Transcript Slide 1
Janet Fulks, Bakersfield College Why didn’t my students learn that important concept we went over and over and over and over in class? Perpetuating the learning cycle: 1. Understanding How the Brain Works 2. Active Learning – The Learning Environment – a. b. c. d. Deep learning – Scaffolding – Neural Nets 3. a. b. c. 4. Using all of the brain Many inputs Many chemicals Many outputs Patterning and organization content (chunking info) Concrete words and abstract words versus nonsense words Visualizing to make concrete patterns Ownership/metacognition The Art of Changing the Brain by Zull How People Learn by the National Research Council Scientific Teaching by Jo Handelsman et al. HHMI & PBS online resources Harvard https://www.testmybrain.org/ind ex.html?page=home Learning and memory require physical changes in the neurons of the brain Primitive Brain controlling survival functions Breathing Consciousness Heart Rate and Blood Pressure Relaying information Digestion Alertness Think vegetable Center for movement control Voluntary muscle movements Fine motor skills Posture, balance, and coordination Think repetitive movements – dancing, bicycling The Surface of the Brain – Touch Vision Hearing Judgment Reasoning Problem solving Emotions Learning Think HUMAN Each lobe of the brain has a different set of functions, so damage to a particular lobe may determine the type of problems that could be expected. http://www.nlm.nih.gov/medlineplus/ency/im agepages/9549.htm Frontal lobes = personality, speech, and motor development Temporal lobes = memory, language and speech Parietal lobes = sensation Occipital lobes =primary vision centers Learning = modification, growth, and pruning neurons, Learning =connections (synapses) & neural networks Four stages of Kolb’s Learning Cycle. 1) Concrete experience, 2) Reflective observation and Connections, 3) Abstract hypothesis, 4) Active testing http://sharpbrains.wordpress.com/2006/10/12/an-ape-can-do-this-can-we-not/ PET Scan fMRI Other new technologies Discrete physical areas http://www.pbs.org/wgbh/aso /tryit/brain/probe.html http://www.pbs.org/wnet/brain/ Right side controls the left side of the body, creativity and artistic abilities Think – non-verbal Left cerebral hemisphere controls the right side of the body, logic and rational thinking. Think - Language The Girl from Volga. Zull, p 143 Paying attention is not focusing on a single focal point. HHMI – Howard Hughes Medical Institute http://www.hhmi.org/senses/e110.html Brain function when listening http://www.pbs.org/wnet/brain/ Learning and memory require physical changes in the neurons of the brain – electrical rewiring I will read some numbers, you remember them Word Position by % Recall 120% 100% 80% 60% Word Position by % Recall 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Image of actual neurons firing in a monkey’s brain and the image he is staring at creating a physical image in the brain. Zull, p 144 Note that as we go down the pyramid, we are engaging additional areas of the brain, creating deeper learning. Washington Crossing the Delaware by Emanuel Leutze 1816-1868 Multiple Inputs = Multiple Pathways http://www.youtube .com/watch?v=XwU n64d5Ddk&feature= fvwrel http://www.cs.stir.ac.uk/~lss/NNIntro/InvSlides.html#what Patterning and organization Concrete words and abstract words versus nonsense words Infection Syphilis Treponema pallidum Visualization – metrics and real life How do you create patterning in your teaching? Figure 1.1 - Functions of the Communal Scaffold 3. Deep Learning: Requires organizing and linking knowledge for later retrieval – deep learning through Scaffolding Patterning and organization content (chunking info) Concrete words and abstract words versus nonsense words Visualizing to make concrete patterns Infection Syphilis Treponema pallidum Visualizing content – metrics and real life How do you create patterning in your teaching? http://www.ccsse.org/publications/2008_Executive_Summary.pdf Definition Two simultaneous processes: Monitoring your progress as you learn and Making changes and adapting your strategies if you perceive you are not doing so well “The most shocking finding of all is that if students aren’t aware of these skills and have not found ways to master them, they cannot learn discipline content.” National Research Council – How People Learn (2003) Students with Basic Skills needs arrive without metacognitive experience – they don’t know how to be successful students, therefore…… 1. Taking conscious control of learning 2. Planning and selecting strategies 3. Monitoring the progress of learning 4. Correcting errors 5. Analyzing the effectiveness of learning strategies 6. Changing learning behaviors and strategies, when necessary CATs Exam Post Mortem Self Evaluations Student Self Assessment Learning Styles Assessment Create outcomes Develop scaffolded content Embed metacognition activities Create feedback-heavy learning activities Manage the environment & consider teamwork Assessment – See article chapter 5 Appendix Write down one thing you will do in response to this information. Comments and Questions