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Transcript of Stanley Community College Workshop Presentation 2012
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Enhancing Our Teaching by Understanding How Our
Students Learn
Developed by Professor Terry Doyle
Ferris State University
www.learnercenteredteaching.com
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/ -
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Slides available for download at:
www.learnercenteredteaching.wordpress.com
Stanley Community College
Enhancing Our Teaching by Understanding
How Our Students Learn
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/ -
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Stunning new visuals of the brain
reveal a deceptively simple pattern
of organization in the wiring of this
complex organ.
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What was Then
Guido Sarducci Five Minute University
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Learner Centered Teaching
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Learner Centered Teaching
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Learner Centered Teaching
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Learner Centered Teaching
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This can be
Learner Centered Teaching
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Definition of Learner Centered
Teaching
A Question---
Given the context of the learning situation( # of students, time of day, place, difficulty of material)
will this teaching action optimize my students
opportunity to learn?
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What Does it Mean to Have Learned?
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Learning is when Neurons Wire
Learning is a change
in the neuron-
patterns of the
brain.(Ratey, 2002)
www.virtualgalen.com/.../ neurons-small.jpg
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Dendrite Growth
The picture show the
dendritic growth that
has taken place 20
minutes into newlearning .
See the new cellular
material!
(Cognitive Neuroscientist Janet Zadina, 2010)
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Use it or Lose it
When new material is
not practiced the new
dendrite tissue is
reabsorbed by thebrain to conserve
resources.
(Dr. Janet Zardina, 2010)
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Teachers Definition of Learning?
Learning is the ability to use information aftersignificant periods of disuse
andit is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the information
was originally taught.
(Robert Bjork, Memories and Metamemories, 1994)
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Learning Activates the Reward
Pathway
Real life, meaningful, andauthentic learningactivates the reward
pathway in the brain.
Learning is part of thesurvival process.
(Dr. Janet Zadina, 2010)
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Basic Principle of Learner Centered
Instruction
It is the one who does
the work who does thelearning
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Question--What do we want our students to
learn?
What would make us
happy (from all that we
taughtthe skills,
content and behaviors)that our students
remembered and could
use one year after they
finished our class?
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Explaining Why Learner
Centered Teaching is inour Students Best
Interest
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Students Need to Know WHY
We Want them to do the Work
A vital aspect of being a
learner centered
teacher is to remember
teaching is, in mostways, no different than
any other human to
human interaction
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Students Need to Know WHY
We Want them to do the Work
If I dont know WHY
you want me to work
on a project or learn a
concept or if I cant seehow taking on a certain
task has some benefit
to me I am hesitant to
do it.
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Key Rationales for Explaining the Change to LCT
1. The best answer to WHY we have changedto a learner-centered practice is this is where
the research has led us.
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Key Rationales for Explaining the Change to LCT
2. Readiness for Careers
The rationale for teachingthe learning skills,
behaviors, attitudes andcritical thinking strategiesthat are now part oflearner centered collegecourses is that our studentswill need these skills to besuccessful in their careers.
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Rationales for Explaining the Change to LCT
3. Preparation for LifeLong Learning(LLL)
One of the significantchanges our studentsneed to accept is thatcollege is no longertheir terminaleducational experience.
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Life Long Learning
U.S. Dept. of Labor
2008 reported that theaverage person age 18
will have 10-14 different
jobs/positions by age 38
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Life Long Learning
The International
Federation of Library
Associations and
Institutions (IFLA)estimates their will be
nearly 1 million books
published worldwide in
2012.
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Preparation for Life Long
Learning(LLL)
Our responsibility as
college educators is to
prepare our students to
be life long learners.
Many of the LCT actions
we take are done to
develop LLL skills.
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Rationales for Explaining the Change to LCT
One of the reasons
students are asked to
take on moreresponsibility for their
own learning is because
they will be responsible
for it the rest of theirlives.
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Life Long Learning
A undergraduate
college education gives
students their
learners permit.
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Why do Students Resist LCT?
1.Old habits die hard
Students learning
expectations are based on
strongly formed habitslearned through twelve or
more years of teacher-
centered instruction.
