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Stephanie Golski, [email protected]
Stephanie Golski, [email protected]
PlasticityPlasticityBrains changeBrains changeUse it or lose itUse it or lose it
Top-down ProcessingTop-down ProcessingFit it in frameworksFit it in frameworksWhat are your/their expectations?What are your/their expectations?
Optimal ArousalOptimal ArousalDepends on taskDepends on task
Selective Brain DevelopmentSelective Brain DevelopmentWorks in progressWorks in progress
Stephanie Golski, [email protected]
Try It…Try It…
Seated to the Seated to the LEFT?LEFT?
Check out pictureCheck out pictureClose eyesClose eyes
Seated to the Seated to the RIGHT?RIGHT?
Close eyesClose eyesWhen asked, When asked,
check out picturecheck out picture
Stephanie Golski, [email protected]
Stephanie Golski, [email protected]
Stephanie Golski, [email protected]
Psychology and NeuronsPsychology and Neurons
Tying human behavior to neurons Tying human behavior to neurons is difficult. is difficult.
There may be 100 billion neurons in your There may be 100 billion neurons in your nervous system.nervous system.
Each neuron has many connections (within Each neuron has many connections (within brain average = 10K)brain average = 10K)
Stephanie Golski, [email protected]
Changing BrainsChanging Brains
What changes can occur in synapses?What changes can occur in synapses?# (increases or decreases)# (increases or decreases)Strength and pattern of signalStrength and pattern of signalCharacter (excitation or inhibition)Character (excitation or inhibition)
Changed by:Changed by:UseUse Importance of signalImportance of signal
Stephanie Golski, [email protected]
Long term potentiationLong term potentiation
Think about each termThink about each termChange in neuronal response due to Change in neuronal response due to
experienceexperienceCould be easier to fire Could be easier to fire Or release more chemicalsOr release more chemicalsAll because of previous firingAll because of previous firing
Stephanie Golski, [email protected]
PlasticityPlasticity
Neuronal changes produced by Neuronal changes produced by experienceexperienceSpines on dendrites can appear within Spines on dendrites can appear within
minutes of stimulationminutes of stimulationExisting structure will play a role, be Existing structure will play a role, be
modifiedmodifiedWe’ll have to pay attention to existing We’ll have to pay attention to existing
knowledgeknowledge
Stephanie Golski, [email protected]
Changing BrainsChanging Brains
Neuronal response is enhanced if:Neuronal response is enhanced if:Stimulation is repeatedStimulation is repeated
Distributed practiceDistributed practiceSaturation avoidedSaturation avoided
Smaller chunksSmaller chunks
Making connectionsMaking connectionsDepth of processingDepth of processing
Highlighters and flash cards don’t cut itHighlighters and flash cards don’t cut itOverlearned/overlappingOverlearned/overlapping
Stephanie Golski, [email protected]
Will they remember everything Will they remember everything from intro?from intro?
No, but may experience theNo, but may experience theFaster relearning asFaster relearning as
connections are reestablishedconnections are reestablishedand strengthenedand strengthened
Stephanie Golski, [email protected]
BRIDGE and the BrainBRIDGE and the Brain
Focus of BRIDGEFocus of BRIDGEScholarship of teachingScholarship of teachingDiscipline-based epistemologyDiscipline-based epistemologyClassroom experimentationClassroom experimentation
Themes across three yearsThemes across three yearsContent coverage vs. masteryContent coverage vs. masteryTransition from novice to expertTransition from novice to expertBackward designBackward design
Stephanie Golski, [email protected]
Maximize SavingsMaximize Savings
Assignment DesignAssignment Design Manage the timing of Manage the timing of
assignments to assignments to include review and include review and reuse of critical reuse of critical conceptsconcepts
Increase the Increase the frequency of frequency of assignmentsassignments
Include practice with Include practice with smaller chunkssmaller chunks
BRIDGE examplesBRIDGE examples Increasing the Increasing the
meaning of reading meaning of reading assignments assignments Ungraded assignment Ungraded assignment
sheet (did it?), can use sheet (did it?), can use during examsduring exams
Learning to use Learning to use critical termscritical terms Key term webKey term web
Stephanie Golski, [email protected]
Stephanie Golski, [email protected]
Processing what comes in: Processing what comes in: Bottom-UpBottom-Up
Association Cortex for integrationAssociation Cortex for integration
Primary Cortical nucleiPrimary Cortical nuclei
Thalamic nucleiThalamic nuclei
Receptor to transduce energyReceptor to transduce energy
Stephanie Golski, [email protected]
Processing what comes in: Processing what comes in: Top-DownTop-Down
Association Cortex for integrationAssociation Cortex for integration
Primary Cortical Primary Cortical nucleinuclei
Thalamic nucleiThalamic nuclei
Receptor to transduce energyReceptor to transduce energy
Stephanie Golski, [email protected]
Try It…Try It…
Seated to the Seated to the LEFT?LEFT?
