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• W113307613 abstract "[ILLUSTRATION OMITTED] The implementation of standards and high-stakes testing has increased the pressure on classroom teachers to cover content in what seems like an ever-shrinking period of time. What if there was a way to help students pay better attention and remember more of their learning that could also reduce teacher stress? This article describes one way to accomplish just that--with energizers in the classroom. Using neuroscience research on how the brain focuses, teachers can apply specific strategies to maximize student engagement and attention. (Editor's note: It is still far from clear what new discoveries in neuroscience mean for teaching and learning. The connections between suggested teaching strategies--such as those presented in this article--and brain research are currently tentative. Educators are advised to read primary research reports and keep a close eye on developments in this exciting and rapidly changing field.) A need for energizers Although understanding in this area is tentative and rapidly evolving, brain research has suggested some insights that can be helpful in designing classroom activities. For example, paying attention for long periods of time can be a challenge for adults and even more so for students. Attentional and input limitations are built-in cognitive speed bumps for incoming information--they prevent the brain from being overloaded with information (Posner 2004). The student brain can pay attention for approximately 15 minutes before needing a break (Linden et al. 2003; Goda and Davis 2003). When looking at the amount of information (rather than the amount of time spent focusing on it), the brain can process three to four chunks of information at a given time (Linden et al. 2003; Cowan 2001). A chunk is a selection of content, such as the steps of mitosis, Newton's second law of motion, or the differences between atomic number and atomic mass. The brain requires downtime to process, organize, and consolidate learning (Sanes and Lichtman 2001). When these limitations are ignored, students are more likely to disengage, become classroom disruptions, or forget the material (and teachers are more likely to become frustrated from having to re-teach!). Obviously, teaching only 15 minutes during a period or block is unreasonable--this would add up to only 45 hours of class instruction in a typical academic year, about one-third the traditionally allotted teaching time. However, using energizers in the secondary science classroom provides the brain with the break and neurological jump-start needed for further instruction. The use of energizers allows the classroom teacher to maximize student input and attentional systems, such as the sensory systems, working memory, hippocampus, and reticular activation system, without exceeding the limitations of the brain. In the end, students will stay engaged and remember more of the material being taught (Russell, Hendricson, and Herbert 1984). What is an energizer? An energizer is a 1-3 minute activity that can be based on content or may be a complete break from instructional topics. For example, the energizer may require students to find a new seat and discuss their content notes with new neighbors (as in Relocate) or it may be a chance for them to get up, stretch, and walk away from the material for a short period of time (as in Stretch Break). The student brain likes energizers because they provide the breaks necessary for better learning (Hannaford 2005). Energizers positively influence the brain in four ways (Ratey and Hagerman 2008; Medina 2008) by * increasing blood flow, oxygen levels, and glucose; * upping dopamine and norepinehrine levels; * providing time off-task for the input system; and * stimulating the attentional system of the brain. Blood flow, oxygen, and glucose Standing increases blood flow and oxygen to the brain by approximately 5% (Krock and Hartung 1992). …" @default.
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• W113307613 title "Energizing Students: Maximizing Student Attention and Engagement in the Science Classroom" @default.
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