How The Brain Learns by David A Sousa, has the information about "learning
episodes" .
Jeanne Rambo
Second Grade Teacher
On Wed, 18 May 2011 08:26:03 -0700
Jan Sanders <jangou...@gmail.com> wrote:
Judy-
I was a literacy/math coach for 7 years before I retired (2 years
ago). The
research I am siting was from a book about the brain. I believe
Robert
Marzano also has some research about this as he worked with a brain
researcher when he put his academic vocabulary method of teaching
together.
Anyway, all my stuff is packed up in boxes in the garage and I
haven't the
time to search -this turned out to be a crazy week for me. If I find
it I
will post the info. I read it about 6 years ago.
Jan
You do not really understand something unless you can explain it to
your
grandmother.
-Albert Einstein
"*If people are good only because they fear punishment, and hope for
reward,
then we are a sorry lot indeed.*" Albert Einstein
On Tue, May 17, 2011 at 3:57 PM, Judy Shenker <jshen...@lcc.ca>
wrote:
Hi Jan,
Intuitively I know 10-15 minutes is the limit before kids need to
'reset'
but I was unaware of the research supporting this. I would be
interested in
reading this and related research. Would you be kind enough to send
references for the research you are siting here.
Thanks in advance,
Judy
-----Original Message-----
From: mosaic-bounces+jshenker=lcc...@literacyworkshop.org on behalf
of Jan
Sanders
Sent: Tue 5/17/2011 3:12 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Teaching mini-lessons
The reason you want to keep your mini lesson, mini, is that brain
research
shows kids are attentive for about 10-15 min. to really take in what
you
are
saying. Then they need a "reset" -something active. I often think
of the
Charlie Brown adult voices. Am I starting to sound like wa wa wa wa
waaaaaaaa to the kids?
I read the book ahead of time so they have heard the story and
revisit the
part I need for the lesson -unless you are working on predicting!
Jan
You do not really understand something unless you can explain it to
your
grandmother.
-Albert Einstein
"*If people are good only because they fear punishment, and hope for
reward,
then we are a sorry lot indeed.*" Albert Einstein
On Sun, May 15, 2011 at 4:43 PM, Rosa Roper <rosaro...@hotmail.com>
wrote:
>
> Hello,
> I am looking for some guidance on teaching mini-lessons - mostly
b/c my
> mini's are actually maxi's...
> I found a book that somewhat breaks down the structure of a mini-
lesson,
> but it also says to read a picture book, now when that happens we
are
> looking at about a 40 minute lesson (NOT MINI)! Is the mini the
amount of
> time you spend teaching, practice with a book not included???
> How do you keep your lessons in check? A run down would really be
helpful
-
> if you have a lesson already typed out that you could email me that
would
> also be really helpful :-)
> So is there a place for shared reading in a mini? Or even a read
aloud? A
> reading coach once told me that the mini lesson came after a whole
group
> shared experience (I teach 3rd) however that seems like way too
much to
> teach a whole lesson and then do another one even if it is a
mini...
> I also had a question concerning the Comprehension Toolkit: those
are
> really long lessons even if you use different text - to make them
shorter
I
> have tried breaking the components down so that one lesson lasts a
few
days
> - is that then considered a mini lesson?
> Right now I teach about 30 minutes and then students have up to an
hour
for
> independent reading while I confer or pull groups. 30 minutes seems
too
long
> and I would like to be more time effective so I try to a structure
like
> Daily 5. My district allows us a 30 minute reading block.
>
> Any help would be appreciated!
> Thanks
> Rosa
> 3rd grade
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>
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>
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>
>
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