Transcript WASSP_Home_files/Lander Implications of Brain Research and the
Implications of Brain Research and the Classroom
By Dr. Jeb Schenck Knowa Inc.
Syngnosistraining.com
307 864 3982
Why
Do We Need to Know How the Brain Works?
Why
Do We Need to Know How the Brain Works?
And better informs our leaders about which policies, laws, and practices actually agree with neuroscience research
3 x 5 Card List Three Things
1. Something you’ve heard about the brain works 2. Something about the brain you’d like to know more about 3. A practice or policy you think MIGHT NOT agree with research
More
Complicated than Rocket Science
More
Complicated than Rocket Science Stephen Hawking finds the universe is easier to understand than the human brain
How
Does
The Brain Work ?
Where we are going:
• • • • • • The Brain & Learning Brain’s Use of Patterns Emotional & Attentional Processing Movement & Memory building Study Strategies/assessment Making Useful Applications
Learning Takes Place HERE
A Learning Brain Literally Grows Connections
Use It or Lose It
What Would Your Brain Look Like If you DON’T Use It?
In effect, all animals are under stringent selection pressure to be as stupid as they can get away with.
Richerson & Boyd, Not By Genes Alone, 2005 .
In effect, all animals are under stringent selection pressure to be as stupid as they can get away with.
Richerson & Boyd, Not By Genes Alone, 2005 .
The default state in solving any problem is to do as little as possible.
Brain in Default State
Modern Understanding Started With An Accident
Phineas Gage
SPECT SCANS NORMAL ADHD ON ALCOHOL
Brain drawing/photo of lobes
Brain drawing/photo of lobes
Reasoning, impulse & emotional control Personality Memory starts, sound, emotional tags Heart , respiration & sex drive (automatic processes) Balance Vision
The Brain is Plastic
(Neuroplasticity)
To learn It Must Change
Learning physically changes the brain
Brain Span vs. Life Span
Brain Span: 75 yrs Life Span: 85-92 yrs Increase Brain Span to match Life Span
Some knowledge about the brain is becoming common…but misleading
Teen Brain Maturation
The Brain Grows Everyone grows at their OWN RATE Different parts grow at different times*
*It does NOT grow at the assumed rate of National/State Standards Common recommendations for Literacy Have NO Neurological foundation
The 4,000 Year-old Box of Instructional Methods
The 4,000 Year-old Box
• If they don’t perform by a specified time….
The 4,000 Year-old Box
punish them
A Performance Goal is NOT A problem… if we keep it in line with brain’s cognitive growth.
What is
Red Shirting
?
Why is it done?
•
Brain Grows In CYCLES
Cycles in Cognitive Development
What Can They Do With a Lot of Support?
What Can They Do With No Support?
Kurt Fischer 2008
Cycles in Cognitive Development
What Can They Do With a Lot of Support?
Teaching
Kurt Fischer 2008
Cycles of Brain Growth
• Many cycles in early years •
10-12 Years
•
14-16 Years
•
18-20 Years
•
21-24 Years
(From K. Fischer, 2000)
Cycles in Cognitive Development Principles Direct teacher support Abstractions linked Multiple Abstractions linked into systems Single Abstractions Independent or little support 8 12 16 Age in Years 20 24 28 Kurt Fischer 2008
Cycles in Cognitive Development
What Can They Do With Lots of Support?
Direct teacher support
What happens if we push too fast for that student ?
What Can They Do With No Support?
Kurt Fischer 2008
Optimal Performance During Brain Growth Spurt
• Optimal performance requires direct support/instruction vs instruction by book or computer.
•
Independent
student performance is at a lower level (suboptimal)… You don’t get best performance when they do the task independently w/o coaching • Students can’t transfer from an optimal level in one area to a high performance level in a different area*
Reading Math Comprehension is here A Student Brain Develops Unevenly (Out of Phase) Math computational skill is here
Reading Math Comprehension Where Do You Expect the Student to Perform?
Test level Math computational skill Transfer—Problem Solving Fails when skills have not developed
Incomplete Frontal Lobe Development In A Group • What happens to judgment?
03.05.07Dunk_Shot_1.wmv
• What happens to anticipating how others will feel?
• What happens to anticipating how they will feel?
Incomplete Frontal Lobe Growth
Incomplete Growth
• • • • • • Impaired decision making More impulsive Less emotional control Lower ability to reason Lower ability to see consequences Lower ability to anticipate emotional impact
Fact vs. Fiction
Fact
Brain automatically organizes information
But it doesn’t tell you
How
Fact • Overriding impulsive actions ….
is harder because frontal lobe isn’t fully functional
Fact
Change the brain chemistry and you’ve changed their
memory
FACT
How a question is Asked
changes
memory
FACT
• Recalled information is reconstructed from pieces • Memory is being REBUILT
each
information time you recall & use
Neuro myths
You use only 10%
If you used only 90% you’d probably be in a coma
Neuro myths
Learning
Preferences
• •
Differentiate
w/ levels of challenge w/ different modalities • • • • Teaching and testing to a “learning style” Makes no difference, Roediger and Pashler, 2009 Neurologically invalid, dubious, outdated information (Schenck & Cruickshank, 2015) Wastes time, Wastes $
•
Neuro
myths
Right Brain-Left Brain training
• Ritualized movement produces higher performance (Brain Gym ™) • Intelligence is fixed (can be expressed as a single number) The Flynn Effect • Learning can be expressed as a single number • Preferred learning styles results in higher performances Roediger and Pashler, 2009
Brain Break
4 minutes
•
Stand and in groups of 3:
•
Something that was new or surprised you?
