Lesson Overviews Think-Pair-Share — that encourages students to

listen to one another and work together. Students

The first week of class is a critical win- also exercise a key workplace social skill, introduc-
dow for students, as they decide whether ing another person in a group setting.
they will look forward to being there over the
ensuing semester/year. Lessons 1.1-1.4 help During this get acquainted process, students
begin to shift their focus from their own anxieties
to create positive connections among class
about school, to learning about others and slowly
members and establish the course subject
developing a sense of trust. As students feel more
— social and emotional learning (SEL) — as
comfortable and secure with their teachers and
pertinent and relevant to their lives. classmates, they experience the classroom envi-
ronment in a positive light, which helps to reduce
absenteeism and increase academic achievement
(Moos & Moos, 1978).

Note: If School-Connect is being implemented in

a dedicated course, teachers are encouraged to
prepare and provide a course syllabus, review it
with the class (see Teacher’s Guide), and specify
what materials students will need for the class, e.g.,
binder, ruled paper.

1.2 Creating First Impressions

First impressions are quick to form, ranging from
1 .1 Getting to Know You fractions of a second when based on looks and up
to 30 seconds when taking in other qualities, such
Having a sense of belonging or sense of community as in a job interview (Willis & Todorov, 2006; Lees,
— feeling cared for and in turn caring for others — 2012). Poor first impressions are tough though not
is a basic human need and contributes to student impossible to reverse, especially when the person
motivation (Deci, 1995). Research in the area of forming an impression values openness and fair-
school-connectedness has found that schools that ness (Halvorson, 2012). The first week of classes,
meet this need have students who bond more eas- when students meet their teachers and many of
ily to school, are willing to abide by school norms, their classmates for the first time, is “the time” to
and are less likely to engage in high-risk behaviors aid students in making positive impressions on
(Resnick et al., 1997). The classroom unit is an ideal others.
place to develop a sense of community. Positive
classroom climates can spill over into the larger This lesson covers the many cues that go into
school environment, creating a feeling of connect- forming an impression. It also focuses on a social
edness among staff and students and preventing skill — shaking hands — that might seem antiquated
the feeling of anomie and facelessness that too or foreign to some students, but is very important
often plagues large schools (Lleras, 2008). in the workplace and more formal social situations.
First impressions in these venues can have a big
Teachers can help create a positive classroom impact on students’ lives.
climate by devoting time for class members to learn
each other’s names and something about everyone Practicing shaking hands and then competing for
as a person. This lesson provides that opportunity the “State’s Best Shake” designation, not only helps
and also introduces a key curriculum strategy — students develop a critical social skill, it also injects

Copyright © 2015 School-Connect® Notes to Teacher Module 1 5

 a sense of fun into class. It creates a “first impres- A meta-analysis of SEL-based interventions in K-12
sion” of the class as a place where students move, classrooms found that students demonstrated
interact, learn together, and laugh — all of which significantly improved social and emotional skills,
help them to look forward to coming to class. Teach- attitudes, behavior, and academic performance that
ers can reinforce this skill every day by greeting reflected an 11-percentile point gain in achieve-
students by name at the door as they enter class, ment (Durlak et al., 2011).
shaking hands, and making positive comments.
This lesson introduces the SEL competencies, and
notes how they address the qualities most desired
1.3 Introducing Social and Emotional by employers in workplace hires­, i.e., profession-
Learning alism/work ethic, teamwork collaboration, oral
With the publication of Emotional Intelligence: Why communications and ethics/social responsibility
It Can Matter More Than IQ, author and psychologist (Casner-Loto & Barrington, 2006). Students take a
Daniel Goleman started a revolution that would baseline measurement of their social and emotional
eventually be felt throughout the worlds of busi- skills, noting those they feel good at and those they
ness and education. In it, he cited the ability to iden- need to improve upon. This self-assessment can
tify, understand, and manage our emotions as more be administered again at the end of the course to
important to success in life than academic learning evaluate progress.
or technical expertise (Goleman, 1995).

