1/30/16
Chunk,ChewandCheck:
That’sHowtheBrainLearnsBest
PleaseShare:Who’sHereToday?
Pleasestandif…
•  Youareanelementaryteacher
•  Amiddleschoolteacher.
•  Ahighschoolteacher
•  Educationaladministrator
•  Other
KathleenKryzawww.kathleenkryza.com
[email protected]
PleaseSTANDIf…
Youareavisuallearner?(YouneedtoSEEit
tolearnit.Mayincludewritingit)
Youareaauditorylearner?(Youneedtohear
itortalkittolearnit)
Youareakinestheticlearner?(Youneedto
touchormovetolearn.Mayalsoinclude
writingit)
Kathleen’sTeachingJourney
Secondary &
Elementary
Classroom
Teacher
Special
Education
TeacherofTeachers
TeacherResearcher
Talent
Development
Multicultural
Learners
Juvenile
Delinquents
MyIntention:
Toopentheheart,nourishthemind,
andinspirethespiritsoflearnersand
teachers.
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Teachingisaservingrelationshipwithothersthatinspirestheirgrowthandmakesthe
worldabetterplace.
THANKTEACHERS,FORINSPIRINGME!!
Michelle’sTeachingJourney
ü B.S.ElementaryEducation&Spanish
MichelleLeip-
ü 5thgradeteacherinTitle1schoolinsouthern
California
ü HighschoolEnglishteacher
ü M.Ed.fromHarvardinSchoolLeadership
ü KIPP–highperformingcharterschoolinurbanor
ruralareas
ü 5thgradeteacherataturn-aroundschoolinBoston
CreateanInspiringClassroom
www.kathleenkryza.com
www.kathleenkryza.com
Today’sObjectives:What’sMyPoint
andWhyAmIMakingIt?
*  Wenowknowhowthe
learningbrainworksand
whatitneedstosucceed.
*  Variedpathwaysto
learning=Differentiate
*  Weneedtodesignand
planourlessonsinways
thatthebrainlearns
best!
ü researcherandauthorforInfiniteHorizons–
ü PeaceCorpsResponseVolunteer–Teachertrainer
ü …now…continuingtosupportteachersand
learners
EstablishClassRoutinesandNorms
ROUTINES
*  ChatChums
*  HandRaiseand1,2,3Eyeson
Me
*  NotesMakingforstrategieswe
learntoday.J
NORMS
*  BeRISKTAKERS!AskQuestions
*  Professionaluseoftechnology
Collabora.onbuildslearning,responsibility,andstudentsownership
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Ifwearegoingtogetallstudentstothesame
learningtarget
Let’spractice…
...
Environment
Input
“Chunk”
• Decidewho’sChatChum
AandChatChumB.
• KneetoKnee
EyetoEye
• Sharesomethingyouknow
abouthowthebrainlearns.
• StandandShare
9
Pg.51
Process
“Chew”
IdentifyYour
Students
Output
“Check”
Content
VarythePATHWAYS
LEARNER
PROFILE
KnowYour
LearningTarget
Chunk,Chewand
Check
CUKAN
www.kathleenkryza.com
Vary the Pathways!
Help ALL Students Reach the Learning Target
Themorepartsofthebraininvolved,theeasierand
morelikelyamemorywillberetrieved.Physical
movementhasaninordinateamountofimpacton
crea.ngandaccessingmemory.Movingreleases
acetylcholine,aneurotransmiEerthataidsinplan.ng
andretrievinglongtermmemory.Inshort…
Movementhelpscementmemory!
CHUNK-Input
Chunk:Howstudentsacquireinforma;on
CHEW–Process
Chew:Howstudentsprocessnewinforma;on
Sousa,HowtheBrainLearns20**
CHECK-Output
Check:Howstudentsshowwhattheyknowtheyknow
Kryza,Duncan,Stephens2008
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1/30/16
Chunk, Chew and
Check – that’s
how the brain
learns best!
