Judy Willis, M.D., M.Ed. www.RADTeach.com
Handout also includes material from Jay McTighe
To keep students interested and aware of why they should care about the information, start with the goal, frame essential questions that can guide students with a way to pattern the input to answer the questions.
Then we need to think like a good coach in athletics. That coach would not have students practice all the separate skills until they were mastered before giving the experience of playing the game, seeing where the skills fit, so they want to know what they need to learn.
The motivation that comes from understanding the goal and wanting to reach it makes the skill meaningful and desirable. The job of the coach or teacher now is to apply frequent feedback (prediction confirmation or correction) so the memories formed are accurate and stronger (neuroplasticity).
The long-term goal is to play the game successfully and with pleasure. Because students experience how instruction is clearly connected to achieving the skills, procedures, and knowledge that increases proficiency and success, it is meaningful and desirable knowledge.
With this meaning-evident system of knowledge development, the brain is receptive to learning, accepting of corrective feedback, and they acquire sets of information that have recognizable associations (patterns). Knowledge learned and stored together in this manner is maintained as neural networks that can be activated for future opportunities and transferred beyond the original learning context to solving new problems as well a creative innovation. That will be the most valuable asset in the 21 st century when globalization and accelerated acquisition of new knowledge. The students who can transfer knowledge stored in relational categories they constructed will be best prepared to evaluate and incorporate new information to solve the new problems and find opportunities to be creative innovators.
Think about one of the best learning experiences in which you have participated as a learner - academic or other type of instruction - write down a few words about it -

1. What was a prominent feature of that learning experience that made it so memorable for you?
Characteristics of learning experiences curiosity personal interest choice resources provided assessments & feedback groupings accommodation of differences challenges i.e. challenged to achieve without pressure sequence of activities i.e. a complex task, broken into small pieces teacher’s role i.e. teacher was guiding from increasing distance
2. When all table group members have at least one “feature”, comprise a group list and consolidate similar characteristics (and the number of times they came up)
3. While waiting for other groups, discuss what you deduce from your list. What do engaging and effective learning experiences have in common?
4. We will build a list of generalizations that follow from the accounts
3 2 1
3 = consistently 2 = sometimes 1 = rarely/never
Expectations To what extent does my/our designs...
• Provide clear learning goals and performance expectations (i.e., no mystery for learners)?
• Cast learning goals in terms of genuine/meaningful performance?
• Frame the work around genuine questions & meaningful challenges?
• Show models/exemplars of expected performance?
Instruction To what extent does my/our teaching...
• Provide targeted instruction and relevant resources to “equip” students for expected performance?
•   Use the textbook as one resource among many (i.e., the textbook is a resource,
not the syllabus)?
• Help “uncover” important ideas/processes by exploring essential questions?
Learning Activities To what extent does my/our learning activities...
• Address individual differences (e.g., learning styles, skill levels, interests) through a variety of activities/methods (vs. “one size fits all”)?

• Provide variety in work, methods and students have some choice (e.g., opportunities for both group and individual work)?
• Include inquiry/experiential opportunities to help students “make meaning” for themselves?
• Incorporate cycles of model-try-feedback-refine learning experiences?
Assessment To what extent does my/our assessments...
• Provide appropriate measures of all of the learning goals?
• Ask students to demonstrate their understanding through “real world” applications?
•   Provide on-going, timely, and descriptive feedback to learners?
• Include opportunities for trial and error, reflection and revision?
•   Allow self-assessment by the learners?
Sequence & Coherence To what extent does my/our designs...
• Include pre-assessments to check for prior knowledge, skill level, and misconceptions?
• Begin with a “hook” (e.g., immerse the learner in a genuine problem/issue/challenge)?
• Move back and forth from whole to part, with increasing complexity?
•   Scaffold learning in “do-able” increments?
• Revisit important ideas/questions and allow learners to rethink and revise earlier ideas/work?
• Remain flexible (e.g., to respond to student needs; allow revisions to achieve goals)?
WHAT WE KNOW ABOUT LEARNING
A summary of key findings from cognitive psychology that guide UbD
1. Learning must be guided by generalized principles in order to be widely applicable. Experts “unpack” standards and textbooks to identify the big ideas and essential questions organize or chunk their knowledge around transferable core concepts (“big ideas”) that guide their thinking about the domain and help them integrate new knowledge. Knowledge learned at the level of rote memory rarely transfers; i.e., cannot be applied to new situations.
Therefore: 1) curricula should be framed around the big ideas and essential questions of the disciplines – not simply cover lists of discrete facts and skills; 2) instruction should focus on developing and deepening students’ understanding of transferable ideas and processes; and 3) students should have
multiple opportunities to apply their learning in meaningful and varied contexts.
2. Learning is purposeful and contextual. Learning is enhanced when the learner understands the learning goal, sees “the reasons why,” understands ways in which

the targeted knowledge can be used, and feels a need to learn it.
Therefore: 1) students should be helped to see the purpose in what they are asked to learn; 2) learning should be framed by relevant questions and meaningful challenges; 3) teachers should look for opportunities to connect learning to students’ interests; and 4) assessments should include opportunities for authentic applications in context.
3. Feedback is fundamental to improving learning and performance. The most helpful feedback is timely, specific, descriptive, and understandable to the learner.
Therefore, assessments should be planned at the time core concepts and essential questions are framed. These should include ongoing assessments should provide learners with regular, timely, and user-friendly feedback, along with the opportunity to use it to practice, retry, rethink, and revise.
4. New learning is built on prior knowledge. Learners use their experiences and background knowledge to actively construct meaning about themselves and the
world around them. Therefore: 1) teachers should pre-assess to discover students’ prior knowledge, skill levels and misconceptions; and 2) students should be helped to actively connect new information and ideas to what they already know.
5. Different types of thinking, such as classification, prediction, analysis, inferential reasoning, and metacognition (i.e., thinking about thinking), mediate and enhance learning.
Therefore, 1) learning events should regularly engage students in complex thinking, and 2) learners should have regular opportunities to self-assess and reflect on their learning, and set learning goals.
- Participants identify EUs and EQs for a given topic • upside down triangle Processing Sheets

Acquire important knowledge and skills:
What discrete skills and processes should students be able to use?
Make Meaning of “big ideas” (key principles and strategies)
What thought-provoking questions will foster inquiry, meaning making?
Transfer learning to new situations:
What kinds of long-term, independent accomplishments are desired?
Acquire
Attention with
The first step in understanding how the brain learns, is to explore the three main concepts of R.A.D. learning and teaching . Each letter in the acronym R.A.D.
stands for both a physical feature of the brain and a corresponding word that represents how that brain feature is connected to learning and teaching.
R.A.D. LEARNING and TEACHING =
R + A + D
R each + A ttitude + D evelop
R eticular Activating System + A mygdala + D opamine
R = REACH students attention (RETICULAR ACTIVATING SYSTEM)
A = Cultivate a positive ATTITUDE and reduce stress (AMYGDALA)
D = DEVELOP memory (DOPAMINE)

Reaching Attention and the Reticular Activating System
“R”
Reach your students by making sure that the information they need to learn passes through the brain’s sensory filter – the Reticular Activating System (R.A.S)
The Reticular Activating System (RAS) which is in the lower part of the posterior brain filters all incoming stimuli and makes the “decision” as to what people attend to or ignore. Information constantly comes into the brain from the body’s sensory receptors. At any given moment we are experiencing sights, sounds, smells, tastes and tactile input. It is impossible for us to be consciously aware of all of this sensory information. Therefore the brain has a filter (the R.A.S.) that selects the sensory information to which we consciously attend.
Sensory Information: -----
-----
-----
R
A
S

From all of the input, the sound of a baby crying is selected for attention by the R.A.S.