The university professors, researchers, and prac- 1.4 Creating a Social Contract
titioners on whose work Goleman based his book The more students experience self-determination
coined the term “social and emotional learning” in the classroom, the greater the likelihood they will
(SEL) and documented its positive effects on stu- become actively engaged in learning and take re-
dents’ social skills, attitudes, behavior, and capacity sponsibility for contributing in class (Decci, 1995).
to learn (Durlak, et. al., 2011). This different way Providing students with opportunities to voice their
of “being smart” is comprised of five social and ideas and opinions and make meaningful choices is
emotional competency areas — social awareness, often referred to as “voice and choice” or student
self-awareness, self-management, relationship autonomy. When students experience autono-
skills, and responsible decision making (The Collab- my-supportive teacher behavior and classroom
orative for Academic, Social, and Emotional Learn- environments they are less likely to disengage and
ing, 2015). These five competency areas provide the drop out of school (Vallerand et al., 1997).
blueprint for the School-Connect curriculum.
One way to provide for greater voice and choice
in the classroom is to involve students in creating
and agreeing on classroom guidelines — i.e., ex-
pectations of how members of the class will treat
one another. This lesson introduces guidelines as a
social contract which students create, discuss, and
sign. It starts with an individual reflection on a class-
room within which students felt a sense of belong-
ing. Students share and build on these experiences
by drafting proposed behavioral guidelines in small
groups. Deciding on the final guidelines — the social
contract — as a class provides direct experience in
the democratic process.

6 Module 1 Creating a Supportive Learning Community Copyright © 2015 School-Connect®

 Students who are unfamiliar with having voice and 1.5 Applying Student Success Skills
choice may feel uncomfortable and make light of
This lesson asks for a paradigm shift in how stu-
this activity. This is often due to a view of rules as
dents view school. Rather than seeing themselves
something imposed from above rather than agree-
as passive recipients of an education and teachers
ments that they help to establish. For years, they
as the suppliers, students are encouraged to view
may have seen themselves as either followers or
themselves as customers who have hired (through
rebels, not as initiators and supporters of a code of
taxes and/or tuition) highly trained professionals
conduct. They also may feel uncertain about how to
(teachers) to help them develop the knowledge and
arrive at a group decision, and may hide their lack of
skills necessary for success in school and life. Just as
experience by dropping out of the process. Checking
it is foolish to pay for guitar lessons and not practice,
in with groups and answering procedural questions
it is equally foolish to attend school and not apply
will help to keep students focused on the task.
oneself.
It does little good to have students create a social
SLANT, a strategy for improving student engage-
contract if the teacher is going to assume sole re-
ment and influencing how teachers perceive and
sponsibility for getting students to adhere to it. To
interact with students, was originally developed by
create a caring classroom environment that is con-
Edwin Ellis (1989) for use with learning disordered
ducive to learning, the students and teacher need to
adolescents and is now widely disseminated and
take shared responsibility for helping one another
revised by others. In this curriculum, SLANT stands
follow the guidelines. The lesson introduces the
for: Sit up in the “Magic T” (first two rows and two
practice of “calling fouls” when guidelines are bro-
central rows of desks), Lean forward and listen, Ask
ken, a process that calls for speaking up, apologizing,
questions, Nod encouragement, and Take notes and
and providing supportive compliments. Initially, this
talk to the teacher. SLANT helps students to become
process takes more time than having the teacher lay
active, as opposed to passive, classroom participants
out the rules and consequences, but it can ultimate-
and more invested in learning. Students also realize
ly save time by creating an ethos of respect and
that they have the power to positively influence
responsibility that helps to reduce the frequency of
their teachers for, in general, teachers are happier
disciplinary issues.
helping students who are attentive, put forth effort,
If this lesson does not fall at the beginning of a and are open to suggestions and feedback, than
semester, teachers can use it as an opportunity for those who do not exhibit these qualities.
the class to reflect on classroom behavior and make
adjustments to existing rules, and for the teacher
to get buy-in for students taking more initiative in
classroom management and standing up for them-
selves and others.

Establishing effective academic

habits and behaviors lays a foundation for
success in school. Lessons 1.5 and 1.6 provide
a fresh start for students, especially those who
have trouble orientating themselves academ-
ically. For this reason, it is important they
receive these lessons within the first or second
week of class.

