Cognitive Wins for MLLs
Lowering the Affective Filter
Game plan
Today we will…
The Affective Filter
Coined by linguist, Stephen Krashen, it is the idea that learning is impacted by a students’ level of:
when receiving new information.
These three factors affect students’ receptiveness to comprehensible input.
… did I understand that?…. Am I doing this right?... do people like me? What if I never fit in? … what if I fail?
Vocabulary
SHARK
The Affective Filter
Our goal should be to foster a sense of safe brain space in the classroom to lower that “wall” keeping information from being salient.
… did I understand that?…. Am I doing this right?... do people like me? What if I never fit in? … what if I fail?
Vocabulary
SHARK
Creating a Safe Brain-Space
The Psychology of Risk-Prone Learning
{
our focus for today & locus of control
The Brain’s Safety Systems
Amygdala
Fear alert for perceived social & physical threats
Capitalizing on Brain Function
Oxytocin | Dopamine | Serotonin |
Calms amygdala, builds trust-based relationships How to increase: Laughing Talking/social bonding Specific positive feedback | Greater learning, working memory, cognitive flexibility, and effort How to increase: Voluntary gross motor activity Novelty Surprising/fun activities Anticipation of a rewarding events Getting feedback that leads to improving their own performance | Increased production of new brain cells, better attention, learning mood regulation, and long-term memory How to Increase: Increased calmness Feeling of control Use of predictable rituals Camaraderie Cooperation |
To counterbalance cortisol production that might be out of our control, we can build in specific actions and moments that will push student’s brains to release chemicals that help the learning process and increase their motivation and self-esteem..
Pause & Reflect
What’s sticking? Where is your head going with this information?
Where in your classroom could you leverage this?
Putting It In Practice
Start by thinking about…
An ELL in your class OR the lowest performer/kid who clearly hates your class (no shade, we’ve all had them).
Who are they? What do you know about their interests/goals/abilities?
“Lowering” the Bar
Techniques for Socially Lowering the Affective Filter
Make a note in your lesson plan where you will incorporate one of these social strategies.
Give a Heads Up
A multiple choice question - easy one to give to ELLs. As students work in groups and teachers are actively monitoring - stop by your ELL’s desk to tell them that you’ll be calling on them. And tell their peer buddies to help make sure they get the right answer. In your active monitoring, check on whether or not the group got the right answer.
Cooperative Work
Reading chapter 8 - cool. Let’s make it a partner and/or small group read.
Additional Planning time
Give students time to work on this question alone, then with a partner, and then share with the class.
“Lowering” the Bar
Techniques for Academically Lowering the Affective Filter
Scaffolding Academics for Success
Find opportunities within a lesson plan that allows the student you have in mind to exercise what they can do first and get that dopamine rush, before hitting them with the more rigorous stuff.
This looks like:
“Lowering” the Bar
Techniques for Academically Lowering the Affective Filter
Scaffolding Academics for Success
What CAN that student do academically?
Build in one place where the content can be scaffolded or chunked and write out how you will have the student positively participate.
Fun Fact!
Our brains can do active processing for about 12-20 minutes depending on age. Afterwards it will naturally cycle down for about 10 minutes.
VS
Specific Praise
“You did a great job of using evidence to support your claim - your critical thinking skills are getting so good.”
Chunking Workload into Smaller Pieces
Is it super important that students do all 4 questions at once? Probably not. Try just assigning one and then bringing the group back.
Give positive reinforcement for the completed one before moving on to the next.
Multimodal Response
This asks for writing - but could it be a drawing? Could students act out the animals?
Quick Check
Does this mean you should ONLY give ELLs softball questions that you’re 100% certain that you know the answer to?
Respond with “True” or “False” in the chat
Quick Check
Does this mean you should ONLY give ELLs softball questions that you’re 100% certain that you know the answer to?
It means building in opportunities for students to do something that is well within their wheelhouse before increasing the rigor.
FALSE
Neurodivergent Scholars & The Affective Filter
While the theory behind the Affective Filter Hypothesis was hypothesized for language learners, the idea behind building in wins can help any scholar who is in your mainstream classroom, regardless of cognitive ability.
The process of MTSS and the accommodations in a student’s IEP are designed to access their brains where they are. Using those as a guide is a key entry point toward planning successful moments. And the more often those students’ neural receptors are engaged the more likely to increase their motivation, engagement, and achievement.
Recap
Final Reflections
What are you holding on to?
What did you learn?
What do you want to bring into your classroom?