TheLearningBrain
CHANTIT,
REMEMBERIT!
Forevery10
minutesyou
teachsomething
new…
Thebrainneeds
onetotwo
minutestochew!
*  Weareatanexcitingand
challengingcrossroadsin
education.Science,
especiallyneuro-imaging,is
givingusreal-timevisual
imagesofhowthebrain
learnsandwhichteaching
strategiesmostsuccessfully
effectthelearningprocess.
*  JudyWills,Neurologistand
Teacher
TimetoChewandCheck!
IntentionalandTransparent
*  Intentional:Iknowwhy
I’mdoingwhatI’mdoing.
*  WithyourChatChum,youhaveoneminuteto
comeupwithmovementsorapicturetohelp
youremember…
*  Forevery10minutesyouteachsomething
new,thebrainneedsoneortwominutesto
chew!
*  Transparent:My
STUDENTSknowwhyI’m
doingwhatI’mdoing.
www.kathleenkryza.com
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1/30/16
HowtheBrainLearns:
MakeitVisible
ILS:ChoralChantingandReading:
Throughrepeated
readingofthetextand
chantingofkeyterms.
thestudentbecomesa
morefluentreader,
whichallowsfor
increasedcontent
comprehension.
www.kathleenkryza.com
www.kathleenkryza.com
Chunk
ChunkTips
*  SmallerChunk,MoreTime
toChew
*  SeriesofChunksandChews
beforeChecks
*  VarytheModalities
*  OfferChoice
*  ReadinessLevels
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ThinkSeriesofChunksandChew
BeforeChecks(Formativeor
Summative)
*  Sabrinawasteachingavocabularylessononto5th
graders.
*  Shewentoverthenewwordsontheboard.
*  Shethenassignedaworksheetwithdrillandpractice
andfloatedabouttheroomasthestudentsworked
independentlyontheirworksheets.
*  Theyweren’tmisbehaving,buttheyweren’t
CHEWINGinwaysthatwereengagingorreallymade
thelearningstick.
www.inspiringlearners.com
DailyLesson:Chunk,ChewandCheck
Chunk1TeachergivesstudentsthenewwordandhasthemChoralChantit
threetimesalongwiththedefinition.
Chew1Studentsturnandtalkpartnersandeachpartnersaysthewordand
thedefinition.(Oreachpartnercoulddrawapictureoftheword,then
sharetheirpicturesastheyexplainwhattheymean.)
FormativeCheck:Teacherwalksaroundtoobserveifstudentsareabletodo
thework.
Chunk2TeachergivesthenextwordandstudentsChoralChant.
Chew2Studentsdoaproblemfromthebookwithtablepartners.
FormativeCheck:Teacherwalksaroundtoobserveifstudentsareabletodo
thework.
Chunk3Teacherexplainsawordgameshewantsthemtoplayingroups.
Chew3Studentsworkingroupstoplaythewordgame.
Check:Studentscreatesentencesusingtheirnewwords.
TakeaLook(VisualChunk)
•  Post a collection of photographs or
charts in various locations around the
class that are related to the learning
target.
•  Like an art exhibit, have students walk
and study the photos without talking.
•  Give them suggestions or a guiding
question to focus their observations.
Allocate a set amount of time at each
exhibit with a timer or using music.
FocusQuestion
Whatdothesepicturestellusaboutour
world,howweconnect,themeaning
behindthehandshakes?
•  When all students have observed all
exhibits select a Chew activity for
processing what they have seen.
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HONORALLLEARNERS
*  Ithinkinpictures.Worksarelikeasecondlanguage
tome.Itranslatebothspokenandwrittenwordsinto
fullcolormovies,completewithsound,whichruns
likeaVCRtapeinmyhead.Whensomeonespeaksto
me,hiswordsareinstantlytranslatedintopictures.
Language-basedthinkersoftenfindthisphenomenon
difficulttounderstand.
