they Snooze, you Lose: Chapter 5

Synopsis- chapter 5: Making connections
           In this chapter Dr. Burmark discusses important topics on how to capture the audiences attention.
           The first topic Dr. Burmark introduces is Abstract concrete. In this section topic Dr. Burmark teaches tips on how to implement concrete strategies. Burmark states, “Trying to teach an abstract principle without concrete foundations is like trying to start a house by building a roof in the air” (Burmark, 2011). I agree with this statement because students need concrete information, the foundation, before they are able to understand the abstract, new concepts. Another key point Dr. Burmark establishes is regarding the human senses, she states, “The more senses you engage, the more concrete the experience” (Burmark, 2011). After I read this I thought of all the ways I provide concrete experiences to my students, from providing visual stimulation, to creating 3D word walls, and to providing hands-on experiments.
           The next topic Dr. Burmark discusses is building on prior knowledge. I do this with my class all the time. I try to build on the experiences they have been exposed to, and have them bring that experience into the classroom so they can make a connection with the concept I’m teaching. I loved how Dr. Burmark introduced John Medinas Brain Rules, she states, “the brain wants to know where have I seen this before”. I have to agree with John Medina because when you come across an unfamiliar topic you always try to connect it to something else you learned, saw, or experienced from the past.
          The 10:2 strategy is the best information I received from this chapter. I’m planning to implement this strategy in my classroom, because I find very useful.  The students receive 10 minutes of teacher instruction, and 2 minutes of discussion, reflection with a partner.  Dr. Burmark states John Medina, “all students start turning out after ten minutes of lecture”. You see this in your classroom; you have a few students who get restless and stop paying attention. This strategy 10:2 will help me and others keep the classroom knowledge flowing.