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Helping our Students REALLY Get I t. Janet Fulks, Bakersfield College. Learning Theory and Neuroscience. Have you ever asked…. Why didn’t my students learn that important concept we went over and over and over and over in class?. Real Learning. Perpetuating the learning cycle: - PowerPoint PPT Presentation
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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 Works2. Active Learning – The Learning Environment –
a. Using all of the brainb. Many inputsc. Many chemicalsd. Many outputs
3. Deep learning – Scaffolding – Neural Netsa. Patterning and organization content (chunking
info)b. Concrete words and abstract words versus
nonsense wordsc. Visualizing to make concrete patterns
4. 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/index.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 informationDigestionAlertnessThink vegetable
Center for movement control
Voluntary muscle movements
Fine motor skills Posture, balance,
and coordinationThink repetitive
movements – dancing, bicycling
The Surface of the Brain –
Touch Vision Hearing Judgment Reasoning Problem solving Emotions LearningThink HUMAN
Frontal lobes = personality, speech, and motor development
Temporal lobes = memory, language and speech
Parietal lobes = sensation
Occipital lobes =primary vision centers
http://www.nlm.nih.gov/medlineplus/ency/imagepages/9549.htm
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.
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 fMRIOther 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 143Paying 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
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.cs.stir.ac.uk/~lss/NNIntro/InvSlides.html#what
http://www.youtube.com/watch?v=XwUn64d5Ddk&feature=fvwrel
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?
Requires organizing and linking knowledge for later retrieval – deep learning
through Scaffolding
Figure 1.1 - Functions of the Communal Scaffold
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 outcomesDevelop scaffolded contentEmbed metacognition activitiesCreate feedback-heavy learning activities Manage the environment & consider
teamworkAssessment – See article chapter 5 Appendix
Write down one thing you
will do in response to
this information.
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