Copyright © 2015 School-Connect® Notes to Teacher Module 1 7

 The lesson also provides an introduction to empa- Think of the classroom as a work-
thy, without naming it as such. As students partici- place setting where the “work” is getting
pate in a simulated activity in which they stand and an education. Lessons 1.7-1.12 help students
present in front of their peers and experience atten-
develop critical workplace skills in the class-
tive and inattentive students (who were assigned
room: showing respect and positive regard for
these roles), they begin to see what it feels like to be
their “colleagues,” building rapport with their
a teacher. This role-playing activity is both fun and
enlightening.
“supervisor,” using good communication skills,
and working collaboratively with others.
The lesson closes with a reflection on the effect that
“poisonous zeroes” from missed assignments can
have on students’ final grades. Calculating and com-
1.7 Celebrating and Building
paring points earned on late assignments provides
Community
an “ah-ha” moment for many students. Classroom climate, like workplace morale, requires
steady attention. As in any working environment,
people do their best when they feel known and
1. 6 Playing Plan-O-Rama appreciated (Yoder, 2014).
An essential skill for helping students to develop
effective self-management practices is keeping an This lesson introduces a strategy (known as H.I.P.E.)
organized planner, which is the focus of this lesson that can be repeated as often as needed throughout
(Bakunis & Holley, 2004). Students can either use the course. H.I.P.E. asks students to share either: a
a planner branded and supplied by their school (if Highlight from academics, an Interest they are in-
available), buy a commercial planner from an office volved with, a Personal achievement, or an Experi-
supply store or online, or make their own using ence they had. In response to a “share,” the teacher
the templates provided in this lesson. If the latter, says, “That is something to celebrate!” and the class
teachers can mark one up as a sample and distribute gives a round of applause before going on to the
it in class. next student volunteer.

Keeping a planner should be a daily habit, at least

during the school week. By targeting when, where,
and how they will work in their planner, students
are more likely to consistently use one and experi-
ence its payoffs in better grades and less anxiety.
Teachers can help students to establish this habit
early by having regular planner checks during the
first few weeks of school, and then checking period-
ically thereafter. Students can earn points on their
execution of components of their planner — e.g.,
keeping a “to do” list, writing down assignments,
checking off completed activities — which can be
applied to their course grade.
Without being too obvious, teachers can highlight
Teachers may want to note that the student-pro- some shares more than others. When students
duced video on the benefits of keeping an organized highlight an academic accomplishment, helping oth-
planner is the product of a Culminating Project — a ers, overcoming obstacles to reach a worthy goal,
project-based-learning experience students may par- or other activities that build character, teachers can
take in at the end of each School-Connect module. ask follow-up questions about how they felt and

