplyDeleteThis quote amazed me. It made me think how important it really is to engage our scholars in the most crucial way possible. It continues also to talk of how age correlates to how long the mind can pay attention to one thing.
2. “Teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning.”
What this meant to me is that reflecting is making meaning. When you reflect you are simply making meaning of what you just did or learned. There is no making meaning in the classroom if you are not questioning or asking why.
2. “Students must understand the concepts underlying the procedures they learn to make the information transferable.”
When reading this quote I thought of the simple task of learning classroom procedures. Anytime I explain procedures I tell the scholars exactly why they are doing a certain procedure. They know the reason behind it therefore it sticks to them better. The information becomes transferable because they completely understand it.