Eric’s Latest Book: Engaging Students with Poverty in Mind

Engaging-Students-Poverty- Brain Based In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students. Drawing from research, experience, and real school success stories, Engaging Students with Poverty in Mind reveals:

  • Smart, purposeful engagement strategies that all teachers can use to expand students’ cognitive capacity, increase motivation and effort, and build deep, enduring understanding of content.
  • The (until-now) unwritten rules for engagement that are essential for increasing student achievement.
  • How automating engagement in the classroom can help teachers use instructional time more effectively and empower students to take ownership of their learning.
  • Steps you can take to create an exciting yet realistic implementation plan.

Too many of our most vulnerable students are tuning out and dropping out because of our failure to engage them. It’s time to set the bar higher. Until we make school the best part of every student’s day, we will struggle with attendance, achievement, and graduation rates.

This timely resource will help you take immediate action to revitalize and enrich your practice so that all your students may thrive in school and beyond. In Eric’s latest book, he shares student engagement strategies that are strongly tied to socioeconomic status. Learn the seven factors that are crucial to engaging disadvantaged students: health and nutrition, vocabulary, effort and energy, mind-set, cognitive capacity, relationships, and stress level. To address those factors, Jensen provides actions and solutions you can use in every day practice to:

  • Cultivate a high-energy and positive classroom climate that fosters success every day.
  • Build your students’ capacity to focus their attention, think critically, process content, and recall it from memory.
  • Create greater excitement that spurs student motivation and effort.
  • Develop students’ deep, sustained understanding of content.

The strategies in this book will empower you to automate student engagement efforts in your classroom and school so more struggling students succeed. You can get it at Amazon by clicking here.

Recovery of the Lost Learning Manuscript

learning

I try to provide what you want…. the newest, latest and greatest in brain research. Of course, I do read the journals and subscribe to many, like the Journal of Neuroscience. But, I am also a student of the history of learning. I often reread classic textbooks from my bookshelves to reactivate the solid research of the past. After all, a huge amount of research has already been done. (more…)

How to Hook in Little Kids and Adolescents with a Centuries-Old Strategy

kids

If you’re like me, you have memories of sharing content with your class of students, and many of them just looking at you and staring. Nothing’s happening.

You’re not sure if they even care what you are saying. OK, let’s say you did use “buy-in” strategies, so that area was addressed. Maybe you see that they just aren’t connecting to the content. Believe me, this has happened to the best of us.

There is a simple tool you can use to ensure this never, ever happens to you again. (more…)

How is a Student’s Memory at Test Time?

student memory

You’re about to find out that your students’ memories are FAR worse than you thought, and yet can be FAR better than you thought in another way. Let’s find out how to fix it with four quality solutions. (more…)

How to Get Students to Buy-Into Your Content…

Brain based

I’d like to introduce a critical topic: how to get students to care about the content you have to offer.

Why should YOU care about this? I think I can save you a TON of time this year.

Here’s how: (more…)

The newest underperformers at school are…

brain based ideas and tips

The newest underperformers at your school might be… are you ready to be surprised?

This post is about something quite controversial. In fact, it’s so controversial that many of you will be upset and send me emails, telling me I am wrong. But, the way I see it, I am the messenger of the truth. I don’t make up the facts.

Here is an inside story of the most ignored population at your school and 3 simple things you can do to improve the situation… (more…)

6 Quick Brain-Based Teaching Strategies

So many teachers want the quick strategies they can use the very next day. Unfortunately, many of those are just more of the same. Sometimes what makes a strategy work (or not work) is HOW the teacher “sets up” the activity. Other times it works because of the timing or the environmental factors.

In short, it not about just the strategy. But for a moment, let’s say, you’ve already taken one of my amazing multi-day brain-based courses. The following might be good for a quick reminder:

1. The saying “too much, too fast,” means we won’t integrate and recall the information if you teach is quickly. Instead, chunk down the learning into small chunks; allow processing and settling time with partners or as reflective journal time.

2. Because every brain is different—genes + experience, plus the interplay between the two, recall the importance of honoring uniqueness, respecting differences. That means use huge variety to maximize learning. Use visual, with illustrations, and podcasts and DVDs. Then use movement with drama, hands on and energizers. Also use plenty of call-response with partner dialogs.

3. Most subjects can be learned under moderate stress; think of it as “healthy concern.” To ramp that up, use constant accountability. After every learning chunk, have kids create a quiz question, stand up, quiz their neighbor or create a short quiz of 10 questions. Use teams, peer pressure and deadlines to add concern. Remember the material better with an emotion embedded with it. After the quiz, celebrate the progress.

