She continues, ”As a culturally responsive teacher you should be planning instruction so that students move through the brain’s three stages of information processing--input, elaboration, and application” (p. 128). She implores teachers to consider these as essential components for every lesson, but should also include instructional strategies that help the student’s brain to not only process the information but to make it stick in their brain’s long term memory. The brief description of each stage and sample instructional strategies include:
Input - This stage helps students...focus on what you want their brains and minds to pay attention to. Here the information sits in the short term memory. “Think of this short term memory as a clipboard where you place temporary information” (p. 125).
Consider - a story, a poem, a quote, a puzzle, a problem, or a piece of music that will elicit emotion, a thought, or a question.
Elaboration - This stage helps students...make sense of what you just brought to their attention and to help them begin to better understand. “The brain moves the information from the clipboard of the short term memory on to the working memory”...“Think of the working memory as a workbench or tabletop” (p. 126).
Consider - activities in a burst of short periods of time (5-20 min.) where students can practice, practice, practice what they learned. They are “kneading, massaging, and braiding together the material in order to make sense of it, and connect it to what the brain already knows” (p. 126).
Application - This stage helps students...apply what they have learned and to make it meaningful. Think of this as moving from the student’s tabletop to application with deliberate practice and real-life application.
Consider - “project-based learning or problem-based learning” opportunities not only for intentional practice now but “where it becomes part of our skillset, background knowledge, or conceptual understanding’ (p. 127).
As a culturally responsive teacher, Hammond offers “four macro-level instructional strategies that help students move through each stage” of learning” (p. 128-138). In my opinion, this is where the true joy of teaching and learning for both students and the teacher lives, grows, and thrives. It also has the ultimate potential to pass the baton of ownership of learning from the teacher to the student.
What if…teachers and leaders prioritized relationships with parents?
What if---teachers affirmed the parents are the teachers while at home?
What if...teachers and parents then co-planned lessons together?
What if...teachers and parents become the co-collaborators of constructing learning activities with a happy medium of “the packet” with curiosity?
Hammond continues in the Vrain Waves podcast to remind the listener, learning pulls us all forward. She acknowledges the learning gaps that students are experiencing worldwide as we remain isolated. “Learning Gaps turn into Opportunity Gaps, that turn into Achievement Gaps.” Distance Learning is not the dragon” where the gold is right now is behind the challenge to get our students to be readers, be independent, and have curiosity. “Only the learner learns.”