This input now has the
potential to eventually end up in the
“thinking brain”.

How does the R.A.S. select which information passes through the filter to gain access to the conscious brain? What are the criteria?
The R.A.S. first prioritizes novel stimuli. If there is a change in the environment , the related sensory input will likely pass through the R.A.S. For example if a fox looks out of his den in the morning and sees an unfamiliar fox walk by, that information will be attended to above other sensory input (e.g. the taste of food he just ate, the sound of birds singing, the feel of the breeze on his fur).
The novelty that receives the highest priority is threat . If the R.A.S. senses that the change in the environment is a source of threat, the related sensory input will pass through the R.A.S. at the expense of other stimuli. For example, if the fox hears the howl of a wolf, a dangerous enemy, the related sensory input (the sound of the wolf’s howling) will likely take precedence over all other stimuli, including the sight of the unfamiliar fox.
Therefore, information (sensory stimuli) will most likely be selected by the R.A.S. if there is no threat in the environment and the stimuli is novel.
How can educators influence what the R.A.S. selects?
Step 1) First the educator should reduce any elements of perceived threat in the environment.
For a student, threat can come in many forms, both subtle and overt. Threat can take the form of the grumpy face of a teacher, the fear of making a mistake in front of one’s peers, the anxiety of anticipating that a lesson will be too challenging. Specific suggestions for reducing anxiety and promoting positive feelings will be discussed in the “Attitude” (amygdala) portion of this presentation and handout.
Step 2) Next, the educator should capitalize on the R.A.S.’s preference for novel stimuli , because becoming aware of novel stimuli provokes curiosity. If a student is authentically curious about what a teacher has to share, attention and focus will follow. Specific suggestions for incorporating novelty into teaching are described in the following section.
A word about inattention in students: Often students are criticized for not paying attention.
However, the student’s R.A.S. is constantly attending to information (e.g. the sound of their neighbor whispering, the texture of their too-tight pants, the ache of their growling stomach, etc.) but it may not be the information that the teacher thinks is important. The challenge for educators is to present their information is such a novel or curiosity provoking way that the
R.A.S. selects the educators input over all other competing stimuli.

Strategies that Provoke Curiosity and Promote Attention and Focus
 Music can be played as students enter the class
 Costumes related to the lesson can be worn by the teacher
 Speaking in a different voice (cadence, volume) can catch students by surprise
 Optical illusions can be used catch a student off guard
 Bizarre factoids can be presented to make students want to learn more
 Moving in a different way can be unexpected. For example, a teacher can walk

 backwards before a lecture. This could relate to topics such as: foreshadowing of negative events in literature, “backward” analysis or hindsight about events leading up to discoveries, historical events or negative numbers.
Varying the color of the paper, font and spacing in a given text can spark attention
Suspenseful Pause: a significant pause before saying something important builds
 anticipation as the students wonder what you will say or do next.
Alterations in the classroom such as a new display on a bulletin board promotes curiosity
 Discrepant events capture attention as students want to know how to make sense of something unusual that they are seeing. For example: “Why is the principal sitting in the library reading a Dr. Seuss book?”
Things to consider when planning a lesson geared toward reaching and sustaining student attention and engagement:
 Will your information get through the students’ RAS filters (low stress - high curiosity/interest)?
 In planning your instruction consider: Does the RAS input signal danger?


What is the “So what?” Why should the RAS let the input into the brain?
Would the RAS consider the sensory input valuable (survival, curiosity, or pleasure)?
Attitude and the Amygdala
“A”
Promote a positive attitude and reduce stress so that information can pass through the amygdala and on to the “thinking brain” (prefrontal cortex)
Common teacher concern: “My students ‘act out’ or ‘zone out’ in class making it almost impossible to teach! What can I do?” Until the prefrontal cortex (PFC) is more mature, adolescents are more reactive than they are reflective , especially when they perceive stress. Stress comes in many forms for students.
Stress can come from the boredom of already having mastery of the information being taught. Stress can also come from the frustration of not being sufficiently interested in a topic or aware of how the topic relates to a student’s own interests or prior knowledge. Finally, stress can come from being lost or confused and thus unable to follow the information as it is offered. This section answers the above question with information about attitude, the amygdala, and achievable challenge.
Amygdala: The amygdala is a part of limbic system that is found in the temporal lobe of the brain. The amygdala can be thought of as a “fork in the road” or a “switching station” on the way to the “thinking brain” (prefrontal cortex). After information passes through the RAS, it enters the amygdala. The amygdala then directs the information to one of two places. The information can be sent to either the

lower REACTIVE brain or to the REFLECTIVE “thinking brain” (prefrontal cortex). In the reactive lower brain , information is responded to with an automatic fight, flight or freeze response . In the reflective “thinking brain” (prefrontal cortex) conscious thought , logic and judgment can be used to respond to new information.
REFLECTIVE “thinking brain” (prefrontal cortex)
*conscious thought, decision making, judgment*
REACTIVE lower brain
*automatic fight, flight or freeze response*
What determines if the amygdala directs information to the reflective “thinking brain” (prefrontal cortex) or to the reactive lower brain?
When a person is in a state of stress, fear, frustration, helplessness, anxiety or boredom new information coming through the sensory intake areas of the brain cannot pass through the amygdala’s filter to gain access to the reflective prefrontal cortex. Instead, the information is conducted to the lower, reactive brain .
As mentioned above, the lower, reactive brain has limited sets of instructions it can use to direct behavior, such as fight, flight, or freeze.
Observing students during these states of stress-directed behavior it is not surprising they are misidentified as suffering from ADHD, petit mal epilepsy (staring spells), and oppositional-defiant syndrome. Alternatively, if stress is reduced, and a person is in a relaxed and alert state, information can pass through the amygdala and on to the reflective “thinking brain” (prefrontal cortex).
Causes of stress in school:

Fear of being wrong

Feeling too embarrassed to speak in class, answer questions or present their work to their peers

Test-taking anxiety

Physical and language differences

Boredom from lack of stimulation due to from prior mastery of the material or feeling that the information lacks personal relevance

Frustration with material that exceeds a student’s foundational knowledge


Feeling overwhelmed by the increased demands of each subsequent school year, and their inability to organize their time to respond to these demands
What teachers need to know about stress in school:

Stress can cause behavior problems and obstruct learning.