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High schools remain teacher-centered
institutions Despite the efforts of
many, the organization andstructure of mostcomprehensive highschools look very similar to
those of high schools ofgenerations ago.
High schools have stoodstill amidst a maelstrom ofeducational and economicchange swirling aroundthem. (The National Commission on the High School Senior
Year, p.20).
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Learning is not a top reason students give forattending college
Most students of themillennial generation
have been told since
birth they MUST goto college if they areto get a jobtheyshow up butlearning may not bethe reason.
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Students dont like taking learning risks
as we grow older we
develop a great tendency
to hide from failure.(Tagg, 2003 p. 54).
Students with a fixed
mindset often dont take
learning risks to protect
their self image.
(Carol Dweck, Mindset, 2008)
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LCT doesnt resemble what students
think of as school
Each school year looks a great
deal like the year before
By age 18, our
students havespent 70% of their
waking lives in
school(Leamnson, p.35),
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Students dont want to give more
effort and LCT requires it.
in the competition ofthe classroom, studentsprefer to be seen byothers as succeeding
through ability ratherthan through effort.
OR
If I have to work at it I
must not be very smart
K. Patricia Cross, 2001, Dweck, 2006
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Students mindsets about learning make adapting to
LCT more difficult
Thousands of students eachsemester pay tuition to takecourses in subject areasthey believe they will notbe successful.
This strange scenario occursbecause of the fixedmindset these studentshave developed about
learning a particularsubject.
(Carol Dweck, 2006)
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Many students follow the path of least resistance in
their learning.
Taking the path of leastresistance often resultsin minimalist learning.
Students adhere to thephilosophy:
What is the least I haveto do to get the gradethat I need.
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Where has the Research Led Us?
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2012 Neuroscience and Learning
We have accumulatedenough knowledgeabout the mechanismsand molecular
underpinnings ofcognition at thesynaptic and circuitlevels to say something
about which processescontribute (James Bibb of theUniversity of Texas Southwestern MedicalCenter)
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What We Know about the
Brain and Learning
What we know aboutthe brain comes frombiologist who studybrain tissue,
experimentalpsychologist who studybehavior, cognitiveneuroscientist who
study how the firstrelates to the second.(Medina, 2008).
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Left Brain-Right Brain Myth
According to the myth,
we would all be more
successful and fulfilled
people if we learned totap the full potential of
both hemispheres.
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Left Brain-Right Brain Myth
Individuals do differ in
the way they think
through problems and
reflect on the world,but this has nothing to
do with different
balances of power
between theirhemispheres.
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Left Brain-Right Brain Myth
"But boiling it down into a leftbrain 'logical' and right brain'creative' approach does notfollow from what we see in
how the brain operates.
It also suggests you could beusing one hemisphere morethan the other and that's notreally how it works.
WRONG
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Left Brain-Right Brain Myth
The two sidescommunicate with eachother and work togethervia a complex wodge of
neural cabling known asthe corpus callosum.
The two sides of the
brains arecomplementary and workin concert. ( Scott,2011)
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We are Born to Learn
The brain was meant to explore and learn
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The Brains Needs
The brain needs to
function effectively:
1. Exercise
2. Sleep3. Oxygen
4. Hydration
5. Food (glucose)
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Movement and Learning
Natural selection
developed a human
brain to solve problems
of survival in outdoor,unstable environments
while in almost
constant motion.
( Dr. John Medina, Developmental Molecular
Biologist, University of Washington and Author
of Brain Rules)
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The Brain and Learning
If educators had set
out to design a learning
environment that was
in complete oppositionto what the human
brain is good at they
would have designed
the schools of yesterdayand today.
(John Medina, Brain Rules, 2008)
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Question One
Is it possible to find way to get more
movement in to of classes?
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Exercise and Learning
Exercise is the single
most important thing a
person can do to
improve their learning.
(John Ratey, 2008, Spark, The
Revolutionary New Science of
Exercise and the Brain)
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Exercise Stimulates Synaptic Growth
Exercise stimulates the
production of new
synapses, whose capacity
and efficiency underlie
superior intelligence.
