Clackamas CC presentatiion

8/8/2019 Clackamas CC presentatiion

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No Wrong Door

"A Shared Responsibility for Students' Success:

How the Entire Campus Facilitates Students' Learning".

Developed by Professor Terry Doyle

Ferris State [email protected]

www.learnercenteredteaching.com



Institutional Goals

As an institution what

skills, knowledge and

behaviors do we want

our students to have bythe time they graduate?

Who will teach them

these skills, knowledge

and behaviors?



Every Action Sends a Message to

Students



Everyone is a Teacher



What our Students Need

to Know is Changing

The meaning of knowing hasshifted from being able toremember and repeatinformation to being able tofind and use it.

The goal of education isbetter conceived as helpingstudents develop theintellectual tools andlearning strategies neededto acquire the knowledgenecessary to thinkproductively.

Nobel Laureate Herbert Simon 1996



An undergraduate college education gives

students their learners permit.



What do our graduates do for a living?

With few exceptions

they talk and listen to

people.

Helping them to

become good at this

vital skill is everyones

job.



International Federation of Library

Associations and Institutions (IFLA)

As many as one million

new books are

published worldwide

each year.



U.S. Department of Labor-2006

Students age 18 will by

age 38, on average have

10 different

jobs/positions.



Growth of Scientific Data

80% of all scientist thathave ever lived are alivetodaythis number is

95 % for neuro-scientist.

It is estimated these

scientist produce 2000pages of new data everyminute of every hour of every day. (countdown.org)



Definition of Learner Centered

Teaching

A Question---

Given the context of the learning situation( # of students, time of day, difficulty of material, admissions office,

financial aid office or physical plant)

will this teaching action/student interactionoptimize our students opportunity to learn?



How Do we Optimize each Learning

Situation?

Follow the research on how humans learn!



Where does the research come from?

What we know about the brain comes from

biologist who study brain tissue, experimental

psychologist who study behavior, cognitive

neuroscientist who study how the first relates

to the second and evolutionary biologist(Medina, 2008).



Learning is when Neurons Wire

Learning is a change

in the neuron-patterns of the

brain.(Ratey, 2002, Goldberg 2009)

www.virtualgalen.com/.../ neurons-small.jpg



Use it or Lose it

When new material is

not practiced the new

dendrite tissue is

reabsorbed by the brainto conserve resources.

(Dr. Janet Zadina, 2009)



Teachers Definition of Learning?

Learning is the ability to use information aftersignificant periods of disuse

and

it 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)



Learning Activates the Reward

Pathways

Real life, meaningful,

and authentic learning

activates the rewardpathways in the brain.

This is a key to learning.

(Dr. Janet Zadina, 2010)



Progress is Vital

A feeling of making

progress is what allows

students to deal with

tasks, especially tasksthey dont necessarily

like to do.

(James Zull, The Art of Changing the

Brain, 2002)



Basic Principle of the College Learning

Experience

It is the one who does

the work who does thelearning.



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.



WHY

If I dont know WHY

you want me to work

on a project or learn aconcept, or fill out some

paper work or if I cant

see how taking on a

certain task has some

benefit to me I am

hesitant to do it.



What can brain research tell us to help us meet

our students learning needs?



The Human Brain

The human brain weighs three (3) pounds but

uses 20-25% of the bodies energy (Ratey, 2002)



The Human Brain

The adult human brain has a 100 billion

neurons (It does grow thousands of new cells daily)

www.enchantedlearning.com/.../gifs/Neuron.G IF



The Human Brain

These 100 billion neurons

are capable of making40,000,000,000,000,000

(Forty quadrillion connections )

(James Ratey, Users Guide to the Brain, 2002)

www.bpkids.org/.../content/pagebuilder/10386.gif



The Brain and Learning

The human brain was

designed to solve

problems of survival in

outdoor, unstableenvironments while in

almost constant

motion.

( Dr. John Medina, Developmental Molecular

Biologist, University of Washington and Author

of Brain Rules)



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)



Things We Know for sure about the

Human Brain

1. Exercise

significantly

enhances brainfunction



Newest Findings

Exercise increases

production of

neurotransmitters that help:1.Focus and attention

2.Motivation

3. Patience

4. Mood (more optimistic)

(Ratey, 2008)



Exercise and BDNF

(Brain-derived neurotrophic factor )

Exercise produces BDNF( Miracle Grow for the Brain)

Improves brain health

Enhances the wiring of neurons

Is a stress inoculator

Makes the brain cellsmore resilient

(Ratey, 2008)



The Brain is Social

2. Survival is accomplished

by working with other

brains.