Participating in new learning requires students to take risks that are often beyond their comfort zones. Steps should be taken to reduce stress during these times.

Before students can attend to higher-order thinking they must meet lower-level needs like survival and safety. Examples of survival needs experienced in school: thirst, hunger, clothes that don’t fit comfortably and lack of sleep. Examples of safety needs experienced in school: illness, being physically injured, being insulted or emotionally hurt and having ones property stolen or destroyed.
An achievable challenge is one in which a student has the capacity (or skills to develop the capacity) to meet an ambitious goal. An achievable challenge is therefore a challenge that exists within Vygotsky’s
“zone of proximal development”. As Goldilocks would say, the challenge is “not too hard, not too easy, but just right!” If a challenge is too easy a student will become bored, which leads to stress, and ultimately disengagement from learning. If a challenge is too difficult a student will experience frustration and hopelessness which also lead to excessive stress. However, when facing an achievable challenge that is just within one’s reach, the student avoids detrimental states of stress, and the amygdala is able to pass information on to the prefrontal cortex.
An achievable challenge includes:
 structured goals
 frequent feedback
 positive intrinsic reinforcement
 scaffolding, tools and support provided when the level of challenge begins to exceed the participants capacity
What can video and computer games teach us about achievable challenge?
Video and computer games are compelling because they offer individualized achievable challenges to their participants. At the outset, a player is presented with a goal . The player begins at level one, and through trial and error (feedback) builds enough skills to ultimately pass level one. The next level challenges the players newly developed skills, but ultimately, through sustained effort, practice, and persistence the player succeeds and continues to progress through the levels. The player feels the pride of knowing that their effort caused their success ( intrinsic reinforcement ). If a player is feeling stuck, usually they can find hints on the internet or learn tips from their peers. In this way, even the world of video and computer games offers scaffolding.
Achievable challenge and individuation:
If teachers were able to implement a “video game” model of teaching, all students would be learning in their personal zone of achievable challenge at all times. Students would be frequently assessed to determine their appropriate “zone”, they would set and reset goals throughout learning, and they would

receive the individual support needed to overcome setbacks and obstacles. In the future, it may be possible that individuated instruction will actually take place through computer programs. So, while students learn basic math facts from the computer within their personal zone of achievable challenge, their teacher can take on the role of facilitating projects requiring higher order thinking and collaboration.
However, for many reasons, within the constraints of our current educational system, the level of individuation required to have every student constantly working within their zone of achievable challenge is impossible. Teachers simply do not have the time to individuate all learning.
What can teachers do to capitalize on the power of having students work within their achievable challenge level? Each of the following topics are discussed in more detail in the pages that follow:

Pre-assessments
 Cultivate a “growth mindset”

Building motivation

Highlighting incremental progress

Formative assessments

Providing scaffolding

Rubrics

Activate prior knowledge and Personalization
Misconceptions or Preconceptions can restrict new information intake: Private Universe
 Misconception Check
Present students with common errors or predictable misconceptions regarding a designated topic, concept, skill or process. See if they are able to identify the error or misconception and explain why it is erroneous or flawed.
The misconception check can also be presented in the form of a true-false quiz, where students must agree or disagree with statements or examples. When appropriate diagrams and other reasons supporting students’ ideas, as well as definition of context-specific terms, should be included. As noted in the video, the correct use of terms does not confirm accurate knowledge.

Other Pre-Assessment Techniques
The following pre-assessment techniques provide efficient diagnostic checks of student prior knowledge and misconceptions. This information guides any differentiated instruction/assessment that may be needed. Prior knowledge is also “preheated” for the hippocampus as is student awareness of knowledge gaps
 K-W-L
 Pre-Test (non-graded)
Give students a pre-test to check their prior knowledge of key facts and concepts.
Use the results to plan instruction and selection of resources. (Make sure that students know that the results will not count toward final grades.)
 Skills Check (non-graded)
Have students demonstrate their proficiency with a targeted skill or process. It is help ful to have a proficiency checklist or developmental rubric to use in assessing the degree of skill competence. Students can then use the checklist or rubric for on-going self-assessment.
 Web/Concept Map

Ask students to create a web or concept map to show the elements or components of a topic or process. This technique is especially effective in revealing whether students have gaps in their knowledge and the extent to which they understand relationships among the elements.
The following informal assessment techniques provide a quick check of student understanding and reveal existing misconceptions.
 Hand Signals
1. I understand _____________ and can explain it (e.g., thumbs up)
2. I do not yet understand __________________ . (e.g., thumbs down)
3. I’m not completely sure about _____________ . (e.g., wave hand)
 Exit Cards
Periodically, distribute index cards and ask students to complete as follows:
Side 1 —Based on our study of (unit topic), list a “big idea” that you understand in the form of a summary statement.
Side 2 —Identify something about (unit topic) that you do not yet fully understand
(as a statement or a question).
 Question Box/Board
Establish a location (e.g., question box, bulletin board, e-mail address) where students may leave or post questions about concepts, principles, processes that they do not understand. (This technique may be helpful to those students who are uncomfortable admitting publicly that they do not understand.)
 Analogy Prompt
Periodically, present students with an analogy prompt:
(designated concept, principle, or process) is like _______________ because___________.
 Web/Concept Map
Ask students to create a web or concept map to show the elements or components of a topic or process. This technique is especially effective in revealing if students understand the relationships among the elements.
 One-Minute Essay
Periodically, have students complete a brief “essay” summarizing what they think they understand about a given topic.
: People with a fixed mindset believe that people are born with a certain amount of intelligence and skill, and that is all we will ever get. Once we fail, there is no point in trying again, because we have reached our limit. Those with a growth mindset believe that people are given a certain amount of intelligence and skill, just as they have a certain body type, but that people have the potential to grow their intelligence and skill with hard work, just like a muscle. Those with a growth mindset are right, and the implications are enormous (Carol Dwerk 2007). Therefore, helping students learn from their mistakes, and bounce back from setbacks, is essential to moving students forward in their learning.
Highlighting incremental progress : The experience of incremental progress increases the brain’s predisposition for effort output. Students who feel alienated in school need additional support to regain their confidence and feel motivated towards reaching a challenging goal. If