8 Module 1 Creating a Supportive Learning Community Copyright © 2015 School-Connect®

 what the outcomes were, thus shining the spotlight counselor) requires some advance planning and
a little longer on these types of accomplishments preparation of participants but pays off in helping
and experiences. Shares such as winning a difficult students and staff form stronger connections with
video game get applause but no real follow up. one another. To keep the focus on building rapport,
teachers can help staff adhere to the two-way in-
This lesson also addresses the negative effects of
terview process and avoid devolving into a straight
putdowns and “schadenfreude” — finding pleasure
presentation or lecture on roles and responsibilities.
in others’ misfortunes. This creates an opportunity
to revisit and reinforce the shared guidelines in
their social contract created in Lesson 1.4. 1.9 Reviving Digital Zombies
In a 2014-2015 national survey, 92% of teens re-
1.8 Building Rapport with Teachers ported going online daily, with 24% reporting being
online “almost constantly.” Much of this access was
Students are much more likely to do well in classes
from smartphones and much of the activity was on
in which they have a strong and supportive relation-
social media sites such as Facebook and Instagram
ship with their teacher (Allen, et al., 2013). As in any
(Lenhart, 2015).
relationship, developing rapport is a two-way street
— both teachers and students need to share infor- Social media has its upside (sharing information
mation about their lives, see each other’s perspec- easily, communicating with each other in real time,
tive, and anticipate and be sensitive to each other’s widening a social network), but its downside may
needs. Some of these needs are mutual — e.g., the not be as readily apparent, at least to students.
need for respect and responsibility — and will con- Studies have documented the decrease of empathy
nect the class to their social contract. Other needs in young people over time and suggest that reduced
will arise out of classroom experiences. “face time” through excessive use of technology
may be the responsible (Konrath, et al. 2010). It is
In this lesson, students take the lead by interview-
easy to witness this disconnect as young people
ing their teacher(s) about themselves and what they
bury themselves in their devices, even in social set-
need to be the best teacher they can be. In turn,
tings where they could interact more directly. Ad-
the teacher interviews the class about the student
ditionally, there is growing evidence that excessive
experience, especially what they need from their
high-tech immersion can re-wire young brains and
teachers to be the best students they can be.
encourage distracted and addictive behavior (Small
At first, some students are uncomfortable speaking & Vorgan, 2008) and lead to depressive symptoms
with adults and may not realize how important it is (Davila, et al., 2012).
to learn how to relate well to authority figures. With
quieter students, it is helpful to check in by email or
to write encouraging notes when returning assign-
ments. It is also important to help students under-
stand that building rapport with teachers is a valu-
able skill that can be transferred to the workplace
and to life in general. Teachers can continue this
exchange by greeting students by name at the door
every class period, asking questions, and recognizing
current events in students’ lives in informal conver-
sation and through classroom H.I.P.E. sessions.

Expanding the interview process to administrators

and support staff (e.g., assistant principal, school

Copyright © 2015 School-Connect® Notes to Teacher Module 1 9

 This lesson provides fun and engaging group activi-
ties, such as creating and presenting a spoken word
poem, that provide a sharp contrast to at-a-distance
social media experiences. These activities, along
with frank discussions on students’ experiences
with the downside of social media, easily set the
stage for students devising a “digital diet” that fa-
vors moderation over excess. The good news is that
reducing time on social media can quickly lead to
an increase in emotional recognition and perspec-
tive-taking skills — two components of empathy
(Uhis, et al., 2014).
than active observers of the social environment.
The message of this lesson — “disconnect to con-
Additionally, students who live in chaotic home en-
nect” — provides an excellent lead in to the next les-
vironments may have learned to react quickly or to
son on recognizing emotions in others and “reading”
shut themselves off psychologically from others.
social situations.
Social observation gives students an opportunity
to better understand cause and effect, and gain a
1.10 Tuning Into Others
different perspective on their world. Like Earnest
Observing others within a social setting — their facial Thompson Seton, the gifted naturalist and wildlife
expressions, body language, and tone of voice, as well artist who devised a method of observation for
as what they are saying and how they are interacting learning about the natural environment, students
with one another — helps students exercise impulse can become trained observers of human nature.
control and is integral to developing a capacity for
empathy (Hoffman, 2000). Psychologist and author
Daniel Goleman (1995) calls this ability to tune into 1.11 Using Active Listening
others’ emotions “social radar.” While some people Our ability to take others’ perspective — to un-
are naturally socially intuitive, others need to devel- derstand how they think and feel — is the second
op these abilities through study and practice. component of empathy, and is foundational to prob-
lem solving and relationship building (Feshbach &
This lesson provides instruction and practice in
Feshbach, 2011).
identifying facial expressions for different emo-
tions. The photographs provided are the property Role-playing exercises have long been regarded
of Dr. Paul Ekman (2003), a psychologist who has as an effective strategy for developing the skill of
devoted his entire career to studying the causes perspective taking (Bandura, 1976, 1985). Active
and effects of emotions, as well as delineating the listening — a set of techniques that helps people
cues that indicate seven “basic” emotions displayed focus their attention, reflect feelings, restate or
in cultures around the world. paraphrase what they are hearing, and check for un-
derstanding — is key to understanding the experi-
In addition to observing physical and behavioral
ence of others and taking their perspective. Famed
cues, students need to mentally take a step back
psychologist Carl Rogers popularized the strategy,
and focus their attention on what is happening on a
and it is now standard practice in psychotherapy
deeper level in actual situations. Such “contempla-
and the business world (Rogers & Farson, 1957).
tion” can be difficult for teenagers whose reactions
to various situations are honed by playing fast-ac- As with any new skill, students may feel uncomfort-
tion video games and who are accustomed to being able when first engaging in active listening. The sug-
passive receptors of television programming rather gested sentence structures may feel contrived, but,