•
Compare your
“What do you know about the Brain” • Something you’d like to know
Systems of the Brain How to Use them Attentional Systems Emotional Systems
Engaging the Brain
Engaging The Brain
Attention Systems Looks for Patterns Tries to Make Sense of Patterns
The Brain must Recognize Patterns to make associations Raise your hand when you FIND TWO patterns
The Brain must Recognize Patterns to make associations Raise your hand when you FIND TWO patterns
Detecting patterns heavily influenced by 1. Prior Experience 2. Brain Growth 3. Knowing What to Look For
The Brain Associates Patterns w/Meaning
A pattern must be
Recognized
or students become LOST
And Frustrated
Patterns
• • May Have
Emotional
Significance Patterns Change our Focus of Attention
Attention
Systems
“ I’m Not inattentive,---- you’re just boring.”
From Thom Hartmann
Attention Systems
•
Systems are limited
• The brain can’t give full attention to multiple tasks = Divided attention
An
Demonstration of Attention
Watch Video Clip Of Student and Stranger
Multi-tasking Experiment
Can We REALLY Focus Our ATTENTION EQUALLY On the Tasks?
Partner Up
You Need: 1 dollar bill or 3 x 5 card Ability to count to 121 Watch Demonstration
Attention Systems
A student must ATTEND to the lesson
No Attention = almost NO CHANCE
of information getting into memory
No memory = No learning
Attention Strategies: Physical —manipulate objects, or move the whole body, such as hands-on, role play, draw, pantomime, build, model, standing a position, MUSIC (non-vocal) Visual Imagery --imagine a picture or object, draw, sketch, build a model, design a poster, create one power point slide for a group Semantic –Reflect, summarize, describe, individually write, note-take, explain, tell,
NOTE THE DIFFERENCES and then SIMILIARITIES Between____________
*** Social --have them watch & text answers/info to explain their partner’s actions Sex Differences Girls are more attracted to activities where EMOTION can be expressed, Boys more attracted to ACTION, MOVEMENT *** Brain can recognize
differences
easily; similarities are difficult to tell apart
Attention Strategies: The Student is
PHYSICALLY ACTIVE
during the learning event
The Brain SEEKS stimulation
If you don’t provide it, the students find it for themselves
What Happens
If Left On Their Own?
+
+ =
The only brain getting benefit of exercise is the dog .
No Engagement, No Activity = Little Learning
Brain Break
Stand, in groups of 2 or 3 Share With Someone Near You The Most important thing about ATTENTION is: Something staff can do to increase attention is:
Take 1 Minute
Compare with a neighbor
what you checked on
“What do you know about the Brain?”
Emotio n
“Emotional Filter” New Memories
Emotions
Enhance Learning Hinder Learning
Emotions
Affect Learning If Emotionally Important, Brain Pays Attention
Make the Connections With Someone First…
then consider the actual message (Papanek & Greenleaf, 2005)
Emotional Significance
• • • • Do You Remember: Challenger blowing up, 9/11, the World Trade Center?
Your
third
algebra test?
What you did on your 21 st birthday?
Your Wedding Night?
Emotions & Memory
• Chemically Made • Changed by Threat or Depression • Negative State NOT rapidly dissipated
A Demonstration
• • • 4 volunteers who like Soda Pop ICE COLD soda pop FREE to 4 volunteers that will participate in….
To Increase Memory
• • • • • Tasks have greater
personal
importance Student is physically &
personally
involved Greater about
natural
consequences that they care Increased Focus of Attention Light to Moderate Stress
Brain Break: 3 minutes
•
Pair and Share:
•
1 idea to make a lesson have more PERSONAL IMPORTANCE
to the student
(and not threatening!)
•
In Groups of 4-5 Share ideas
Working Memory
• It’s what your are thinking about
RIGHT NOW
!
Attention + Emotions
Cowan, 2005
Working Memory is Very limited
Overload
:
We Speak 10-20 Times Faster Than A Student Can Write
AVOID Overload
Overload picture
1 Item Focused Upon Working Memory
3-4 Items Activated, Readily Accessible
Working Memory
1 Item Focused Upon Working Memory
3-4 Items Activated, Readily Accessible • • • • Brain EASILY overloads Focuses on ONE thing Juggles several others Leaves ONLY the gist
AVOID OVERLOAD
Working Memory Strategies • Slow Down • Don’t attempt several overlapping tasks • Present instructions 4 ways ( On board, Verbally, In handout, On-line ) • Repeat back instructions
Working Memory Strategies • Slow Down • Don’t attempt several overlapping tasks • Present instructions 4 ways (on board, verbally, in handout, On-line) • Repeat back instructions
Look At Handout:
What Administrators Should Know
On 2 nd page: Working Memory WHO Should Repeat Back the Instructions?