struggling academically has always been a source of disappointment for them, you can brainstorm times when they have been successful towards reaching a goal (e.g. music, sports, art, making friends, cooking something new, etc.).
Students should be made aware of the progress they are making towards a goal. In general we experience an intrinsic reward when we realize that we are making progress due to our practice and effort. Even noticing small changes can be helpful. For example, having students keep a graph of how their reading fluency improves depending on how much they practice can be very motivating.
A little neuroscience goes a long way in motivating students: Students who come to you with a high level of negativity can also benefit learning about how powerful their brains are, regardless of previous performance. Even in elementary school, children enjoy discovering they can change their brains and intelligence (neuroplasticity). This can be especially powerful for students who have been marginalized by learning differences. Information about the brain, and how to teach students about the brain can be found in the following articles I wrote for Educational Leadership.
I call them my “Brain Owner’s Manual” but the journal articles are:
What You Should Know
About Your Brain ( http://radteach.com/page1/page8/page45/page45.html
) and How to Teach
Students About the Brain ( http://radteach.com/page1/page8/page44/page44.html
)
Amygdala positive strategies activate emotional relevance: choice of entry or assessment, and goal ownership promotes flow through the amygdala to the PFC because the information is interpreted as relevant (has the potential to result in satisfaction or pleasure). (As per your work: This relevance is missed when superficial coverage does not permit the satisfaction of uncovering.)
Examples are given and they discuss how they have used these. Examples include: PERSONALIZE A PERSON OR PLACE CONNECTED TO THE UNIT (I tell a story about a young boy, same age of the class, Charlie, who was befriended at work with a short cut to increase production, by another boy Bobbie….then they get the book Oliver Twist where they’ll find out what Charles Dickens later wrote about Bob
Fagan.
“Talking Back to the Text” is an interactive reading strategy that helps students become personally engaged with what they are reading. Students begin by writing questions and prompts on post-it notes or other small papers that they can insert into their text. Some questions are prediction questions the student will answer before reading. Other questions and prompts will be answered while the student is reading:

Before reading the students writes and answers prediction questions: o What do I think you’ll be telling me? o I already know things about YOU so I predict..... o

During reading students can complete the following questions or prompts: o You are similar to what I have learned before, because you remind me of... o I would have preferred a picture of...(or sketch or download your own)

o I didn’t know that and I like what you have to say (or I’ll bet this will be on the test) o I disagree o This is not what I expected o This gives me an idea o I want to know more about this than you have to offer and I know how to find out o I know there is more than one way to interpret this information o I won’t let you get away with anything, so I’ll check your source o What clues do you have to help me answer the Big Question? Ah, this could be one right here.
In an amygdala-positive learning environment we see evidence of active learning and participating:

Students observing and noticing with focused attention

Students discovering, thinking and questioning

Students solving traditional and extension problems

Students who are engaged, motivated, interested, self propelled learners

Students who understand the brain
Dopamine “D”
Develop motivation and memory for meaning making with dopamine
Dopamine is neurotransmitter.
Neurotransmitters are chemicals in the brain which transmit signals between neurons (nerve cells). Neurotransmitters allow for information to travel from neuron to neuron throughout the brain.
Dopamine is a neurotransmitter that is associated with (it both increases and is increased by) pleasurable experiences and the anticipation of pleasurable experiences. Its release also increases focus, memory, decision-making, and executive function.

When dopamine levels go up, the following behaviors are more prominent:
 Pleasure


Creativity
Motivation


Curiosity
Persistence and perseverance
The following activities increase dopamine levels:


Collaborating
Enjoying music
 Being read to
 Feeling self-appreciation-recognizing progress towards a personally meaningful
 goal
Acting kindly
 Interacting and collaborating well with classmates, including group work


Expressing gratitude
Experiencing humor


Optimism
Choice
 Movement
CHOICE: The following strategies involving choice may increase dopamine levels among students
 Homework study habits: In the beginning of the year, the teacher can pose the question, “ Do you want to spend less time on homework this year?” The teacher then explains that there is no one way that students study best. Instead, the students are going to experiment and choose the most effective and efficient system for themselves. Students then hypothesize about what strategies or conditions (such as taking too-frequent snack breaks, interrupting their focus with texting, creating a homework schedule, or turning off the television) will help—or hinder—their learning. Once they have tested different strategies and conditions they report back to the class on how they work best.
 Homework deliverables: Students can be given some choice in how they produce their homework. For example, if the assignment is to summarize a book chapter, there are a variety of methods that could be used. A student could create an Animoto video online (animoto.com), create a graphic organizer or flow chart of the information, create an picture or visual image, submit a hard copy of how they would “text” or “tweet” about the information (hyper-condensing information in this way requires the use of precise vocabulary and a clear understanding of the content - just think about how much meaning can be found in a perfectly crafted haiku.)
 Vocabulary: When students are asked to choose how to arrange a list of words
(vocabulary, spelling, etc.) from words they find the most “pleasurable” to the words they find the least “pleasurable”, they remember all of the words better than if they had had no choice in the order of the word list.

MOVEMENT: The following strategies involving movement may increase dopamine levels among students
 Pantomime vocabulary words (English, foreign language, content specific)
 Word Gallery: If students have a list of vocabulary words they can walk around the room and record the number of the poster that has a verbal or pictorial representation of word.
Subsequently students can add their own sentences or drawings to the wall charts. Scaffold by allowing some students have a one-word definition or work with a partner. The activity can be even more dopamine enriching by playing music that students can enjoy as they move through the activity.

Ball-toss review: Students can toss a ball to one another as each student states one thing they remembered from a lesson.

Snowball fight: Students can write a key point of a lesson onto a piece of papers.
The students then stand in a circle, crumple up their pieces of paper, and toss them into the middle of the circle. Students take turns selecting a “snow ball” to read aloud to the class.
 Write words with parts of the body : elbow, ear, knee etc.
 Four corners: Each corner of the room can be marked with the letters A, B, C, or D. Students can answer multiple-choice questions by moving to the corner of the choice they believe to be the correct answer.
Intrinsic Reinforcement “I got it!” promotes dopamine release and promotes perseverance through setbacks and increasing challenge. Students need opportunities to recognize their incremental progress so they experience the dopamine pleasure of intrinsic reinforcement. (Computer game model, opportunities to apply developing skills/procedures/accumulating but not yet mastered information to relevant endeavors (“playing the game”) gives students the opportunity to recognize both the intrinsic, personal value of putting in the effort to practice/review plus the opportunity to experience the dopamine reward the intrinsic “I got it” experience in response to their successful application of what they are learning.
Successful pattern (concept) construction and reinforcement in reading is promoted when teachers help students create brain-recognizable patterns out of the information they need to learn. This can be facilitated by presenting material using organized, engaging, well-sequenced activities where students can recognize patterns in a meaningful way.