10 Module 1 Creating a Supportive Learning Community Copyright © 2015 School-Connect®

 with practice, students should be able to naturally school faculty can benefit from skills embedded in
integrate the techniques into their own conversa- School-Connect lessons.
tional style. Over time, experiencing the natural
benefits of active listening will reinforce students’ Students who develop the beliefs,
use of the techniques. Teachers can aid this process attitudes, and thinking habits that
by regularly modeling the skill inside and outside of promote engagement in learning are
class, and cuing students when to use the skill, e.g.,
more likely to learn and apply study skills and
in group activities and application assignments in
persevere through obstacles and setbacks in
which they interview others.
school (Dweck, 1999). The next four lessons
focus on these critical dispositions, inspiring
the “will,” and the final three lessons focus on
study skills, providing the “way.”

1.13 Valuing an Education

When setting goals, it is helpful to use big-picture
“why” thinking; this involves focusing on the rea-
sons to go for the goal, and owning and valuing
those reasons (Halvorson, 2011). This is especially
true for doing well in school. Ninth grade students
may rarely contemplate their lives beyond that year,
month, week or day — or expect anything better in
1.12 Collaborating Effectively life than what they have. When students don’t con-
As students learned in Lesson 1.3, “teamwork nect the rewards of having an education to doing
collaboration” is one of the top five workplace skills well in school, they can easily lack motivation and
desired by employers in new hires (Casner-Latto & fall quickly behind in the more rigorous academic
Barrington, 2006). In this lesson, students rotate environment of high school.
through a series of engaging activities that spot-
light different collaboration skills: providing equal
opportunities to speak, presuming positive intent of
others, being open-minded to the opinions of oth-
ers, speaking your truth, and disagreeing without
being disagreeable. Setting up the lesson requires
that teachers gather a few supplies and think
through how students will move with ease through
these “ports of call,” but it is well worth the effort.

At Austin High School in Austin, TX, where this

lesson was piloted as part of a freshman seminar
course, students who completed the course gave
presentations on this lesson at faculty in-services
in order to spread these collaboration practices “Valuing” an education can have two meanings — an
throughout the school. This is a great example extrinsic one, i.e., how education affects lifetime
of how School-Connect offers opportunities for earnings and lifestyle, and an intrinsic one, i.e., valu-
student-driven initiatives that increase their sense ing learning for its own sake. This lesson focuses
of autonomy and connectedness to school and how more on the former. The “Life I Dream Of” activity

Copyright © 2015 School-Connect® Notes to Teacher Module 1 11

 asks students to consider the type of home, car, that intelligence is malleable, that with effort and
vacation, schedule, and work/career they would like guidance a person can, in effect, “grow smarter” and
in their adult life. While the emphasis may at first develop new abilities. This lesson — possibly the
seem slanted toward material rewards, understand- most important in the curriculum — explores the
ing the earnings they need to support themselves thinking patterns that can lead students in different
and at what level are key considerations in making directions in school and in life.
important life decisions. Disadvantaged students
Psychologist Carol Dweck (2006, 1999) uses the
may not have considered a lifestyle different than
term “self-theories” for our underlying beliefs about
the one they presently have, nor how education lev-
intelligence and other abilities. Self-theories are
el connects to what they want to be, and do, in life.
a form of learned automatic thought, operating
The impact of dropping out of school and/or having
below the surface but having a profound impact on
poor grades on future opportunities and lifetime
our behavior. There are two overarching classes of
earnings can make an indelible impression on young
self-theories: entity theory (represented by a “fixed
minds. By allowing the information to speak for
mindset”) and incremental theory (represented by
itself and avoiding lecturing on this issue, teachers
a “growth mindset”). A fixed mindset holds that we
can help increase students’ intrinsic motivation.
are born with a set amount of intelligence and abili-
ty. A growth mindset holds that, like the description
1.14 Developing Academic Supports of the ideal student, effort and perseverance pay
Many factors affect students’ attitudes toward ac- off. Dr. Dweck’s research suggests that roughly half
ademic work and worth. A desire to learn and excel the people in the United States have a fixed mind-
academically is greatly aided by a well-developed set, and half have a growth mindset.
academic support system that includes the social
support of peers (i.e., being a good student is looked
upon admirably) and key adults who provide guid-
ance and nurturance (Benard, 1991).

