In fact, I’ve included links to over 400 bell work examples in the graphic below. Using curiosity, prediction, or metacognition (the CPM process) to review, revisit, practice, and assess skills and concepts that were previously taught or to present new information that students may not normally retain can be highly effective.īefore exploring the CPM process, know that you can find a wide variety of bell ringers or bell work online. To do this, bell ringer activities should engage students in new, unusual, or unexpected ways. Since learning relies on what gets past the attention filter, bell work must help the information sink in. Let’s now examine how we get critical knowledge and information past this attention filter to retain as much as possible. According to the author, this presents a challenge for teachers because it prevents students from paying attention to and retaining what is being taught. That’s right your attention intake filters block millions of bits of information, keeping out the irrelevant. Willis, the RAS allows only one percent of the information to filter through.
What’s the Brain-Based Research Connection?Ī part of our brain, known as the Reticular Activating System (RAS), works as an information filter. Reviewing brain-based research can give us insight into what types of bell ringers will be most beneficial for students. There is a lot more information out there about why bell ringers are beneficial.
What Are Bell Ringers?īell ringers are activities that students do as they walk into class and wait for the bell to ring. Suggestions include influencing the Reticular Activating System (RAS) in our brains, and in today’s post, we will explore how brain-based bell ringers can improve retention and engagement. If you wish you had an easy way to engage students, the author of Research-Based Strategies to Ignite Student Learning by Judy Willis, M.D., offers suggestions for taking every student’s attention intake filter into account.
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