Cognition & learning OSU Center for Teaching and Learning Fall 2012

  • Published on
    02-Jan-2016

  • View
    213

  • Download
    0

Embed Size (px)

Transcript

Cognition & learning

Cognition & learningOSU Center for Teaching and LearningFall 2012

Dendrites grow throughout our lives

Bursts of brain growth: prenatal; then from birth to 11; parts used frequently are hardest-wired; when learning something new, if not linked and re-visted frequently, then the brain will prune2Different parts of the brain are responsible for different functions

Humans are uncomfortable with ambiguity

Human brains seek patterns

Brains organize information into schematic frameworks

Frequently used connections become thicker and more efficient

Learning is a synchronized process

Synchronization of brain activity occurs as information passes from the data intake areas, through the emotion-regulating limbic system, and into the memory storage regions. Neuharth-Pritchett page 3108

Humans link new information to their existing schema

Culture Teaches

cohesive school cultures: learning communities that foster learning for allnot just our students. Student Success begins with clearly articulated curriculum; effective implementation and aligned assessments; Leadership matters: aligning resources with carefully designed plans (maintaining flexibility); job-embedded professional development: infusion of new knowledge with opportunities to practice; cognitive coaching; foster cross curricular relationships ; build collective responsibility univesity-wide for the development of our students..begins with recognition of the role student affairs plays in retention10

Brains associate new information with prior knowledge

Mistakes are a critical pedagogical tool: they are windows into the world of the learner11The brain trusts the practical world more than the abstract

http://www.perceptualedge.com/

12Working memory is 20 minutes

Humans link new information to their existing schema

The procedure is quite simple. First you arrange the items into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of equipment, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications can easily arise.

Emotions and the Senses Influence Memory Storage

Learning is strongly influenced by attitudes and perceptions ofThe Classroom Climate Acceptance by the teacher Acceptance by peers Comfort and order of the classroomClassroom Tasks Value Ability ClaritySelf-perception Influences LearningDo I value feedback?

Am I sensitive to the feelings of others?Open minded?Do I seek clarity in my work?Do I Push the limits of my knowledge? Am I smart?Ignite the brain in several regions to enhance retention

Understanding has Degrees of DepthDOK -1 Ability to recall and remember thingsDOK-2 Basic application of knowledge: illustrating relationshipsDOK-3 Strategic Thinking (requires reasoning and or strategy) Multiple answers possibleDOK-4 Extended Thinking-multiple sources (Describe the most significant effect of WWII on the nations of Europe)Webb, 2005the brain needs to take breaksLearners need time to associate and integrate new information

Student work is the window into the students thinking and learning process22