Emotion Movement Modeling and Memory
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The document discusses the importance of emotion, movement, and memory in effective instruction, emphasizing that a positive classroom climate can enhance learning by stimulating endorphin release and reducing anxiety. It outlines strategies such as using movement, emotional hooks, and modeling to engage students and improve information retention. Additionally, it highlights the role of processing time in learning, enabling better focus and long-term memory formation.
Emotion Movement Modeling and Memory
- 1. Emotion, Movement, Modeling, and Memory: A Framework for Effective Instruction Willy Wood
- 2. EMOTIONS (Implicit Memory) Associated With: (Explicit Memory) Associated With: The Learning Environment (Classroom Climate) The Learning of Content Positive climate leads to: Endorphins in blood, which –Give feelings of euphoria --Stimulate frontal lobes Negative climate leads to: Cortisol in blood, which --Raises anxiety level --Refocuses frontal lobes to fight or flight What instructional activities will get students emotionally connected to the content of the learning?
- 3. Ways to Positively Impact the General Learning Environment • Acknowledgements • Affirmations • Celebrations • Music • Movement • Choices
- 4. 1. Movement Use regular movement to increase blood flow to the brain and to reset the attentional clock
- 5. EMOTIONS (Implicit Memory) Associated With: (Explicit Memory) Associated With: The Learning Environment (Classroom Climate) The Learning of Content Positive climate leads to: Endorphins in blood, which –Give feelings of euphoria --Stimulate frontal lobes Negative climate leads to: Cortisol in blood, which --Raises anxiety level --Refocuses frontal lobes to fight or flight What instructional activities will get students emotionally connected to the content of the learning?
- 6. “Emotions drive attention, create meaning, and have their own memory pathways. They regulate behaviors, and they help us organize the world around us. You can’t get more related to learning than that! -Eric Jensen
- 7. “An emotionally charged event…is the best-processed kind of external stimulus ever measured.” -John Medina
- 8. Emotionally charged events persist much longer in memory and are recalled later with greater accuracy
- 9. In some emotional states, the body releases extra amounts of adrenaline, which helps the hippocampus to form long-term memories
- 10. 2. Emotion Use emotional “hooks” to frame relevance and provide context for the content
- 11. “The more attention the brain pays to a given stimulus, the more elaborately the information will be encoded—and retained….Better attention always equals better learning. It improves retention of reading material, accuracy, and clarity in writing, math, science—every academic category that has ever been tested.” -John Medina
- 12. PPPP • Prime • Present • Pause • Process
- 13. Whole-Group Discussion is Deadly Because…
- 14. Some Ways for Students to Process Information Include…
- 15. Benefits of Pausing to Process -Raises Energy Levels
- 16. Benefits of Pausing to Process -Raises Energy Levels -Clarifies and Refines Thinking
- 17. Benefits of Pausing to Process -Raises Energy Levels -Clarifies and Refines Thinking -Stores Information in Long-term Memory
- 18. Benefits of Pausing to Process -Raises Energy Levels -Clarifies and Refines Thinking -Stores Information in Long-term Memory -Clears Working Memory
- 20. We Use Prior Knowledge to Tell Us Where We Should Focus Our Attention
- 21. We Scan the Environment for Similarities, and We Tend to Remember Things Better If We Have Seen Them Before
- 22. The Brain also Gives Special Attention to Items that are Deemed Interesting or Important
- 23. On the Negative Side, if Previous Experience with the New Subject Matter Produced Failure, the Student Will Shift Attention to Other Stimuli
- 24. 3. Memory Use a Focus-Diffusion that Matches the Way the Brain Learns Best
- 25. Limit Input to One Main Idea and Its Details
- 26. Engage All Students Immediately After Input
- 27. Allow Students Time to Process the Information
- 28. Regularly Review and Consolidate Over Time
- 29. 4. Modeling: Whenever Explaining How to Do Something, Show, Don’t Tell!