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Professor LauraAnn Pe./o Science Director, and CoPI of the Na$onal Science Founda$on and Gallaudet University’s Science of Learning Center Visual Language and Visual Learning, VL2 OECD, Jan 2324, 2012 Paris, France SEE: h@p://[email protected]/~peD@o/index/index.php for References and Downloadable PublicaDons Diversity in Learning: Teaching Practices and Educational Policies that Impact Students’ Visual Learning

Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual Learning

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The CERI OECD/National Science Foundation International Conference took place in Paris, at the OECD Headquarters on 23-24 January 2012. Here the presentation of Session 1, Brain, Plasticity and Learning, Item 3.

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Page 1: Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual Learning

Professor  Laura-­‐Ann  Pe./o  Science  Director,  and  Co-­‐PI  of  the  Na$onal  Science  Founda$on  and  Gallaudet  University’s    Science  of  Learning  Center    Visual  Language  and  Visual  Learning,  VL2  OECD,  Jan  23-­‐24,  2012  Paris,  France  SEE:  h@p://[email protected]/~peD@o/index/index.php  for  References  and  Downloadable  PublicaDons    

Diversity in Learning: Teaching Practices and Educational

Policies that Impact Students’ Visual Learning

Page 2: Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual Learning

Shared Goals

Center  for  Educa$onal  Research  and  Innova$on    

“Educa$onal  Neuroscience”    PeD@o,  2001  

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NSF Science of Learning Center Visual Language & Visual Learning

Dr.  Thomas  Allen  Co-­‐PI;  Founder  

Dr.  Kristen  Harmon  Leader    IntegraDon  of    Research  &  EducaDon  

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VL2 Center Questions

Knowledge  

Visual  Processing      Visual  Language      Visually-­‐Informed  Social  Experiences  

Plas0city        Visual  Systems  CogniDve  Systems      

Language  Reading  Literacy  

   Learning  

Func0ons  

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New Lens

Human  Learning  Processes      through  the  Widened  Vantage  Point  of        Deaf  Individuals  and  Signed  Languages            as  a  new  lens  into  plasDcity  of              brain  structures  &  funcDons  

 

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Plan

1.  Visual  Processing  &  Visual  Learning    

2.  Early  Reading  AcquisiDon    

3.  Bilingual  Language  Development  

TranslaDonal  /  EducaDonal  Policy  

ImperaDves  

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1. Visual Processing & Visual Learning

QuesDon  Can  different  early  sensory  experiences  change  the  brain  STRUCTURES,  and,  related  higher  cogniDve  FUNCTIONS?    

Page 8: Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual Learning

Visual Processing & Visual Learning

Answer    YES  different  early  sensory  experiences  do  alter  the  human  brain  and  its  funcDons  

 Increased  visual  sensory  input    =  higher  cogniDve  processing  advantages  

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Visual Processing & Visual Learning

Visual  A@enDon  &  Gaze  Following  Vital  

   

Jenny  Singleton  

Page 10: Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual Learning

Findings – Changes in Visual Processing & Plasticity

Hearing  Parents    

Children  Slower  Rates  of    Spontaneous  Looking,    Language,  Reading  &  Literacy  Development  

Children  More  advanced  a@enDon  Self-­‐RegulaDons      

Jenny  Singleton  

Children  more  frequently  shid  eye  gaze  in  object  naming  and  later  booksharing.  Stronger  Vocabularies,  Language,  Reading,  Literacy      

Deaf  Parents  

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Signing Children’s Developmental Strengths can be turned into Tools for

Teachers & Parents Early  Sign  Input   Changes  Vision  =    

Visual  Strengths  Impact  on  Brain’s  Cogni0ve  Systems  

                             

AnDcipatory  Looking  Turn  Taking        Gaze  AlternaDon  during  object  naming    CoordinaDon  of  Gaze  among  mulDple  tasks         Working    

Memory  

Planning  Problem  Solving  

CogniDve  Flexibility  

A@enDon  Control  and  Eye  Gaze  Following  Self-­‐RegulaDon  of  Behavior/  Inhibitory  Control  

Jenny  Singleton  

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Translational / Educational Policy Imperatives

Early  Exposure  to  Sign  Language  ImperaDve          Yields  Brain-­‐Based  Enhanced  Visual            A@enDon  &  Processing  CapaciDes  

         Yields  Enhanced  Higher  CogniDve              Language  &  Literacy  Skills                  

Page 13: Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual Learning

2. Early Reading Acquisition

Vision, Visual Units

as a Gateway to Phonology in Early Reading

Page 14: Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual Learning

Early Reading Acquisition Discovery    Young  Readers  DEAF        Intermediate  Level        VISUALLY-­‐BASED                PHONOLOGY  

Emmorey,  Morford,  Corina,  Plaut,  PeD@o  

Page 15: Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual Learning

Early Reading Acquisition

PRINT  “F  +  O  +  X”  

Meaning  

HEARING   DEAF  

Sound    Based  Phonology  

?  

