PD Top 3: January

January 1, 2025

The International Consortium for Brain Mapping (ICBM) conducted a study in 2010 that I just discovered this month. It turns out...no one is normal. As a matter of fact, the study found that 90% of brains are atypical, and that a "normal brain" is a mythical creature we should stop chasing. The question, however, is what does that mean for our learning spaces? In general, it means there is no middle that we are teaching toward and that differentiation is for everyone. We have to help our learners in personalized ways that use brain science to achieve powerful learning (there's a book about it if you haven't checked it out yet). Many of us are looking into retrieval practices, which are intentional ways to create smaller chunks of learning and have students retrieve, or "chew" (as Zaretta Hammond would suggest), the information. As we head into the second half of the school year, spending some time thinking about how to space out that retrieval practice so that we are coming back to key information over and over again throughout the year is one way to support all of our unique brains. A quick strategy for spaced retrieval is to do a weekly Last Class, Last Week, Last Month, Last Year protocol. Have students retrieve something they remember from their learning at each of those points, put it on four separate post-it notes, and put it up on a board or wall. As an extension, groups can quickly organize the information into themes and continuously reflect on their learning. When students retrieve often and get multiple opportunities to reflect on their learning, all of our atypical brains will win!

We all know that movement matters. However, in a moment of planning, we might not know what type of movement best complements our lesson or we worry about having enough time, so we leave it out. From brain breaks to movement that reinforces learning, it is vital to have all students at all grade levels up and moving throughout the school day. At the Learning Forward Conference in December, a presenter shared a padlet full of ways to incorporate movement for adult learners. Luckily, the strategies also apply to our students. Some favorites that I have used are Stand Up, Share Out, Sit Down; Speed Dating; Flyswatter Game; and Give One, Get One (but with music). All of those strategies require no detailed planning and can be done at any moment to help students stand up, reenergize their brains, and process any content. Scan the QR code to have access to explanations for those strategies, as well as all the movement resources shared at the conference!

When it comes to classroom management, the second grade team at Glenridge is giving thanks. What does managing with gratitude look like? When Chelsea Reich encounters a student who is struggling to manage behaviors, she hands them a piece of paper and asks that they write down five things they are grateful for. This practice is backed up by research and the team has seen the benefits in action in their classrooms, so reach out and ask them about it. Captain Elementary was also expressing gratitude recently. Each month they focus on a different Character Strong theme during their Community Team Day. Students K-5 are divided into families, and fifth grade team leaders facilitate family circles focusing on character. Check out their gratitude facilitator script and slides if you want to try something similar! As we enter 2025, I am grateful for all of you and the opportunity to support this incredible learning organization.