 Strategies
 When early readers are beginning to learn nouns, starting with objects, people, and places, demonstrate how they can use visual patterning to visualize the new pattern of the word-object relationship. If students describe ways the word reminds them or the object or draw pictures of the words and objects, they develop mental patterns to activate when they read the nouns.
 Visual art activities such as drawing develop spatial reasoning skills increases the brain’s ability to create abstractions and visualize the images that words represent as they learn to read.
 Reading comprehension increases when students draw visual images that come to mind when they listen to books read aloud. Drawing pictures coincides with the brain’s natural inclination to look for patterns, sequence, and order.
 Visual activities can emphasize patterns in word families, spelling patterns, prefixes, suffixes, and word roots. For example, to help students recognize the repeating patterns in words (hibernate, decorate, collaborate) these patterns can be made more obvious by emphasizing the repeating parts of the words with different colors or fonts.
Make Meaning
Who won this year’s 7th grade race around the campus?
Every year at Birdsong Middle School, there is an all-class race. Below are the results for the 7th grade (which is made up of four different classes of 7th grade). But there is a problem: no one agrees on who won! One person thinks Class C should win the trophy because they had the 1st runner overall in the race. Another person thinks Class D should win because they had 3 runners come in under 10th place. A third person says: just find the average. But a 4th person said: wait a minute – Class C had way more students in their class than Class D! Averages won’t be fair. A 5th person says: use the scoring system in Cross Country – just add up the place of finish of the top 5 and lowest total wins. A 6th person says – unfair! Some classes did well in the first few runners but poorly in the middle! Why should they win? Now, everyone is confused and arguing.
What is the fairest solution? Who should win the trophy?
Your group, well-known in the school as a group of expert mathematicians (and widely known and respected for your sense of fairness) is being consulted as to who should win the trophy. What will you recommend and why?

Class rank
1
2
3
4
5
6
7
8
9
10
11
12
Class A Class B Class C Class D
4 6 1 2
9
11
12
20
7
10
13
16
3
14
18
19
5
8
15
17
21
25
26
29
35
43
45
22
24
27
34
39
40
42
23
28
30
32
41
44
47
31
33
36
37
38
46
51
13
14
15
16
17
18
19
20
Notes on the chart:
49
54
61
65
69
70
71
48
52
53
62
66
72
50
56
60
63
64
55
57
58
59
67
68
73
74
• The numbers in the chart, from 1 to 74 represent the place of finish of that runner. So, the overall race winner was from Class C, the number two runner overall was in Class D, etc.
• Class rank refers to the rank of finish place in that class, not the overall race. So, the first runner in class A was 4th overall in the race, the 2nd best runner in class A came in
9th overall, etc.
• The blanks reflect the fact that each of the 4 classes has a different number of students.
Class D has 20 students, CLASS A has 19 students, etc.
Essential Question : What is fair - and how can mathematics help us answer the question?
INSTRUCTIONS: write A, M, T next to each part of the unit (more than one can apply)
1. Introduce and discuss the essential question, first part - What is ‘fair’? What is
‘unfair’?
2. Introduce the 7th grade race problem. Which 7th-grade class section won the race?
What is a fair way to decide? Small-group inquiry, followed by class discussion of answers.

3. Teacher informs students about the mathematical connections derived from the problem analysis, and lays out the unit and its culminating transfer task.
4. In small-group jigsaw, students share their answers to the INQUIRY sheet, then return to their team to generalize from all the small-group work. Discuss other examples related to the concept of “fairness” such as the following.
 What is a fair way to rank many teams when they do not all play each other?
 What is a fair way to split up limited food among hungry people of very different sizes?
 When is it ‘fair’ to use majority vote and when is it not fair? What might be fairer?
 Is it fair to have apportioned Representatives based on a state’s population, yet have two Senators from each state irrespective of their size? What might be fairer?
 What are fair and unfair ways of representing how much money the “average” worker earns, for purposes of making government policy?
5. Teacher connects the discussion to the next section in the textbook - measures of central tendency (mean, median, mode, range, standard deviation).
6. Students practice calculating each type of measure.
7. Teacher gives quiz on mean, median, mode from textbook.
8. Teacher leads a review and discussion of the quiz results.
9. Group task worked on in class: What is the fairest possible grading system for schools to use?
10. Individuals and small teams present their grading policy recommendations and reasons.
11. Culminating transfer task: Each student determines which measure (mean, median or mode) should be used to calculate their
grade for the marking period and write a note to the teacher showing their calculations and explaining their choice.
why
1. Learning is purposeful and contextual. Learning is enhanced when the learner sees
“the reasons why,” understands ways in which the knowledge can be used, and feels a need to learn it.

2. New learning is built on prior knowledge. Learners use their experiences and background knowledge to actively construct meaning about themselves and the world around them.
3. Learning must be guided by generalized principles in order to be widely applicable.
Experts organize or chunk their knowledge around transferable core concepts (“big ideas”) that guide their thinking about the domain and help them integrate new knowledge.
4. Learning is deepened when learners engage in thinking and actively processing new information. Different types of thinking, such as classification, prediction, analysis, inferential reasoning, and metacognition (i.e., thinking about thinking), mediate and enhance learning. Knowledge learned at the level of rote memory rarely transfers; i.e., cannot be applied to new situations.
5. Learning can be enhanced through social interaction, interpersonal inquiry, and communications with others.
6. Feedback is fundamental to improving learning and performance. The most helpful feedback is timely, specific, descriptive, and understandable to the learner in response to meaningful inquiries and applications.
7. Emotional and motivational factors affect learning. A learner’s emotional state, beliefs, interests, goals, preferred ways of learning and sense of self affect their attention, focus, and effort.
Prediction + Mistakes + Neuroplasticity = Accurate Durable Memory
Mistakes are useful, but scary!
For most students, their greatest fear is making a mistake in front of the whole class. However, learning actually increases when we make mistakes. Every time that a student responds to a question, and receives feedback as to whether their response was correct or incorrect, the student is learning. If the student made a correct “prediction” (answer), the neural network storing the related information is strengthened. If the student made an incorrect “prediction” (answer), but then received corrective feedback and was able to revise their misunderstanding, their neural network will be corrected. However, if a student does not make any “predictions”, because they are not actively participating, their neural network will not be strengthened. In addition if a student makes a faulty prediction, and their misconception is not corrected, their misunderstanding will likely persist which can severely restrict future learning.
Therefore, the goal is to keep all students participating and engaged because only the person who THINKS (predicts) learns.

