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Kirsten Chornawka (MNO) 6 Sterling Strategies Jeffrey MacCormack

Strategy 1: Two Minute Pause Strategy 2: Graphic Brainstorming

Students can not learn when information is presented


Visual images and spoken word mix well, as determined by
visually in text and spoken at the same time, as
PEN principle two. Viewing an image and listening to
determined by PEN principle one. Listening and reading
someone speak require neural activity on different areas of
rely on the same neurological pathways which means only
the brain. The activation of these two areas allows the brain
one stimulus should be presented at a time.
to understand and learn information more effectively.

I would apply this strategy in my class by ensuring that I


I would implement graphic brainstorming into my class by
allow time for my students to read the content in a quiet
assigning time at the end of my lesson for students to draw an
environment before I start verbalizing more information.
image that best reflects what they just learnt. There is no right or
I would ensure to build in this time in my lesson plan
wrong answer to this, it is simply an activity that will help
since my students will learn better by reading and
students connect the material they learnt to a visual. This
listening separately rather than overwhelming their
subsequently activates two areas of their brain simultaneously
neurological pathways which would result in them
which will help them remember the content more easily.
learning less.
Kirsten Chornawka (MNO) 6 Sterling Strategies Jeffrey MacCormack

Strategy 3: Designated Information Strategy 4: Test Taking


Board
Actively reviewing material for short tests each week will
Ensuring spatial predictability in the classroom will help guide help maintain knowledge over a longer time span, as
student attention, as determined by PEN principle three. determined by PEN principle four. Rather than cramming for
Students are able to learn and utilize these patterns without a large exam in one long study session, students should
conscious effort which will allow them to become more review material over several short study sessions which
attentive. would be supported with weekly quizzes.

The act of writing small quizzes is something I would implement


I would apply this strategy in my classroom by ensuring that I in my class since it makes students keep up with the course
have a designated area at the front of the class that will show content and constantly review. This will help transfer memory
the days schedule. This way, students will know exactly from their short term to long term and will be able to better
where the timetable is spatially in the classroom which will recall the information for the final exam. I would incorporate this
require little conscious effort and therefore maintain strategy into my teaching by scheduling quizzes once a week and
concentration. having a review period before a larger exam.
Kirsten Chornawka (MNO) 6 Sterling Strategies Jeffrey MacCormack

Strategy 5: Elevator Pitch Strategy 6: Similes


Active recall trumps passive review, as determined by PEN
Find the stories behind the facts, as determined by PEN principle
principle nine. Recalling previously learned material is more
eleven. Presenting facts in a story can activate more neural
effective than recognizing previously learned material
regions which can help students contextualize and personalize
through passive review since the brain undergoes stronger
dry content. The act of putting material into a story format can
neural activity in memory networks than does passive review.
lead to students developing a broader understanding of
Therefore, the weak neural activity present in passive review
concepts.
results in shallow memory networks in the brain which will
make one forget things easily since the connections werent
strong.

I would implement the elevator pitch strategy into my


I would implement the use of similes in my class since it would
classroom since it helps build stronger neural activity with
help students understand the concepts. Like the use of stories,
previously learned material, especially when one is asked to
similes can activate neural regions that will help with memory
make a summary of what they just learnt and share it with
recall when two things are being contrasted in a figurative
someone who they just met on an elevator. This strategy does
way. I would take the time to develop these similes ahead of
not allow for passive review since the task requires students to
time in order to demonstrate a clear understanding to my
verbally express their understanding rather than rereading
students.
notes.

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