Fitness training changes the
molecular and cellular
building blocks that underliemany cognitive skills.
(Art Kramer of the University of Illinois at Urbana-
Champaign) It thus provides more
generalizable benefits
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Exercise and Cognitive Enhancement
Exercise influences
learning directly, at the
cellular level, improvingthe brains potential to
log in and process new
information.
Ratey, 2008 p35
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Exercise and Cognitive Enhancement
Exercise increases
production of
neurotransmitters that help:
1.Focus and attention
2.Motivation
3. Patience
4. Mood (more optimistic)
(Ratey, 2008)
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Exercise Produces BDNF
Improves brain health
Enhances the wiring of
neurons
Is a stress inoculator
Makes the brain cells
more resilient
E i d BDNF
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Exercise and BDNF
(Brain-derived neurotrophic factor )
BDNF
Miracle Grow forthe Brain
(Ratey, 2008)
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BDNF
Exercise creates BDNF aprotein that acts topromote neurogenisis.
BDNF acts not only togenerate new neurons,but also to protectexisting neurons and topromote synaptic
plasticitygenerallyconsidered the basis forlearning and memory(Modie, 2003, Mattson, Wenzhen, Rugianand Zhihong, 2004)
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BDNF and Exercise
In particular BDNF
seems to be important
for long termmemories (Ratey, 2008)
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Multisensory Teaching and Learning
The traditional belief amongneuroscientists has beenthat the five senses operatelargely as independentsystems.
However, mounting datasuggest interactionsbetween vision, hearing,smell, touch and taste are
the rule, rather than theexception.
Aaron Seitz Journal Current Biology, 2006
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Senses Create Multiple Pathways
The more senses
used in learning and
in practicing what
has been learnedthe more pathways
are available for
recall.
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A Multisensory Learning Experience
20 ounces of Coke
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A Burger King Whopper and Fries
40 +17 = 57grams of fat
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Smells and Learning
Proust Effect is the
unusual ability of smell
to enhance recall.
Best results when
smells are congruentwith the situation.Medina, 2008, Brain Rules, p.212
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Smell during sleep
Smells that you
associate with a
particular new learning
experience when
released during sleep
make the memories for
that learning stronger.
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Vision Trumps All
Vision trumps all other senses
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Vision Trumps All
Text and oral
presentations are not
just less efficient than
pictures for retaining
information they are
way less efficient
(Brain Rules p.234)
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Vision Trumps All
Oral information has arecall of about 10%after 72 hours
Add a picture and therecall increases to 65%
(Brain Rules, P.234)
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Question
How can we use more
multisensory teaching
activities in our
classrooms and online?
What kinds of
assignments can we
give our students that
would cause them to
use a more
multisensory approach
to their learning outside
of class?
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Teaching for Long Term Recall
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192.107.108.56/.../m/murray_k/final/img004.jpg
192.107.108.56/.../m/murray_k/final/img004.jpg
Cramming
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Cramming
The short-termadvantage of studypractice shows thatcramming can improveexam scores.
Carrier & Pashler, 1992; Roediger &Karpicke, 2006b; Thompson, Wenger,&Bartling, 1978; Wenger, Thompson, &Bartling, 1980; Wheeler, Ewers, &Buonanno, 2003
However, if the goal ofpractice is long-termretention of coursematerial, cramming
appears to be anirrational behavior.
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Cramming for a Test
Educators discouragecramming, warningstudents that they willforget what they cram.
Indeed, experiments onthe testing effectareconsistent with theseclaims.
(Glover, 1989; for a review, see Bjork, 1988;
Dempster, 1996; and Roediger & Karpicke,2006a)
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Cumulative Tests Work
These studies show that
reviews in general and
cumulative tests in
particular lead to
improved student
performance (ThomasEdmonds, 1984)
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Using Cumulative Exams
If the intervening testincludes correct answerfeedback, it is notsurprising that testing
often improves long-term retention (Cull, 2000;McDaniel & Fisher, 1991; Pashler, Cepeda,Wixted, & Rohrer, 2005);
.