Page 16: Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual Learning

Findings – Reading Acquisition

PRINT  “F  +  O  +  X”  

Meaning  

Visual  Phonology=  

Sign  Based  

Orthography  Based  

HEARING   DEAF  

Sound    Based  Phonology  

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Cascading Impact of Discovery

Discovery    Level  between  PRINT  &  MEANING=Visual  

Phonological/Orthographic  

Educa0on  • TEACHERS  –  Use  Fingerspelling  &  Sign  Phonology  in  TranslaDonal  Classroom  Research  

Transla0on  Products  • Learning  Tools-­‐Apps  to  Teach  Reading,  Melissa  MALZKUHN  

• Assessment  Toolkit,  Thomas  ALLEN  

• Parent  EducaDon  Package  (MulDmedia),  Kristen  HARMON  

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Synergistic Discoveries

Theory  •  New  Research  QuesDons  

Educa0on  •  “Early  EducaDon  Longitudinal  Study”  in  Classroom,  Allen  

Transla0on  •  Public    -­‐  Call  for  knowledge  of  NormaDve  development,  Assessment  tools  

ToolKit  for  Schools  

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Translational / Educational Policy Imperatives

All  Children      

Phonological  level  of  language  processing  Universal        

Whole  word  Vs  Phonics  Debate  

ImperaDve  to  teach    Phonological  decoding  in  all  EARLY  reading  

           

Visual  Learners  ImperaDve  to  teach  VISUAL-­‐based  phonological  decoding  

 

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3. Bilingual Language Development

Age  of  FIRST  Bilingual  Language  Exposure  (AoE)  as  a  Powerful  Predictor  of  Dual  Language  Acquisi$on  &  Reading  Success  

 

PeD@o  

Page 21: Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual Learning

Many  Advances    

Across  Liefspand  

Advanced  FuncDonal  Near-­‐Infrared  Spectroscopy  

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Babbling  ~6mths,  Hands,  orå  Tongue  

First  Vocabulary  First  Signs,  or  First  Words  ~12mths    

First  Sentences  2-­‐Sign,  or  2-­‐Word  combinaDons  ~18mths  

All Early-Exposed Bilinguals & Monolingual Longitudinal Milestones are the Same

PeD@o  et  al.,  2001,  J  of  Child  Lang,    PeD@to  et  al.,  2001,  Science,  Pei$So  et  al.,  2002,  Nature,  

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Early Language Acquisition Milestones are the Same for Bilinguals & Monolinguals

•  Same  Milestones  for  Bilingual  Children  Acquiring  2  Spoken  Languages    •  Same  Milestones  for  Bilingual  Children  Acquiring  2  Signed  Languages      •  Same  Milestones  for  Bilingual  Children  Acquiring  a  Spoken  &  a  Signed  Language  from  birth  as  the  video  clip  example  shows  here  …      

PeD@o  et  al.,  Journal  of  Child  Language,  28  (2001),  453-­‐496.    

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Findings – Age of Bilingual Exposure and Reading Words

Later  Exposed  Bilingual  Children    =  Increased  demands  on  ExecuDve  FuncDons  and  language  

processing,  confirmed  by  BEHAVIORAL  reading  measures    

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Findings– Age of Bilingual Exposure and Processing Sentences

Early-­‐exposed  Bilinguals   Later-­‐exposed  Bilinguals  

Frontal  Lobe  

Led  Hemisphere  

Jasinska,  Malkowski  &  PeD@o,  Submi@ed  

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A Surprise Finding English  

Monolingual  Homes  

English  Monolingual  Schooling  

Bilingual  Schooling  

Lower                            Test  Scores  English  

Higher    Test  Scores  English  

Kovelman,  Baker,  &  PeD@o,2008(b)  

Bilingual  language  schooling  may  ameliorate  the  deleterious  impact  of  socioeconomic  variaDon  on  literacy  

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Translational / Educational Policy Imperatives

Early  Bilingual  Exposure  is  imperaDve          Early  Sign  &  Spoken  Bilingual  Language  Exposure  is    imperaDve  

 Old  fears  of  language  contaminaDon  and/or  language  delay  when  exposing  a  child  to  a  signed  language  early  in  life  are  scienDfically  unfounded    

 

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Research Discoveries and Educational Policy

1.  Visual  Processing  &  Visual  Learning      –  Early  Visual  Experiences  can  impact  brain  structures  &  func$ons  

2.  Early  Reading  AcquisiDon    –  Vision  as  a  Gateway  to  Phonology  

3.  Bilingual  Language  Development      

–  Age  (AoE)  as  a  new  predictor  of  Reading  &  Language  Success  

1.  Early  Exposure  to  Visual  Sign  Language  =  Brain  benefits  

2.  Building  Phonological  Skills  in  all  children  is  beneficial  in  early  life  3.  Early  Bilingual  Exposure  OpDmal.    Signed  &  Spoken  Bilingual  Exposure  =  Lifelong  Language,  Reading,  &  Literacy  Benefits  

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Thank you! Merci!

NSF Grant SBE-0541953