THree+Elements+Expanded

Caine Learning Center  **The Three Elements Expanded** **1.Relaxed alertness:**  All learning is impacted by the state of mind of the leaner and the atmosphere in a learning environment. The systems principles of natural learning suggest that the optimal state of mind and atmosphere are what we call //relaxed alertness//  . It consists of combination of high challenge and high expectations with low threat in the learning community as a whole; and a state of mind that combines confidence, competence and intrinsic motivation.  When in this state of mind, students are ready and able to respond to appropriate exposure to the subject matter of the curriculum by asking questions that personally engage them, and so the perception/action dynamic is usefully engaged.  The core foundation for developing //relaxed alertness//   is an orderly (but not rigid) and caring community in which healthy relationships based on respectful and coherent procedures are infused throughout. **2. Orchestrated immersion in adequate experience:**  The only way to simultaneously engage the many processes and capacities reflected in the system principles of natural learning is through complex experience. That is because life experience is the context within which the perception/action dynamic operates.  <span style="font-family: 'Microsoft Sans Serif',sans-serif;">The way to translate this into education is to <span style="font-family: 'Microsoft Sans Serif',sans-serif;">//orchestrate the immersion of learners in experiences//  <span style="font-family: 'Microsoft Sans Serif',sans-serif;"> in which content standards are embedded. More specifically, students need opportunities to do such things as: > >  >  >  >  >  >  >  >   <span style="font-family: 'Microsoft Sans Serif',sans-serif;"> <span style="font-family: 'Microsoft Sans Serif',sans-serif;">**3. Active processing of experience:** <span style="font-family: 'Microsoft Sans Serif',sans-serif;"> <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Although experience is essential, students do not automatically learn all that they need to learn just be being immersed in experience. The key is for the teacher to move away from providing information to assuring that students have many opportunities to receive feedback digest, think about, question, examine and process what they are experiencing guided by teachers and the questions asked by teachers and others. This continuous and personal engagement by students is what we mean by active processing. <span style="font-family: 'Microsoft Sans Serif',sans-serif;">//Active processing// <span style="font-family: 'Microsoft Sans Serif',sans-serif;">, therefore, constantly shapes the perception/action dynamic and ensures that cycles are constantly completed and reinvigorated. <span style="font-family: 'Microsoft Sans Serif',sans-serif;"> <span style="font-family: 'Microsoft Sans Serif',sans-serif;">//Active processing// <span style="font-family: 'Microsoft Sans Serif',sans-serif;"> should include, where appropriate: > >  >  >  >  >  >  >   <span style="font-family: 'Microsoft Sans Serif',sans-serif;"> <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Active processing is doubly useful because it simultaneously provides feedback for both teachers and students while it can be used to expand and deepen student thinking. As Fullan and his colleagues point out (2006), the timing of feedback and the timing of responses to feedback is critical. In this way formative and summative assessment are largely integrated. <span style="font-family: 'Microsoft Sans Serif',sans-serif;"> <span style="font-family: 'Microsoft Sans Serif',sans-serif;">These three elements and their components do not need to occur in a linear or sequential fashion. Rather, they should be seen as a triple helix, with each element supporting and being a part of the other two. <span style="font-family: 'Microsoft Sans Serif',sans-serif;"> <span style="font-family: 'Microsoft Sans Serif',sans-serif;">In this way the perception/action dynamic is engaged, all of the capacities spelt out by the principles of natural learning find a voice, and the outcome is the continuous growth of real world competence. <span style="font-family: 'Microsoft Sans Serif',sans-serif;"> <span style="font-family: 'Microsoft Sans Serif',sans-serif;">**References** <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Caine, G & Caine, R. (2001) <span style="font-family: 'Microsoft Sans Serif',sans-serif;">//The Brain, Education and the Competitive Edge//  <span style="font-family: 'Microsoft Sans Serif',sans-serif;"> (Scarecrow Press). <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Caine, R., Caine, G. McClintic, C. and Klimek, K (2008) (2nd. Ed.) <span style="font-family: 'Microsoft Sans Serif',sans-serif;">//12 Brain/Mind Learning Principles in Action//  <span style="font-family: 'Microsoft Sans Serif',sans-serif;"> (Corwin Press). <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Caine, G. & Caine, R. (2007). <span style="font-family: 'Microsoft Sans Serif',sans-serif;">//Natural Learning: The Basis for Raising and Sustaining High Standards of Real World Performance.// <span style="font-family: 'Microsoft Sans Serif',sans-serif;"> Position Paper: Natural Learning Research Insitute. <span style="font-family: Helvetica,Arial,sans-serif;">Back to top of page <span style="font-family: 'Microsoft Sans Serif',sans-serif;">**The three essential elements of teaching to engage natural learning emerge out of combinations of the 12 brain/mind learning priniciples.** <span style="font-family: 'Microsoft Sans Serif',sans-serif;">
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 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Physically interact with what is to be learned or understood.
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Make associations or have opportunities to recognize how what is being experienced links to what they already know.
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Frame their own actor (learner) centered adaptive questions.
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Research the world of formal knowledge, which includes what experts know about the students� questions.
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Be where those who are more expert in the subject matter can be imitated and where they can participate in natural conversations about the subject matter.
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Pick up concepts and procedures by osmosis, simply by being in places where the subject matter is being lived, just as people pick up much of their culture and first language.
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Create products or perform in ways that call for the use of vocabulary, concepts and skills tied to real world standards.
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Receive feedback on their work.
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Use the new knowledge in spontaneous situations.
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Detailed sensory observation;
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Deliberate practice and rehearsal;
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Making links to previous learning;
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Multiple modes of questioning;
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Incorporation of expert knowledge;
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Analysis of data and sources;
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Ongoing reflection on feedback; and
 * <span style="font-family: 'Microsoft Sans Serif',sans-serif;">Expansion of capacities for self-discipline and self-regulation.
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