Reducing the stress of participation: Students learn best from corrective feedback when they are in a state of low stress. Therefore, despite the fact that students learn from mistakes, it is not ideal for a student to be “called out” as having made a mistake in front of his peers. Ideally, students share their predictions (answers) through the use of individual white boards. The students make a prediction, and hold up their white board for their teacher to see. After the teacher acknowledges that he or she has seen the students’ answers, the students lower their white boards so they are not on display for their peers. This protects students’ privacy and prevents cheating. When the teacher provides the correct answer, each individual student will know if they made a mistake, and can make their corrections. Of course, there are times for class discussions and the public sharing of ideas. It is important to build a class culture where all answers, both correct and incorrect, are treated with respect and seen as learning opportunities.
However, the white board strategy is useful not only for having students feel comfortable participating and predicting, but it also requires participation from all students which is important because as mentioned above, only the person who THINKS (predicts) learns.
and the neuroscience of how our brain changes when we learn:
Neuroplasticity is the idea that through our repeated thoughts and actions, our brains change. Scientists previously believed that many parts of the brain only change during the “critical stages” of infancy. Research now suggests that all parts of the brain are malleable throughout our lives. Specifically, if a region of the brain is stimulated repeatedly (which happens when we practice using information), the connections between neurons (nerve cells) in that region will be strengthened, and new cells may be added. These strengthened connections, if used consistently, become useful, long-term memories. Conversely, if a neural pathway is not used, it will be pruned (removed).
What is happening in the brain when we learn from mistakes: There is a small brain structure called the nucleus accumbens . The nucleus accumbens constantly releases a small stream of dopamine (the neurotransmitter associated with pleasure) into the area of the prefrontal cortex where memories are formed. When we make a prediction (answer), and discover that our prediction is correct , the nucleus accumbens releases an extra dose of dopamine .
While we may not consciously register the surge of pleasure caused by this dopamine boost, our brain does. The brain patterning connected to this correct prediction is strengthened to increase the likelihood that the correct prediction, and corresponding surge in dopamine, will occur again.

Conversely, when we make a mistake , the nucleus accumbens diminishes the flow of dopamine. Our brain registers a decrease in dopamine , and reacts to this displeasure by deactivating the brain patterning that led to the incorrect prediction, the goal being to avoid making the mistake again with its corresponding decrease in dopamine.
Additional examples of Mental Manipulation (especially effective if used within the first 24 hours after new learning has occurred):

Create a narrative – students can write and share a story about the new information. They should be encouraged to use personification and amusing details to make even the driest of facts memorable. For example, one of my previous workshop participants told an amusing story about a lonely piece of new information that entered a brain. It felt lost and sad until it found its family amongst the related memories in the hippocampus. Illustrating the story adds a further level of mental manipulation.

Teach the new information to someone else – understanding something well enough to teach it to another person requires a clarity of thought and understanding that ultimately supports the “teachers” long term memory of the concept.

Pair-share or collaborate: Students experience a greater level of understanding of concepts and ideas when they talk, explain, predict, and debate about them within a small group, instead of just passively listening to a lecture or reading a text.

Similarities and differences : Just as survival depends on recognizing the changes in an animal’s expected environment (e.g. what has changed and what has stayed the same in the environment of the fox), people are also responsive to remembering information by identifying similarities and differences. Researchers have found that identifying similarities and differences is the most effective way of committing information to memory.


Creating analogies allows students to relate information in new ways. For example: White is to Snow as Blue is to Sky. You can scaffold analogies by using ones students made in previous years, and leaving out one or two of the four components of A is to B as C is to D. Then they can explain and expand on the characteristic or relationship that ties the two sets together.

Creating similes such as “exercising my muscles makes me stronger like reading makes me smarter” also supports building long terms memories of new information.

Mnemonics: like PEMDAS for order of operations or ROYGBIV for the colors of the rainbow (red, orange, yellow, green, blue, indigo, violet).

Summarize
: Use “twitter” or “text message” style to be summaries concise.
Younger children make “phones” (decorated towel or toilet tissue roll) and practice short overseas calls to someone in “a far away country – real or imaginary” but need to keep toll charges down with short call planned in advanced.

Creating a puzzle on Puzzlemaker.com

Animotos that summarize
Graphic organizers (maps, timelines, flow charts) are like an external prefrontal cortex in the way they match the brain’s mechanisms for arranging information in meaningful ways. Just as the prefrontal cortex automatically seeks links and patterns amongst facts, ideas, concepts, topics, and other categories of knowledge, so does the student who organizes new information into a graphic organizer. Some of the skills required when using a graphic organizer are: prioritizing, categorizing and recognizing relationships. These skills relate to prefrontal cortex executive functions that are not yet mature in our students. Therefore, scaffolding students in the use of these skills supports the development of their executive functions.
Additional reasons that graphic organizers are beneficial:

Graphic organizers require students to summarize . It requires active thinking on the part of the student to make large amounts of information, from different sources, manageable.

Graphic organizers provide an opportunity for students to actively learn as they reconstruct information they hear, read, and discover, into a personally meaningful framework.

They can be done as a syn-naps (short brain break) and/or as a group activity

Allowing students choice in regards to which graphic organizing template they use boosts dopamine.
Samples of graphic organizers can be found at these websites:

Inspiration.com http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.h
tmand http://www.teach-nology.com/web_tools/graphic_org/ http://www.inspiration.com/freetrial/index.cfm
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.h
tm
We look for evidenc e of students’ understanding in their products and performances.
In addition, the following indicators may be observed or revealed through interviews and responses to questions.
Understanding is revealed when students can effectively:
– explain the key ideas (concepts and principles, processes, strategies) in their own words and ways (e.g., visually).
– provide new examples of a concept or process; make apt analogies.
– interpret (make meaning of) data, a text, experiences.
– support and justify their answers.
– apply their learning to a new situation or problem; i.e., transfer their learning.
– identify and correct common errors and misconceptions
– distinguish and describe different points of view on an issue or different approaches to accomplishing a task; explain how someone else might think or feel differently from them.
– describe their learning styles and strengths and weaknesses as learners.
– self-assess their performance and set personal improvement goals.
– reflect on the meaning and significance of their learning experiences.
Share & reflect
D: Dopamine Fueled Neuroplasticity to develop Concepts for Transfer

Participation with Prediction : Making predictions are critical to neural network
(memory) strengthening or modifying (nucleus accumbens pipeline of dopamine right into the PFC region to where the neural network used to guide the prediction (attempt, choice, new “ah ha” insight) is located at the time of the prediction. Making an incorrect prediction (mistake: wrong answers, unpopular opinion in class discussion, art or poetry that draws laughter, or initiating an interpersonal interaction that is rebuffed) in the presence of peers is students’ greatest fear and interventions must be in place so students do not miss out on the powerful learning that only comes to those who make predictions
Strategies: whiteboard, optical illusions with multiple interpretations, pairshare/small groups to lower risk, movement learning like 4-corner multiple choice where students can have peer support of their predictions.
PEER INTERACTION: The following strategies involving peer interaction may increase dopamine levels among students
 Think-Pair-Share: Students, even in middle school and high school, can listen to directed lecture with focused attention for only fifteen to twenty minutes without some type of break. Having students take a moment to process information and communicate with the student next to them is an excellent, dopamine raising mini-break.
 Group projects: Groups work best if the members have a common, relevant, high interest goal that they can only achieve if all group members are accountable for the outcome. Students will have opportunities to teach each other. In addition, students are more likely to ask each other for clarifying questions, rather than asking in front of the whole class. Ideally, the problem or question that the group is investigating should involve opportunities for critical thinking and reasoning things out together .
 Game show: Students can be grouped in teams and given the chance to converse as a group before answering review questions in a quiz show format. In addition to the benefit of the peer interaction, game shows are fun which provides an additional dopamine boost.