Most schools put a lot of effort into academic sup-

ports, yet many students don’t know much about
what supports are available on their campus or how
to access them. This lesson provides a structured
opportunity to highlight school resources and at
the same time encourage student motivation and
peer support in accessing these resources. A strong
academic support system comes from within as well
as from outside the individual. The next lesson will
zero in on the psychology of this internal dynamic. Which mindset we possess can have a direct impact
on our motivation to learn, our response to new
experiences, and our success in school and in life.
1.15 Understanding Mindsets Through self-awareness and exposure to alternative
The ideal student loves learning, seeks challenges, modes of thinking, those with fixed mindsets can
values effort, and — when faced with obstacles question the usefulness of their beliefs and expand
or setbacks — persists and delights in conquering their horizons, and those with growth mindsets can
them. Students who excel and/or exceed others’ gain a better understanding and appreciation of what
expectations of them possess another defining has helped them to develop and succeed. Should we
characteristic that accounts for all others — a belief choose, we can change or “grow our mindset”.

12 Module 1 Creating a Supportive Learning Community Copyright © 2015 School-Connect®

 1.16 Cultivating Curiosity and Grit 1.17 Focusing and Prioritizing
Students are born into this world with a natural Valuing an education, developing a good support
drive to learn and are not easily deterred — at least system, thinking with a growth mindset, and per-
not at first. A brief video of curious and determined severing through obstacles and setbacks are not
babies reminds students of how curiosity about the enough. Getting things done on a daily basis is
world is central to learning and our biologic make- where the rubber meets the road. To be successful
up, which drives the question: “How can we culti- academically, students need to be able to prioritize
vate curiosity and persevere through obstacles and tasks and activities and manage their time wisely.
setbacks in order to learn and grow — and reach our That is, they need to engage in “what” thinking, as in
goals?” “What do I need to do to (reach my goal)?” (Halvor-
son, 2011).

Many students received training in time manage-

ment early in middle school but need a brush-up in
order to handle the added demands of high school.
The “Rocks in a Jar” activity illustrates why the most
important or timely tasks (the big rocks) need to be
handled first. It is best if students perform the simu-
lated activity as it will make more of an impact than
just watching the student demonstration video. This
requires gathering a few materials (plastic cup, golf
balls, and dried beans — or similar materials such
as rocks and sand). Later, just by saying or thinking
“rocks in a jar,” students can cue themselves to refo-
Perseverance in learning tasks is an attribute of the cus and apply themselves to their high priority tasks
growth mindset. Grit, a super kind of perseverance, rather than other distractors.
refers to having a passionate commitment to a long-
term goal and showing unswerving dedication to
achieve that goal — whether it be developing into an
accomplished guitar-player or getting into college
(Duckworth, et al., 2007). Developing grit takes a
focused strategy that includes maintaining a deep
interest in what you are learning, increasing effort
rather than blaming ability, learning from failure,
talking to yourself to guide learning, and learning
from role models and mentors. By practicing grit in
endeavors they care about — whether it be learning
to dance “in a year” (as shown in the video) or start-
ing and running a summer lawn service — students
become more “gritty” in general and can transfer this
This lesson also explores numerous research-sup-
to setting and achieving academic, career, and other
ported strategies — e.g. getting 8-10 hours of sleep
life goals.
a night, doing one thing at a time (i.e., not multi-task-
ing) — that are most effective when they become
habitual. Procrastination, a problem for many
students (as well as adults), can be situational (e.g.,