4. Thinking about thinking builds learning skills as active processing time. Add the process of journaling, discussion and learning logs valuable for better learning. Give students starter sentences such as “What I was curious (or stressed over) about today was”… Or, “What I learned today was… and, the way I learned it best was when I.” Until patterns emerge, learning is often random and messy, following no clear path over time, the patterns become more obvious. Pattern making is more complex in second languages like math and music.

5. Remember the value in non-learning or “settling” time, to consolidate the content. Take breaks, recess, lunch, relax time, walks, for passive processing. Even a quick energizer that’s fun and playful can be a good break.

6. Our brain can memorize, but our best learning is the trial & error learning; it’s a key to complex learning–there’s value in games done well, so use games, computers, competition, building, initiatives, etc. Games like hopscotch, relays, or just let kids quiz each other. Brains rarely get it right the first time—learning complexity is built over time Using checklists, peer teaching, computers, asking Qs, are all examples of using trial and error.

More:
Brain-Based Learning Resources

Brain-Based Teaching Resources

Creative Commons License photo credit: :Bron:

Also read Working memory

Seven Changes You Can Make to Save Your Life and Possibly Beat Cancer

Life Strategies to beat cancer

Annual Updated Health Issue:

Below you’ll find seven changes you can make to save your life or extend it! You may be concerned about the “big two” killers of cancer and Alzheimer’s. We’ll focus on cancer and the our next post will be (again) on Alzheimer’s.

By the way, every year these suggestions get so many rave reviews that they are re-sent, forwarded and “re-gifted.” Feel free to do so this year, as well.

The first change will reduce your risk of cancer. A recent study shows that… (more…)

Eric Jensen’s Extreme Schools: How Miracles Happen

foster-elementary

This is an update on an “Extreme School” in Los Angeles County, California. Not long ago, this high K-5 poverty school had neighborhood drug dealers coming ON CAMPUS. The outside aesthetics of the school were deplorable, with deteriorating buildings. The district rates schools (academically) on a scale from 1-10 (with 10 as highest). This school was a “1” out of ten (the lowest possible ranking.

RESULTS? Today, it is the envy of the school district! What did they do and how did it turn out? Are you ready for another miracle? (more…)

Your Students’ Number One Life Skill

top skill students need

The Top Choice Every Effective Educator Already Uses — Do You?

Over the years, student behaviors which do or don’t contribute to success (habits, effort, attitude, etc.) have been called many things. Some refer to these attributes as their personality or even character. But what really drives success?

There’s one skill that’s absolutely critical for both students and, yes, staff, too. This research may surprise you because it deals with one of your brain’s “automated” systems. The number one school success survival skill is… (more…)

Rule of the Thirds – Professional Development Secrets

teacher workshops

You might be like many who organize professional development. You are experienced, thoughtful and very, very busy.

So what is the “Rule of Thirds?”It’s the biggest little secret in education. There are three BIG thirds in professional development (PD).

The first third of the three comes from the circumstances of the actual professional development day. I am shocked at how often someone asks me to fly 5,000 miles to his or her school and yet there’s a terrible microphone, poor seating and abominable lighting. Some “providers” ensure there are plenty of donuts, as if that would optimize staff learning. Others give me a screen 6′ x 6′ for 500 people. That’s like watching a movie in your living room on an iPod. Instead get a 10 x 10′ screen!

Over the years, I have been asked to speak in a movie theater, a bar, a library, a lunchroom and, even a racetrack. A cheap or free venue is NOT a bargain if the staff has a bad day. Now you should know that I am good at working miracles with whatever someone gives me, but why take risks if you don’t have to?

The first third of the three parts is: optimize learning conditions!

The second third of the value in professional development comes from having a relevant, high quality, and very engaging presenter. That’s right: 33% of the value from any professional development that comes from the caliber of presenter. By the way, those who hire me say that I consistently get “rave” reviews. I will always do my best to be the best you can get.

The third of three thirds comes from the follow up. Every teacher needs to have weekly or monthly “check-ins” that jump-start the changes. Teachers are busy and sometimes stressed. In fact, they are so busy, that you practically have to “get in their face” to get them to do something out of the ordinary. Without adequate follow up, you are getting only one third of the potential value.

Follow up should be 1) book study 2) professional learning communities 3) weekly emails 4) teachers blogging about the strategies they use 5) short weekly staff meetings with quick sharing and celebrations.

Without those three BIG qualities, you have little chance. But now that you know better, see what you can do to make it happen.

Creative Commons License photo credit: Wesley Fryer

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