Group presentations: Teams can collaborate to produce graphic organizers related to a given topic. Graphic organizers can be used for synthesizing understanding at the start of a unit, or for review before a test. The teacher can offer a challenge by asking students to relate newly learned information to a topic they are more familiar with. For example, imagine that a class has been discussing the Winter Olympics and have generated a lot of excitement around the topic. When the class is taught some new anatomy concepts, the teacher challenges them to make a graphic organizer that relates the Winter Olympics to the parts of the body. A team might make a graphic organizer where a figure of a person has different body parts doing different sports all at once. While the right foot is skiing, the left foot is snowboarding, and the arms are lifting an ice-skating partner overhead. Because knowledge of both art and sports are needed to complete the “anatomy” challenge, more students than just those who typically thrive during science lessons will be engaged. Teams can then present their

organizers using an overhead projector which brings with it the added fun of using the teacher’s special tools.
Assessments Using A - M - T
Example - unit on Nutrition - grades 5-6
Performance Tasks:
You Are What You Eat – Students create an illustrated brochure to teach younger children about the importance of good nutrition for healthful living.
A, M, T
Chow Down –   Students develop a 3-day menu for meals and snacks for an upcoming Outdoor Education camp experience. They write a letter to the camp director to explain why their menu should be selected (by showing that it meets the USDA Food Pyramid recommendations, yet tasty enough for the students). A, T
Other Evidence:
(e.g., tests, quizzes, prompts, work samples, observations, etc.)
Quiz 1 - the food groups and the USDA Food Pyramid A
Quiz 2 - read nutrition information on food labels A
Prompt - Describe two health problems that could arise as a result of poor nutrition and explain how these could be avoided. A, M
Self-Assessment - To what extent are you “eat healthy” now (at the end of unit compared to the beginning)? What specific actions can you take to improve your nutrition? T

Looking for Learning –
After we review an example, you will MENTALLY MANIPULATE the ideas and
APPLY the AMT/RAD strategies/techniques in a practical/personal way to your UbD lesson (individually or in groups) with (G.R.A.S.P.S.)
Constructing a Performance Task Scenario
(G.R.A.S.P.S. - social studies example)
Goal:
•   Your goal is to help a group of foreign visitors understand the key historic, geographic and economic features of our region.
Role:
• You are an intern at the Regional Office of Tourism.
Audience:
• The audience is a group of nine foreign visitors (who speak English).
Situation:
•   You have been asked to develop a plan, including a budget, for a four-day tour of the region. Plan your tour so that the visitors are shown sites that best illustrate the key historical, geographic and economic features of our region.
Product/Performance and Purpose:
• You need to prepare a written tour itinerary and a budget for the trip.
You should include an explanation of why each site was selected and how it will help the visitors understand the key historic, geographic and economic features of our region. Include a map tracing the route for the tour.
[Optional: Provide a budget for the trip.]*
Standards & Criteria for Success:
• your proposed tour plan needs to include...
- an itinerary and route map
- the key historical, geographic and economic features of the region
- a clear rationale for the selected sites
*- accurate and complete budget figures

KEY: ROLES = R and AUDIENCES = A
___ actor
___ advertiser
___ anthropologist
___ illustrator
___ astronaut
___ author
___ ethnographer
___ expert
___ eye witness
___   family member
___ farmer
___ filmmaker \
___ biographer
___ board member
___ boss
___ boy/girl scout
___ businessperson
___ candidate
___ carpenter
___ cartoonist
___ caterer
___ celebrity
___ chairperson
___ chef
___ choreographer
___ CEO
___ coach
___ community members
___ composer
___ dancer
___ designer
___ detective
___ doctor
___ editor
___ elected official
___   embassy staff
___ engineer
___ forest ranger
___ friend
___ geographer
___ geologist
___ government official
___ historian
___ historical figure
___ illustrator
___ intern
___ interviewer
___ inventor
___ judge
___ jury
___ lawyer
___ library patron
___ literary critic
___ lobbyist
___ meteorologist
___ museum goer
___ neighbor
___ newscaster
___ novelist
___ nurse
___ nutritionist
___ panelist
___ parent
___ park ranger
___ pen pal
___ photographer
___ pilot
___ playwright
___ poet
___ police officer
___ pollster
___ radio listener
___ reader
___ reporter
___ researcher
___ reviewer
___ sailor
___ school official
___ scientist
___ ship’s captain
___ social scientist
___ social worker
___ statistician
___ storyteller
___ student
___ taxi driver
___ teacher
___ TV. viewer
___ tour guide
___ trainer
___ travel agent
___ traveler
___ tutor
___ viewer
___ visitor

❍ advertisement ❍ story ❍ book/CD cover
❍ blog
❍ book report
❍ brochure
❍ crossword
❍ editorial
❍ essay
❍ field guide
❍ historical fiction
❍ journal
❍ lab report
❍ letter
❍ log
❍ magazine article
❍ memo
❍ newscast
❍ newspaper
❍ play
❍ poem
❍ position paper
❍ proposal
❍ research report
❍ screen play
❍ script
❍ test
❍ Tweet
❍ audiotape
❍ conversation
❍ debate
❍ discussion
❍ dramatization
❍ dramatic reading
❍ infomercial
❍ interview
❍ radio script
❍ oral presentation
❍ oral report
❍ poetry reading
❍ podcast
❍ puppet show
❍ rap
❍ skit
❍ speech
❍ song
❍ teach a lesson
❍ advertisement
❍ banner
❍ cartoon
❍ collage
❍ computer graphic
❍ data display
❍ design
❍ diagram
❍ display
❍ drawing
❍ My space page
❍ flowchart
❍ flyer
❍ game
❍ graph
❍ map
❍ model
❍ Power Point
❍ questionnaire
❍ poster
❍ scrapbook
❍ sculpture
❍ storyboard
❍ videotape
❍ web site