Copyright © 2015 School-Connect® Notes to Teacher Module 1 13

 avoiding math homework) or it can be a habit that ber questions (Who? What? Where? When? How? So
extends across situations (e.g., being continually late what? New terms?), students paraphrase content,
in whatever one does). Students will need ongoing summarize the main points, compare and contrast,
support to eliminate old habits and form new ones. and determine the value of what they are learning.
Teachers can institute regular academic check-ins This “connecting and adding on” helps students to
that include reviewing students’ planner use, grades integrate the new information into their existing
and completion of course work in all the classes, and knowledge base. Integrated learning has a more
student reflection on new habits. This helps teachers secure place in our memory bank and is easier
and students to assess progress, resolve problems as to apply in meaningful ways (Weinstein & Hume,
they arise, and celebrate successes. 1998).

Note: This is the second lesson that provides an One of the most useful elaboration strategies is
example of a Culminating Project by a School-Con- teaching new knowledge and skills to someone else.
nect student; it can be used later when introducing It helps us to assess how well we know the material
Culminating Projects to students. and what we need to clarify or to understand in
greater depth. Teachers can incorporate student
teaching into the everyday life of the class by having
1.18 Taking Notes Effectively
students brief classmates who have been absent,
Now that students have been introduced to Mind- make presentations on special topics, and “pause
set Theory, they are more likely to be motivated and paraphrase” during lectures. In the latter, the
to learn and apply key study skills (Dweck, 1999). teacher pauses, has students paraphrase and share
This lesson introduces and provides practice in their notes with a partner, and asks the class if they
the note-taking and study strategies popularized have any clarifying questions.
through Cornell Notes (Pauk & Owens, 2013). Pre-
senting this lesson earlier and out of sequence risks
students not taking it seriously. 1.19 Improving Memory Skills, Part 1
In order to put notes to good effect in studying,
students benefit from knowing what aids memory
retention for different types of learners, and what
research indicates are effective overall strategies.
First, students take a vocabulary pre-test to es-
tablish a baseline for later comparison. Through a
series of experiments comparing auditory, visual,
and kinesthetic learning, students may draw con-
clusions about what works for them. They are also
introduced to an effective, research-based strategy
often overlooked by students: correcting work and
giving further attention to items they missed in
homework or a quiz or exam.

The strategies include students accomplishing the

following: summarizing what they hear (in lecture) 1.20 Improving Memory Skills, Part 2
or read, abbreviating when possible, underlining This lesson continues to build upon the strategies of
key words, refining to reduce to key points, and Lesson 1.19 and draws attention to strategies that
elaborating on the material. Elaboration provides aid rehearsal or self-quizzing — the most effective
a bridge to understanding complex material. By study practice of all according to research (Dunlo-
asking and answering a series of easy-to-remem- sky, et al., 2013). While rehearsal is often dubbed

14 Module 1 Creating a Supportive Learning Community Copyright © 2015 School-Connect®

 “rote memorization” and “mindless work,” students
need strategies by which they can readily store and
access information. This is important to acquiring
knowledge as well as succeeding academically (e.g.,
tests such as the SAT assess student retention of
vocabulary and mathematical concepts).

The average human brain is capable of storing one

million gigabytes of information, and works much
like a computerized catalog of library holdings
(Reber, 2010). Each piece of information is stored
with similar information. Search on one item in
the catalog (e.g., the name of a famous person you
An important thing to keep in mind: Memories are
want to write a report on), and you will likely reveal
situation-dependent. When students are under
other relevant information (e.g., books with that
stress or surrounded by distractions, they may
person’s name in the title). One memory triggers
disconnect from their “better” brain, and be tempo-
another. All understandings are built upon previous
rarily incapable of adequately accessing their brain’s
understandings. By using the strategies presented
natural system of organization. In contrast, when
in this lesson — chunking, creating sentences, using
students are in a supportive learning environment,
flashcards — students devise a system of mental
they are more likely to absorb new information and
organization that makes it easier to access informa-
build upon previous understandings. As with any
tion at a later date.
skill, improving one’s ability to retain information
requires a person’s own motivation and effort as well
as the support of others.

Copyright © 2015 School-Connect® Notes to Teacher Module 1 15

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