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Memory Rules
1. Repetition over
time (distributive
practice)
2.Elaboration ofmaterial
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Listen to the Music
Do you know the lyrics tosongs that you did not try to
learn and do not want to
know the lyrics to?
YES
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Practice over Time
Practice, Use ,Repetition, Review,
Reflection or other
meaningful ways we
engage with new
learning over time is a
major key to its recall.
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Review
Reviews may do morethan simply increase
the amount learned;
they may shift the
learners attention away
from the verbatim
details of the material
being studies to itsdeeper conceptual
structures(Dempster, 1986)
l b h
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Elaborations are the Key
For better or worse, our
recollections are largely
at the mercy of our
elaborations
(Daniel Schacter author of the Seven
Sins of Memory)
Elaboration is a
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Elaboration is a
Major Key to Recall
Step One. Accuracy
Step Two: Reflection
Step Three: Multisensory review
Step Four: Mapping, Images, Charts
Step Five: Recoding
i i
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Keeping Memories
The best way to minimize memory decay is to useelaborative rehearsal strategies
Visualizing
Singing
Writing
Semantic Mapping
Drawing Pictures
Symbolizing
Mnemonics.
Wh S d F
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Why Students Forget
Review helps to limit the 3 Sins ofMemory thatcommonly occur among students.
1. Blockinginformation stored but cant be
accessed (Schacter, 2001)
2. Misattribution attributing a memory to the
wrong situation or source (Zola, 2002)
3. Transience memory lost over time65% of a
lecture is lost in the first hour (Schacter, 2001)
E i d M
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Emotion and Memory
Emotional arousalorganizes andcoordinates brain activity(Bloom, Beal & Kupfer 2003)
When the amygdaladetects emotions, itessentially boosts activity
in the areas of the brainthat form memories (S.Hamann & Emony, UN.)
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Which of the following slides
would be easier to recall after
two weeks?
Slid O
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Slide One
upload.wikimedia.org/wikipedia/commons/thumb/...
Slid T
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Slide Two
www.operationsudan.org/images/darfur_child_st...
M lti l S ith E ti
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Multiple Senses with Emotion
Powerful
memories can be
created when
using multiple
senses and
emotion
Q ti
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Question
How can we teach forlong term memory?
What strategies can weuse to get our students
to do more recalling of
information rather than
just reading or studying
information?
T Ki d f Mi d t
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Two Kinds of Mindsets
Growth Fixed
G th Mi d t
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Growth Mindset
Students believe--
that your basic qualities arethings you can cultivate throughyour efforts
They believe that a persons truepotential is unknown (andunknowable);
That its impossible to foreseewhat can be accomplished with
years of passion, toil andtraining.
(Dweck, 2006, p.7)
G th Mi d t
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Growth Mindset
Students with a growthmindset take learning
risks and view failure
only as a message that
they need to figure out
what they did wrong
and work harder to
improve.
Mindset Fixed
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Mindset-Fixed
In a fixed mindsetstudents believe thatintelligence is a fixed trait-- that some people have
it and others don't -- andthat their intelligence isreflected in theirperformance (Dweck, 2006).
Fixed Mindset
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Fixed Mindset
Fixed mindsets believethey either shouldnt
need to work hardto do
well
orputting in the effort
wont make anydifference in the
outcome.
Mindset
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Mindset
Fixed VS. Growth
Intelligence is Intelligence
unchangeable. is
malleable
and can be
improved.
Mindset
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Mindset
Fixed vs. Growth
Look smart. Desire to learn
is paramount.
Mindset
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Mindset
Fixed VS. GrowthAvoid challenges. Failure is seen
as an opportunity
to learn.
Risks are necessary
for growth.
Mindset
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Mindset
Fixed VS. Growth
Make excuses Effort is
and try to avoid necessary
for
difficulties. growth and
success.
Mindset
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Mindset
Fixed VS. Growth
Criticism is taken Criticism is directed
personally. at their current
skills level.
Students know
they can improve.
Mindset and Intelligence
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Mindset and Intelligence
There is no relationbetween students'abilities or intelligenceand the development of agrowth mindset.
A mindset is contextualnot held in all areas of
learning.
Feedback and Mindset
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Feedback and Mindset
Teachers should focuson students' efforts and
strategies.