Groups of brains

almost always

outperform a single

brain.



Multitasking is not Possible

3. The brain can

only pay

attention to onething at a time.



Memory

4. Memory

Repetition and

elaboration are

necessary for

memory formation

and recall.Daniel Schacter, Seven Sins of Memory, 2002



Cramming does not Produce

Long Term Memories

Intensive study for a

short period of time

fails to produce much

(if any)long term

memories.



Emotion and Memory

Emotional arousalorganizes andcoordinates brain activity

(Bloom, Beal & Kupfer 2003)

When the amygdaladetects emotions, itessentially boosts activityin the areas of the brainthat form memories (S.

Hamann & Emony, UN.)



Multiple Senses

5. The brain works

best when

multiple sensesare involved.



Using all Our Senses to Learn

Those in multisensory

environments always do

better than those in

unisensory environments.

They have more recall with

better resolution that lasts

longer, evident even 20

years later.

(John Medina, Brain Rules)



Vision Trumps All

The more visual the

input becomes the

more likely it is to be

recognized and recalled.

This is called the

Pictorial Superiority

Effect.

Paivio, A. (1986). Mental representations:

A dual-coding approach.





Patterns and Learning

6. The brain is a pattern

seeking device.

The brain relates

whole concepts to one

another and looks for

similarities, differences,

or relationships

between them. (Ratey, 2002,

pg.5)

Sociology

Psychology



Looking for Patterns

We know humans learn

through recognizing

patterns - all knowledge is

embedded in otherknowledge - learners look

for meaningful patterns.

(Antonio R. Damasio, M.D. and M.W. VanAllen, Professor and Head of Neurology,

University of Iowa)

www.norfacad.pvt.k12.va.us/ puzzles/illusion8.gif



Sharing Power with Students

Having choices in what

and how to learn and

having some control

over the learningprocess are key

elements of Learner

Centered Teaching.

(Weimer, 2002)



Having Some Say

Having some say in what

happens in the learning

process is intricatelytied to a willingness to

engage in the activity.(James Zull, Art of Changing the Brain, 2003)



Choice and Control are part

of Being Human

Getting students to

accept the

responsibilities that

comes with choice andcontrol is an authentic

expression of how the

work place and the

home place operate.



Helping Our Students Learn Responsibility

One of the reasons we

all need to ask studentsto take on moreresponsibility for theirown learning is becausethey will be responsiblefor it the rest of theirlives.



A Gift for My Students

You must take personal responsibility.

You cannot change the circumstances,

the seasons, or the wind, but you can

change yourself. That is something

you have charge of.Jim Rohn



References

Medina, John, Brain Rules, Pear Press, 2008

Sylwester, R. A Celebration of Neurons An Educator¶s Guide to the Human Brain, ASCD:1995

Sprenger, M. Learning and Memory The Brain in Action by, ASCD, 1999

.How People Learn by National Research Council editor John Bransford, National Research Council, 2000

Goldberg, E. The Executive Brain Frontal Lobes and the Civilized Mind ,Oxford University Press: 2001

Ratey, J. MD. Spark: The New Science of Exercise and the Brain, 2008, Little Brown

Ratey, J. MD :A User¶s Guide to the Brain, Pantheon Books: New York, 2001

Zull, James. The Art of Changing the Brain.2002, Stylus: Virginia

Weimer, Maryellen. Learner-Centered Teaching. Jossey-Bass, 2002

Sousa, David. How the Brain Learns(Corwin Press, Inc., 1998),

Long-Lasting Novelty-Induced Neuronal Reverberation during Slow-Wave Sleep in Multiple Forebrain AreasSidarta Ribeiro,Damien Gervasoni, Ernesto S.Soares, Yi Zhou, Shih-Chieh Lin, Janaina Pantoja, Michael Lavine, Miguel A. L. Nicolelis , 2004

(Foerde, K., Knowlton, Barbara J., and Poldrack, Russell A. 2006. Modulation of competing memory systems by distraction. Proc. Nat. Acad. Sci. 103: 11778-11783.)

3 Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. Isolation of a Central Bottleneck of Information Processing with Time-Resolved fMRI. Neuron.

52 (6): 1109-1120Leamnson,R.(1999)Thinking about Teaching and learning: developing habits of learning with first year college and university students. Sterling , VA: Stylus

U.S. Department of Education. (2001)National Commission on the High School Senior Year www.ecs.org/html/Documents.asp?chouseid=2929