Students always pay attention, just not always to what you expect them to.

I don't think anyone would question the all-starness of my teaching (and don't tell me if you do), but my students sometimes lose focus.  Judy Willis, neuroscientist, teacher, author and the person talking to me right now, is sharing about how to use prediction in the classroom to capture and sustain students' attention.  It's been a great session, detailing what happens in our brains when we make predictions and providing some practical applications for the classroom.

The brain stuff is pretty obvious, but is not something I get meta about very often.  Basically, making predictions ignites curiosity and sets up the possibility for achieving success, which in turn triggers dopamine, a pleasure response that your brain likes.  We can see this in our students (or selves) who have experienced successes and achievements and have developed strong motivation to experience continued success.  On the other end, there are students who have experienced repeated failure and no longer have an expectation of dopamine pleasure :(

So, how can I use this in my instruction?

1. Start with curiosity.  Engage students by dressing differently, moving differently, sounding differently, using a video clip, clues, props, stories, just something different and unexpected.  We are wired to notice things that do not fit our mental patterns.

2. Have the students make a prediction about how it will tie in to the day's lesson.  Record their prediction on something that can be changed later, i.e. white board, mobile device, magna doodle, etc.

3. For accountability have them show you, but without judgement.  "I don't know" is not allowed.  As a brain bonus, think it, write and show it triples the brain awareness!

4. IMPORTANT - Allow them to change their prediction at any time during the lesson.

5. Though you might be looking for a specific response, move beyond the idea that every question has only one correct answer.  When appropriate, let some students share their final predictions and then share how you connected the two things.

6. Let the dopamine flow!

By starting with curiosity and prediction making, our brains are more attentive with a looming opportunity to experience a dopamine rush.  By allowing them to change their predictions you are increasing the likelihood that they can achieve success and encouraging them to focus and process information (sustained attention).  Ms. Willis likened it to betting on a horse race and then letting you change your bet as the horses are approaching the finish line.

If you have invested from the start, you're definitely going to stick around to see how it turns out!