Praise their efforts or
their strategies, not
their intelligence.
Question
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Question
How can we betterdetect the kind of
mindset our students
have in our classes?
How can we getstudents to change
their mindset from fixed
to growth?
Patterns and Learning
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Patterns and Learning
Patterns and Learning
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Patterns and Learning
The brain is a pattern
seeking device that relates
whole concepts to one
another and looks forsimilarities, differences, or
relationships between
them. (Ratey, 2002, pg.5)
Sociology
PsychologyAnthropology
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Which of the following
slides is easier to
remember and WHY?
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SLIDE ONE
4915802979
Slide Two
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Slide Two
(491) 580-2979
Slide One
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Slide One
NRAFBINBCUSAMTV
Slide Two
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Slide Two
NRA NBC FBI USA MTV
Familiar Patterns
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Familiar Patterns
Clustering is used to organize relatedinformation into groups. Information that is
categorized becomes easier to remember and
recall.
In Teaching Reading
Topic
Main Ideas-concepts, issues
Significant Details
Important ExamplesLists
Names, Dates, Places
Terms, Definitions
Common Patterns for Learning
http://psychology.about.com/od/cindex/g/clustering.htmhttp://psychology.about.com/od/cindex/g/clustering.htm -
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Common Patterns for Learning
Similarity and Difference
Cause and Effect
Comparison and Contrast
In students own words
Teach your Students the Patterns in
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the Course
Hierarchal-- Chemistry
LinearHistory, Math
Rank OrderBusiness
Pivot
Concepts-- Social Sciences
LocationGeography
Theme--Humanities
Question
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Question
What are the patternsyou are using in your
teaching that are
helping students to
learn?
What patterns aremost difficult for your
students to recognize?
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What New Research
Could Aid OurStudents Learning
and Recall
Rest after Learning Improves Recall
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Rest after Learning Improves Recall
The researchers found thatduring rest, the areas of thebrain were just as active asthey were when they werelearning the task
The greater the correlationbetween rest and learningthe greater the chance of
remembering the task inlater tests.Dr Lila Davachi, NYU's Department ofPsychology and Center for Neural Science.
Significance of this Finding
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Significance of this Finding
Should Students nottake classes back to
back?
"Taking a coffee break
after class can actually
help you retain the
information you justlearned." Dr Lila Davachi
Naps Help Learning
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Naps Help Learning
You need to sleep beforelearning, to prepare yourbrain, like a dry sponge, toabsorb new information (M.Walker, UC Berkley).
A NASA study found pilotswho napped for 27 minutesin the afternoon improvedtheir flying performance by34% over non nappingpilots(Medina 2008).
Caffeine + Sugar and Learning
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Caffeine + Sugar and Learning
The combination of caffeineand sugar enhancedattention, learning andmemory.
Improves cognitive performancein terms ofsustained attentionand working memory byincreasing the efficiency of theareas of the brain responsiblefor these two functions.
(Grabulosa, Adan, Falcn, and Bargall, 2010 reported in thejournal Human Psychopharmacology: Clinical and Experimental
Caffeine and Sugar (glucose) and
L i
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Learning
Sustained attention and workingmemory (Smit et al., 2006),
Situations of extended cognitivedemand (Kennedy and Scholey, 2004).
Better performance was observedin a selective attention taskcoupled with direct effects onvisual cortical processing anddecision-making assessed byevent-related brain potentials (Raoet al., 2005).
Improvements in attention anddeclarative memory tasks withoutsignificant changes in mood (Scholeyand Kennedy, 2004; Smit and Rogers, 2002).
However, further studies are
required, controlling for different
levels of cognitive effort and also
considering measurements of neural
activity.
This study aims were to analyze the
effect of consuming caffeine (75 mg)
and glucose (75 mg), alone and in
combination.
Neuroplasticity
http://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/full -
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Neuroplasticity
The ability of the brainto rewire and remap
itself by means of
neuroplasticity is
profound.