Looking for Learning –
Evidence of Meaning Making and Transfer
We look for evidence of students’ understanding in their products and performances.
In addition, the following indicators may be observed or revealed through interviews and responses to questions.
Understanding is revealed when students can effectively:
– explain the key ideas (concepts and principles, processes, strategies) in their own words and ways (e.g., visually).
– provide new examples of a concept or process; make apt analogies.
– interpret (make meaning of) data, a text, experiences.
– support and justify their answers.
– apply their learning to a new situation or problem; i.e., transfer their learning.
– identify and correct common errors and misconceptions
– distinguish and describe different points of view on an issue or different approaches to accomplishing a task; explain how someone else might think or feel differently from them.
– describe their learning styles and strengths and weaknesses as learners.
– self-assess their performance and set personal improvement goals.
– reflect on the meaning and significance of their learning experiences.
Consider the following set of stem statements as you construct a scenario for a performance task for your UbD unit. Include how you will look for learning – evidence of meaning making and transfer
We will look for evidence of students’ meaning making and transfer in their products and performances through the following assessment task. (Note: These are idea starters.
Resist the urge to fill in all of the blanks.)
Goal :
• Your task is
__________________________________________________________________

________________________________________________________________
•   The goal is to
__________________________________________________________________
________________________________________________________________
• The problem/challenge is
_________________________________________________________________
_________________________________________________________________
• The obstacle(s) to overcome is (are)
__________________________________________________________________
________________________________________________________________
Role:
• You are
__________________________________________________________________
________________________________________________________________
• You have been asked to
__________________________________________________________________
________________________________________________________________
• Your job is
__________________________________________________________________
________________________________________________________________
Audience:
• Your client(s) is (are)
________________________________________________________________
• The target audience is
_______________________________________________________________
• You need to convince
________________________________________________________________
Situation:
• The context you find yourself in is
___________________________________________________________
• The challenge involves dealing with
___________________________________________________
Product/Performance and Purpose:
• You will create a
__________________________________________________________________
________________________________________________________________ in order to
________________________________________________________
________________________________________________________

• You need to develop
________________________________________________________
________________________________________________________ so that
________________________________________________________
________________________________________________________
Standards & Criteria for Success:
• Your performance needs to
________________________________________________________
________________________________________________________
• Your work will be judged by
________________________________________________________
________________________________________________________
• Your product must meet the following standards
________________________________________________________
________________________________________________________
• A successful result will
________________________________________________________
________________________________________________________
Directions:
INDIVIDUALLY... Review your handouts and notes. Identify 2-3 useful and/or interesting ideas gained as a result of attending this session.
WITH YOUR GROUP... Share your interesting/useful ideas with group members and listen to theirs. Add to your list in the space below.

Judy Willis’ Multiple Web Links to Articles, Books, Videos
“BRAIN OWNER’S MANUAL” LINKS
How to Teach Students About the Brain link: http://www.radteach.com/page1/page8/page44/page44.html
What You Should Know About Your Brain link: http://www.radteach.com/page1/page8/page45/page45.html
Free On-line Articles, Psychology Today Posts, Videos, and
Edutopia and ASCD “Ask Dr Judy” Webinars & Discussion Groups
There are links to most of my articles and chapters of my books on my www.RADTeach.com
website. There are links to many of my articles with direct links click here: http://radteach.com/page1/page8/page8.html
Or, go to P ublications page . On the right will be another list. Under Publications on that list, click on Articles to find the ones that have direct links. If there is one you are interested in without a link, let me know and I’ll send you my original copy that was printed in the article. You can also to my free book chapters if you click on http://radteach.com/page1/page30/page30.html
or click on the word Books on that list on the Publications page
Dr Judy Willis Edutopia Webinar: http://www.edutopia.org/webinar-discussion-april-2009
ASCD Ask Dr Judy Webinar Series (ongoing and archived)
Ask Dr Judy "Why Don't Students Pay Attention" from May 11, 2010 is ASCD archives http://www.ascd.org/webinars .
Ask Dr Judy " How Can I Motivate My Students?
" from July 20 th 2010
( www.ascd.org/webinars )
Ask Dr. Judy Webinar : How Can I Get Students to Participate When They Don’t
Want To Risk Mistakes? From Oct 15, 2010 http://www.ascd.org/webinars .
ASCD author EDGE page link: http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586&b or below http://bit.ly/aqDjQp
Harvard Educational Letter Spring 2010: Interview about collaborative learning benefits. http://bit.ly/9UcFia
Psychology Today online miniarticles links: http://www.psychologytoday.com/blog/radicalteaching
Most Recent Posts Psychology Today Online
Want Children to “Pay Attention”? Make Their Brains Curious!
available at http://www.psychologytoday.com/blog/radical-teaching/201005/want-children-pay-attentionmake-their-brains-curious
Link to ASCD interviews and videos
Interview about Research-Based Strategies To Ignite Student Learning: Insights from a
Neurologist/Classroom Teacher , ASCD 2006.
Free Study guide at http://www.ascd.org/publications/books/107073.aspx

Interview about differentiation Brain-Friendly Strategies for the Inclusion
Classroom (2007) http://www.ascd.org/Publications/Authors/Judy_Willis.aspx?id=31085086001&nvid=a14b1
Interview about Teaching the Brain to Read http://www.ascd.org/ascd_express/vol4/404_video.aspx
Video interview about Learning to Love Math: Teaching Strategies that Change Student
Attitudes and Get Results , ASCD 2010 will be available soon on ASCD author interviews http://www.ascd.org/publications/books/browse_by_author.aspx
and through my ASCD EDGE website http://edge.ascd.org
“Dr Judy Willis and Goldie Hawn are Building Better Brains by Bringing Neuroscience into
Classrooms ” . Neurology Now : Publication of the American Academy of Neurology Cover
Story: March/April 2010 - Volume 6 - Issue 2 - p 14–17. Web address: http://journals.lww.com/neurologynow/Fulltext/2010/06020/Golden_Opportunity.17.aspx
Books by Judy Willis
All have direct links to several chapters from my website www.RADTeach.com
Learning to Love Math: Teaching Strategies that Change Student Attitudes and Get
Results, ASCD 2010 Free chapters and study guide download at: http://www.ascd.org/publications/books/108073.aspx
Current Impact of Neuroscience in Teaching and Learning . 2010 Chapter in, Mind,
Brain, & Education: Neuroscience Implications for the Classroom.
Ed. D. Sousa.
Solution Tree Press,
How Your Child Learns Best : Brain-Based Ways to Ignite Learning and Increase
School Success. Foreword by Goldie Hawn . Sourcebooks: 2008
Inspiring Middle School Minds: Gifted, Creative, Challenging. Great Potentials Press,
2008
Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and
Comprehension ASCD 2008
Brain-Friendly Strategies for the Inclusion Classroom , ASCD 2007
Research-Based Strategies To Ignite Student Learning: Insights from a
Neurologist/Classroom Teacher , ASCD 2006.