*  TempleGrandin,PhD
&
HowcouldyouenhancetheCHUNKofyour
lessonswithvisuals?
WALKANDTALK:MovementandTalkhelpscementlearning
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BrainPop:
www.brainpop.com
ChunkbyReadinessReadWorks.org
* Greattechnology
canmakeyour
CHUNKpop!
* KhanAcademy
* UnitedStreaming
www.inspiringlearners.com2013
ScholasticActionMagazine
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ChatChums
Rewordify.com
CHUNK:Howdo
youneedtogrow?
www.inspiringlearners.com2013
TeachingforTransfer
•  SmallerChunks,
Moretimetochew?
•  Morepictures,
technology,
movement?
•  Variedreadiness
levels?
•  Howcouldyouoffer
ChunkChoices?
www.kathleenkryza.com
Chew
If we want
learning to stick,
we have to make
it sticky.
ILSMakeLearningStick!
www.kathleenkryza.com
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1/30/16
Hazey-GazeyEyesMeanIt’s
TimeToChew!
Chew: Build Collaboration
BIGIDEA
*  Think about it…
*  Note the ways we have
collaborated and
chewed on new learning
so far today?
*  Note that we used
varied learning
modalities
*  Chat Chum Partners
*  Job Share
*  Choral Chanting
*  Movement/TPR
*  Walk-Talk-Share
*  Note Making
*  Other…
CheckTips
www.kathleenkryza.com
FreeResources/templates
Chunk,Chew,Check
Planner
TheKeyteachingthis
wayistobuildchunk,
chewandchecktime
intoyourlesson
plans.
*  FormativeandSummative
*  StudentsNeedtoSelf-assess
*  Balancebetweentraditionaltestsandquizzesand
performance-basedassessments.
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1/30/16
Self-assessmentisKEYtobecoming
metacognitiveandself-regulating
ThreeFingerSelf-Assessment
Howmuchdoyouhavestudentsinvolvedinselfassessinginyourclassroom?
Selfassessment=SelfRegulation
Wemustconstantlyremindourselves
thattheultimatepurposeof
evaluationistohavestudents
becomeselfevaluating.Ifstudents
graduatefromourschoolsstill
dependentuponotherstotellthem
whentheyareadequate,thenwe’ve
missedthewholepointofwhat
educationisabout.
--CostaandKallick,1992
HowamIDoing?
ElementarySelfAssessmentChart
Studentsputclips
withtheirnames
toshowwhere
theyareintheir
understanding
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TrafficLight
SecondarySelf-Assessment
MetacognitionCards
(PaintChips)
StudentsposttheirpersoninthecoloroftheTrafficLight
thatmatchestheirlevelofunderstanding
It’sCrystalClear
It’sBitHazy
I’minaFog!
LearningStyleExitCards
ExitCards
ExitCard
Writedownanythingwelearnedtodaythatwas
confusingtoyou.
Onascaleof1(low)to5(high)howwelldoyou
Understandthefollowing…
Ifyouunderstoodeverythingreallywelltoday,
wouldyoubewillingtohelpothers?
Yes____No_____
www.kathleenkryza.com
www.kathleenkryza.com
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1/30/16
Chunk, Chew and
Check – that’s
how the brain
learns best!
WhereWillYouGrow?
• ChooseoneareatofocusontoCHECK
forunderstandingandgrowthbyhaving
studentsself-assess:
*  WhatformatwillyouusetoinvolvestudentsinCHECKING
byself-assessing?
*  Chart
*  TrafficLight
*  PaintChips
*  ExitCards
*  Other
www.kathleenkryza.com
www.kathleenkryza.com
Thankyou!!J
KEEPINTOUCH:
ThankYou,AmazingTeachers!!!
*  InfiniteHorizonsWebsite:
www.Kathleenkryza.com
ü Freeresources
ü Contactinformation
ü Books
ü Grabourbusinesscards!J
ü [email protected]
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