Neuroplasticity
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Neuroplasticity
When the correct skill-building protocol is
used, educators can
make positive and
significant changes in
students brains in a
short time. (NeuroscientistsMichael Merzenich and Paula Tallal)
Treating Developmental Disorders
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Treating Developmental Disorders
"Showing that it'spossible to rewire a
brain's white matter has
important implications
for treating reading
disabilities and other
developmental
disorders, including
autism, Marcel Just, Director,Center for Cognitive Brain Imaging , Carnegie Mellon
Remediation of Reading
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Remediation of Reading
Intensive instruction toimprove reading skills in
young children( 8-10)
causes the brain to
physically rewire itself,
creating new white
matter that improves
communication within
the brain(Keller and Just, 2009
Remediation of Reading
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g
After the training,imaging indicated that
the capability of the
white matter to
transmit signals
efficiently had
increased, and testing
showed the children
could read better. (Kellerand Just, 2009)
Learning Activates the Brains
R d P h
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Reward Pathway
Real life, meaningful,and authentic learning
activates the reward
pathway in the brain.
It is this pathway that
keeps us alive.
(Dr. Janet Zardina, 2010)
Learning Activates the Brains
R d P th
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Reward Pathways
By giving us a jolt ofpleasure (dopamine)the reward pathwayworks to ensure that we
will repeat thebehaviors necessary tosurvive.
http://learn.genetics.utah.edu/content/ad
diction/reward/
Multitasking Slows Learning
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g g
It is not possible tomultitask when it
comes to activities
that require thebrains attention.(Foerde Knowlton Poldrack, 2006)
Multi-tasking
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g
Multi-tasking violateseverything we know abouthow memory works .
The imaging data indicatedthat the memory task andthe distraction stimuliengage different parts ofthe brain and that theseregions probably competewith each other.
(Foerde, K., Knowlton, Barbara J., andPoldrack, Russell A. 2006. )
Multitasking
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g
Our brain works hard to foolus into thinking it can domore than one thing at atime. It cant.
When trying to do twothings at once, the braintemporarily shuts down onetask while trying to do theother.
(3 Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. )
Sleep and Memory
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p y
"Periods of slow-wavesleep are very long andproduce a recall andprobably amplification ofmemory traces. Ensuing
episodes of REM sleep,which are very short,trigger the expression ofgenes to store what wasprocessed during slow-
wave sleep."Sidarta Ribeiro, Duke University, 2004
Sleep and Memory
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p y
It takes six hours of sleepto just stabilize newmemories. Then the brainmust consolidate the newmemories which it alsodoes during sleep.
Consolidation requiresyou get seven to eight
hours of sleep each night.Gyrgy Buzsaki, professor at the Center forMolecular and Behavioral Neuroscience at RutgersUniversity
Sleep and Learning
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p g
Not only are memoriesfor everything you
learned that day made
during sleep but sleep
allows the brain to clearspace for new learning
to occur the next day.
(Bryce Mander, a post-doctoral fellow in psychology at
UC Berkeley)
Awake but Off Line
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New findings suggest thatwhen the brain is sleepdeprived even though theperson is fully awake theneurons used for important
mental task switch off.
This is likely to haveconsequences on mentalperformance and we likelyfunction less well the longerweve been awake.
Chiara Corelli,2011( Nature)
Long Term Stress
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g
Long term stress
diminishes/ harmsbrain function.
Short Term Stress
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Acute stress activatesselective CRH
molecules (corticotropin)
releasing hormones,
which disrupted theprocess by which the
brain collects and stores
memories. (Baram,2010)
Progress is Vital
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A feeling of makingprogress is what allows
humans to deal with
tasks, especially tasks
we dont necessarilylike to do.
(Dr. James Zull, 2002)
The Brain is Social
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Survival is accomplishedby working with other
brains
Groups of brains
almost always
outperform a single
brain
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Cognitive Enhancements
Cognitive Enhancements
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Greater cognitive capacitymeans--
1.More synapses
2.Higher levels of
neurogenesis especially inthe memory forminghippocampus
3. Increased production of
BDNF which stimulates theproduction of neurons andsynapses, (Neuroscientist Yaakov Stern ofColumbia University)
Cognitive Enhancements
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Both neurogenesis andsynapse formation
boost learning,
memory, reasoning, and
creativity.