Check out pictureCheck out pictureClose eyesClose eyesWhen asked, open When asked, open
eyes and blink eyes and blink quicklyquickly
Seated to the Seated to the RIGHT?RIGHT?
Close eyesClose eyesWhen asked, When asked,
check out picturecheck out pictureThen blink Then blink
repeatedly for final repeatedly for final slideslide
Stephanie Golski, [email protected]
Stephanie Golski, [email protected]
Stephanie Golski, [email protected]
Stephanie Golski, [email protected]
Go beyond “cool”…Go beyond “cool”…
Make the connection explicitMake the connection explicitHOW you saw the second item was HOW you saw the second item was
influenced by your “influenced by your “preparationpreparation””Once you see it one way it is difficult, but Once you see it one way it is difficult, but
not impossible, to see other waysnot impossible, to see other waysReading ahead of time, slides/outlines Reading ahead of time, slides/outlines
available can prime students to get the available can prime students to get the lecturelecture
Stephanie Golski, [email protected]
Top-Down ProcessingTop-Down Processing
Looking at a brain end of semester vs. first weekLooking at a brain end of semester vs. first week ExpertiseExpertise
Recognizing your friend from really far away b/c you Recognizing your friend from really far away b/c you knew she would be hereknew she would be here ExpectationsExpectations
Hearing the words to the song so clearly once you Hearing the words to the song so clearly once you read the lyricsread the lyrics 20-20 Hindsight20-20 Hindsight
Stephanie Golski, [email protected]
RealityReality
Raw sensory (biological) infoRaw sensory (biological) info+ past experiences+ past experiences+ context+ context+ motivation+ motivation+ expectations...+ expectations...
Stephanie Golski, [email protected]
““The Last Supper is supposed to be thirteen The Last Supper is supposed to be thirteen men. Who is this woman?” Although men. Who is this woman?” Although Sophie had seen this classic image many Sophie had seen this classic image many times, she had not once noticed this glaring times, she had not once noticed this glaring discrepancy. “Everyone misses it,” discrepancy. “Everyone misses it,” Teabring said. “Our preconceived notions Teabring said. “Our preconceived notions of this scene are so powerful that our mind of this scene are so powerful that our mind blocks out the incongruity and overrides our blocks out the incongruity and overrides our eyes.” eyes.” Dan Brown, Dan Brown, Da Vinci CodeDa Vinci Code
Stephanie Golski, [email protected]
Top-down and TeachingTop-down and Teaching
Be aware of biases, prior infoBe aware of biases, prior infoCan we think like Novices?Can we think like Novices?
The obvious is NOT obviousThe obvious is NOT obviousWe see details, students need to be We see details, students need to be
SHOWNSHOWNFramework, knowledge remindersFramework, knowledge reminders
Point out patterns, themesPoint out patterns, themesEncourage/reward reading before Encourage/reward reading before
classclass
Stephanie Golski, [email protected]
Existing neural Existing neural networks/knowledge= networks/knowledge= Top-down processingTop-down processing
Use for:Use for:Examples…concrete, interestingExamples…concrete, interestingVocabulary breakdownVocabulary breakdownGroup work, explanations from studentsGroup work, explanations from studentsTeaching approachTeaching approach
Memory of own student habitsMemory of own student habits
Stephanie Golski, [email protected]
Existing neural Existing neural networks/knowledgenetworks/knowledge
• • Help students find their own networksHelp students find their own networksWhat does this make you think of?What does this make you think of?What makes this memorable to you?What makes this memorable to you?Use from one semester to another and/or one Use from one semester to another and/or one
class session to another (supplemental class session to another (supplemental instructor/tutor)instructor/tutor)
Language and/or technology barriersLanguage and/or technology barriers ““comparing apples to oranges”comparing apples to oranges” ““I can do it on my computer at home”I can do it on my computer at home”
Stephanie Golski, [email protected]
What if their “top” is wrong?What if their “top” is wrong?
Focus on factually and conceptually Focus on factually and conceptually correct informationcorrect informationAsterisks in notesAsterisks in notesError in previous thinking- show how it fits inError in previous thinking- show how it fits in
FreudFreudNegative correlation, negative reinforcementNegative correlation, negative reinforcementPolygraphPolygraph
Stephanie Golski, [email protected]
Attention: More FiltersAttention: More Filters
The Brain sees what it wants to see, not The Brain sees what it wants to see, not just what you put in front of itjust what you put in front of it
Same stimuli can be on retina- only cause Same stimuli can be on retina- only cause brain response when attended tobrain response when attended to
Optimal level of arousalOptimal level of arousalEngagement/rewardsEngagement/rewardsDepth of processing againDepth of processing again
Stephanie Golski, [email protected]
Managing AttentionManaging Attention
Assignment DesignAssignment Design Know what is Know what is
important and make important and make that apparentthat apparent
Match course Match course contingencies to real contingencies to real value of activities value of activities
Influence student Influence student perceptions of valueperceptions of value
BRIDGE examplesBRIDGE examples Should students have Should students have
class notes on class notes on Blackboard (web)?Blackboard (web)?
