Make Learning Stick

Strategies to Engage All Students and

Increase Achievement

ROY G BIV
R
O
Y
G
B
I
V
~Eric Jensen
 Mnemonic Devices
• Mnemonics create links or associations
between new information the brain is
receiving and information already
stored in long-term memory. (Wolfe,
2001)
• Mnemonics help activate the creation of
stronger neuro-links in the hippocampus,
which are essential to short- and long-
term memory. (Jensen, 2001)
Marcia Tate (2003)

All Successful Engagement

is based on these 3 Rules:

• Respect:
– You show respect first, BEFORE they give it to
you. You cannot demand respect, but you can
earn it.
• Relationship:
– Show you care about them, first, BEFORE
they’ll care about you.
• Hope:
– You must never, ever, give up on them; they’ll
sense it and give up on you too.
(Jensen, E.)
•
•

•
•

•
•
 Storytelling
• Stories provide a script for us to tie
information to our memory. (Markowitz &
Jensen, 1999)
• Storytelling is a wonderful way to access
more than one memory lane. Putting
semantic information into a story format
allows a student to see not only the whole
idea but the details as well since the brain
processes both wholes and parts at the same
time. (Caine & Caine, 1997)
Marcia Tate (2003)
 Memory Pegs

1. Sun 11. Fence

2. I See 12. Eggs
3. Triangle 13. Black Cat
4. Hot Stove 14. Love
5. Starfish 15. Fame
6. Sticks 16. Drive
7. 7-Up 17. Magazine
8. Snowman 18. Vote
9. Line 19. Remote
10. Hen 20. 20/20 Vision

Common Household Items

1. Refrigerator 11. Pencils

2. Toaster 12. Computer
3. Can Opener 13. Plant
4. Lamp 14. Recliner
5. Frying Pan 15. Diamond Ring
6. Spatula 16. Coffee
7. Laundry Soap 17. Phone Book
8. Toilet Paper 18.
9. Vacuum 19.
10. Radio 20.

Allen, R. (2008). Green Light Classrooms: Teaching Techniques That Accelerate Learning .
Thousand Oaks, CA: Corwin Press
 Memory Pathways

SEMANTIC PROCEDURAL

MEMORY

EPISODIC EMOTIONAL

Eric Jensen (2008)

~Connections establish relevance of the content; when

connections are made to the physical world around them,
every time students see the object it will remind them of the
lesson and cement the learning.
~Dr. Rich Allen
 Show-Don’t Tell

What’s My Name?

Hollas, B. (2005)

Vocabulary on the Move

Hollas, B. (2005)

Circle the Category

Hollas, B. (2005)

Snowball Fight

Hollas, B. (2005)
 Pre-assess

Remediation/ Instruction/
The Teaching
Enrichment Wheel Formative
Assessment

How are teachers

Data Analysis Summative
Assessment and hamsters
similar?

Comparison of Formative and

Summative Assessments
Fisher, D., Frey, N.(2007) Checking
for Understanding: Formative Formative Summative
Assessment Techniques for Your
Classroom. Alexandria, VA. ASCD Assessments Assessments
Purpose To improve instruction To measure student
and provide student competency
feedback
When administered Ongoing throughout unit End of unit or course

How students use To self-monitor To gauge their progress

results understanding toward course or grade-
level goals and
benchmarks
How teachers use To check for For grades, promotion
results understanding
Notes:
Notes:
• Allen, R. (2008). Green Light Classrooms: Teaching Techniques that
Accelerate Learning. Corwin Press
• Allen, R. (2002). Impact Teaching: Ideas and Strategies for Teachers to
Maximize Student Learning. Boston, MA: Allyn & Bacon
• Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting.
Peterborough, NH: Crystal Springs Books
• Jensen, E. (2006). Enriching the Brain: How to Maximize Every Learner’s
Potential. San Francisco, CA: John Wiley & Sons
• Jensen, E. (2003) Tools for Engagement: Managing Emotional States for
Learner Success. San Diego, CA: The Brain Store
• Jensen, E. (2000). Different Brains, Different Learners: How to Reach the
Hard to Reach. San Diego, CA: The Brain Store
• Jensen, E. (1997). Brain Compatible Strategies. San Diego, CA: The Brain
Store
• Marzano, R.J. (2003). What Works in Schools, Translating Research Into
Action. Danvers, MA: ASCD
• Marzano, R.J. (2001). Classroom Instruction That Works: Research-Based
Strategies for Increasing Student Achievement. ASCD
• Tate, M. (2003). Worksheets Don’t Grow Dendrites: 20 Instructional
Strategies That Engage the Brain. Corwin Press.
• Tomlinson, C. (1999). The Differentiated Classroom, Responding to the
Needs of All Learners. Danvers, MA: Association for Supervision and
Curriculum Development
• Clip Art: www.toonaday.com and/or www.pppst.com