(Yaakov Stern of Columbia
University)
We can get smarter!
Attention and Cognitive Enhancement
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One of the strongestfindings in brain research,
is that attention is almost
magical in its ability to
physically alter the brainand enlarge functional
circuits (neuroplasticity).
What we pay attention tois key!
Cognitive Enhancements
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Skills were alreadygood at dont make us
much smarter: we dont
pay much attention to
them.
(Yaakov Stern of Columbia
University.)
We need to learn new
things!
Attention
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New, cognitivelydemanding activitiesare the key
Ballroom dancing, or aforeign language willboost processing speed,strengthen synapses,
and expand or createfunctional networks
Nicotine Promotes Cognitive
Enhancement
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Enhancement
Nicotine enhancesattentionthatkey driver ofneuroplasticity
and cognitiveperformance inboth smokers and
nonsmokers.
(Martha Farah, University of Pennsylvania)
Scientists at the National Institute on
Drug Abuse reported in a 2010
analysis of 41 double-blind, placebo-
controlled studies.
Nicotine Promotes Cognitive
Enhancement
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Enhancement
Nicotine has significantpositive effects on fine
motor skills, the
accuracy of short-term
memory, some forms ofattention, and working
memory, among other
basic cognitive skills.
Nicotine is a Cognitive Enhancements
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The improvements likelyrepresent true performanceenhancement andbeneficial cognitive effects.
The reason is that nicotinebinds to the brain receptorsfor the neurotransmitteracetylcholine that arecentral players in corticalcircuits.(Martha Farah, Universityof Pennsylvania)
Adderall and Ritalin are Cognitive
Enhancements
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Enhancements
There are cognitive benefitsof stimulants like Adderalland Ritalin, at least in somepeople for some tasks.
Enhance the recall ofmemorized words as well asworking memory, whichplays a key role in fluidintelligence.(Martha Farah of the University of
Pennsylvania)
Adderall and Ritalin are Cognitive
Enhancements
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Enhancements
Ritalin or Adderall hasstronger effects on the
prefrontal cortex and
can therefore improve
concentration andminimize fatigue much
more so than caffeine.
Adderall and Ritalin have Side Effects
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Ritalin and Adderall arenot without their ownhealth risks.
Side effects includedifficulty sleeping,seizures, high bloodpressure, loss of
appetite, depression,and many others.
Meditation and Cognitive
Enhancement
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Enhancement
Meditation can increase thethickness of brain regionsthat control attention and
process sensory signalsfrom the outside world
(Neuroscientist Amishi Jha of theUniversity of Miami)
.
Meditation and Cognitive
Enhancement
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Enhancement
The training has shownsuccess in enhancing
mental agility and
attention making the
brain more efficient aquality associated with
higher intelligence
(Neuroscientist Amishi Jha of theUniversity of Miami)
Gaming and Cognitive Enhancement
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Some videogames mightimprove general mental
agility (Yaakov Stern of ColumbiaUniversity).
Games that require motorcontrol, visual search, working
memory, long-term memory, and
decision making, plus require that
elixir of neuroplasticity: attention,
specifically the ability to controland switch attention among
different tasks.
Space Fortress Video Game
Gaming and Cognitive Enhancement
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People get better ontests of memory, motor
speed, visual-spatial
skills, and tasks
requiring cognitiveflexibility (Yaakov Stern ofColumbia University).
Serious Games
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A serious game is a gamedesigned for a primarypurpose other than pureentertainment.
The "serious" adjectiverefers to products used byindustries like defense,education, scientificexploration, health care,emergency management,city planning, engineering,religion, and politics.
Neuroscience and Technology
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Neuroeducational.net
A website that is
devoted to how
neuroscience is driving
the use of technology
especially serious
games
Virtual Textbooks
The Future is Here--Almost
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The Future is Here Almost
Click on any bar in thetimeline, and that barexpands to a list ofimages, which in turn arelinked to video about that
artist.
That's key, because, like agreat documentary, itmakes learning about
what can be a fairlynarrow subject intosomething painless.
Art Textbook
References
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