Value of practice and Value of practice and homeworkhomework
What happens when What happens when you assign work that you assign work that isn’t completed?isn’t completed?
Stephanie Golski, [email protected]
Teacher sees important details, students Teacher sees important details, students need to be shownneed to be shown
E.g. purpose of assignments (“busy E.g. purpose of assignments (“busy work!”) syllabus design can work!”) syllabus design can include(w/recurring patterns) purpose, include(w/recurring patterns) purpose, points, procedurepoints, procedure
10 Minute Reading Reinforcers (RR)10 Minute Reading Reinforcers (RR)
Purpose: Reinforce review of correct quiz answers and previous class notes as well as active reading of current chapter.
Procedure: Twice during each unit several questions (usually multiple choice) will be projected during the first 10 minutes of class. Please bring a pencil to class everyday (there is a sharpener just outside the classroom on counter in TLC office space). Notes can be used; the text book cannot. Latecomers will miss that day’s reinforcer. Answers will be discussed immediately afterwards. Because this is not intended to take more than 10 minutes of class time, if you have an Individual Education Plan (IEP) through Rider Learning Center that recommends longer time on assessments please advocate for yourself by discussing this with me early in the semester. You should plan regular times throughout the week to read the text and review your notes. Plan on reading about 30 pages per class session on average.
Points: 9(5) = 45 points possible (can skip one w/out penalty or drop lowest) [12.7% of grade]
Stephanie Golski, [email protected]
Stayed Aroused Helps Us Stayed Aroused Helps Us Pay AttentionPay Attention
Tasks of avg.
difficulty
Stephanie Golski, [email protected]
Optimal arousal level high for easy or Optimal arousal level high for easy or passive taskspassive tasks
Tasks of low difficulty: lecture, driving
Stephanie Golski, [email protected]
Optimal arousal level low for difficult Optimal arousal level low for difficult taskstasks
Tasks of high
difficulty: stressful
exam
Stephanie Golski, [email protected]
So Why Doesn’t Fun So Why Doesn’t Fun Stuff Always Work?Stuff Always Work?
Increase arousal but students can miss Increase arousal but students can miss the pointthe point
Improvements= add REFLECTIONImprovements= add REFLECTION Games as review for testGames as review for test
List topics strongest/weakest inList topics strongest/weakest in
Sensory illusionsSensory illusionsUse vocab words to summarize what was Use vocab words to summarize what was
demonstrateddemonstrated
Stephanie Golski, [email protected]
Stephanie Golski, [email protected]
Selective Brain DevelopmentSelective Brain Development
Still have some growing to do Still have some growing to do Problem is, it is in the region that Problem is, it is in the region that
manages:manages:PlanningPlanningResponse inhibitionResponse inhibitionEmotional regulationEmotional regulationOrganizationOrganization
Stephanie Golski, [email protected]
PFC and TeachingPFC and Teaching
Encourage planningEncourage planning Interim deadlinesInterim deadlines
Model applications/abstractionsModel applications/abstractionsPiagetPiaget
Use action to complete learning cycleUse action to complete learning cycleGroup work to test ideas, promote outward Group work to test ideas, promote outward
use of terms and conceptsuse of terms and conceptsEncourage metacognitionEncourage metacognition
Knowing what you know, reflectionKnowing what you know, reflection
Stephanie Golski, [email protected]
Long term planningLong term planning
Assignment DesignAssignment Design Anticipate needs for Anticipate needs for
long term planninglong term planning Use assignments that Use assignments that
build on each otherbuild on each other
BRIDGE examplesBRIDGE examples Adding pre-Adding pre-
professional activities professional activities to assignmentsto assignments interviewinterview
Linked assignments Linked assignments that create planningthat create planning Intermediate deadlinesIntermediate deadlines
Stephanie Golski, [email protected]
Maximize savings, LTP, distributed processing
Models at our fingertips, FPOT, synapse
Be aware of and use existing knowledge, obvious is not!, maintain arousal and direct attention
Selective, Promote and model abstraction, long-term planning, active use of material
The Art of Changing the Brain: The Art of Changing the Brain: Enriching the practice of teaching by Enriching the practice of teaching by
exploring the biology of learningexploring the biology of learning
James E. Zull 2002James E. Zull 2002
http://Styluspup.comhttp://Styluspup.com