Working Memory Strategies • Pause during explanations, lecture • Provide skeletal notes to help organization and reduce load • Give Brain Breaks • Use different colors to organize material • Students actively process just 1 item
Brain Break
•
Individually:
Give an example of how you will reduce WM overload & write it down (2 min).
•
Something YOU can do to create Movement within a long Staff meeting:
•
In Groups of 3 Discuss examples
Long-Term Memory Preparing for Assessment
Long Term Memory ?
Remember Working Memory?
LTM Background
Hidden Factors in Long-Term Memory
O X
Mirror Drawing
Hidden Factors A Demonstration • • • • 3 x 5 or 4 x 6 card Mirror Writing utensil Mirror Drawing Practice Sheet & a hard surface
Prior Learning Affects Current Learning
3 4 5 6 7
Memory Stabilizes after 10-14 days
4 th Grade 20%
Discussion but uninterested
13%
Passive: No Discussion
2 1 0 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71 73 75 77 79 81 83
Days
Schenck, J. (2003)
LTM
Affected by:
Development/age Recognizing patterns Attention Personal Emotional Significance Working Memory Prior Learning Method of Study & Test Practice
LTM
Affected by:
Development/age Recognizing patterns Attention Personal Emotional Significance Working Memory Prior Learning
Method of Study & Test Practice
• • • • • • • • • • Strategies To Build Memory
Personal
Elaborations (Schenck & Cruickshank 2015)
Personal
Applications ( Schenck & Cruickshank 2015) Space practices FAR apart * Mix up the types of practice (Brown, Roediger, McDaniel, 2014) NO cramming [
Binge & Purge Learning
] (Roediger & McDaniel 2014) Sleep on it Practice the TEST w/tests (uses RETRIEVAL CUES ) (Roediger & Karpicke 2006) In Math, do only 3-4 problems of same type Learning Styles have NO EFFECT (Pashler, McDaniel, Rohrer & Bjork, 2008)
* Start with the Assessment Goals & Design Practices to them
Practice Tests
Practice Test Methods SSSST TESTe, Sm, Te, Sm, Te •
W I D E
Equal Spacing, or Variable Spacing No Cramming
Limit practice
of same type of problem No Rereading Practice of transfer w/application Cahill, & McGaugh, (1995) Callender, & McDaniel, (2009) Karpicke, J., Butler, A.C., & Roediger, (2009) Rohrer, D., & Pashler, H. (2007)
Practice on Same Type of Problem
• More than 4 creates
Cramming Effect
& illusion mastery because problems are familiar.
• AVOID cramming by spreading practices out over weeks.
ReReading
Increases familiarity Faster
recognition &
Creates False Sense of Understanding
Chabris & Simons 2010
ReReading
• • Does not increase depth of knowledge Does not create new-linkages in brain • •
ELABORATING
does help…Explain WHY The student must explain the connections
• Elaborate While Personally Engaged
=
More Robust Memory
Practicing Transfer • • • Practice Conditions (A. Baddeley ) Level of difficulty (K. Fischer; Craik & Lockhart ) Number of Skills Practiced vs. Skills Assessed (Theo Dawson, DTS )
Most Powerful & Long-Lasting
Mind Map that can be Manipulated
Mind Map that can be Manipulated
1. Objects have unique shape 2. Objects have color 3. Can be in sequence or non sequential 4. Student moves & explains 5. Provides immediate feedback 6. Creates multiple forms of memory 7. Faster than writing or lecturing 8. Practice to mastery or past perfection (abt.3-5 times)
Developmental Differences
12 & 10 th grade LTM for Complex, Abstract Material 92
12 th Grade 10 th Grade
40 30 20 10 0 100 90 80 70 60 50 Mind Map 73 Days 60 Lecture 70 32 Mind Map 37 Days Lecture
Getting
Personal
Metacognitive Strategies
• • • • •
Personal
Involvement
Personal
Elaboration
Physical Movement
Elevate Respiratory and Heart Rates
Prompt feedback
(within 1day-- not longer than about 2 days, No help after a week ---Dweck) Meaningful personal consequences that are nearly immediate --They see their approach doesn’t work—as in a video game.
Poor
Test Prep
Causes of Poor Performance • • • • • • Forgotten RETRIEVAL CUES, not the information (It is still there) Mistakes Familiarity with Mastery ( “But I did a lot of the problems”) Used Massed Practice (in either academics or Sports tested extensively at college & pro levels– Spread out the practice tasks, avoid “massing” ) Practices too close together Unskilled and Unaware of It Too Much Screen Time
Brain Break
With A Partner: The most important thing for TEST PREP is:
Something I need to AVOID I can HELP students prepare by….
Ultimately….
Two Brains
Must be Trained:
Yours & Theirs
For PDF’s contact:
Dr. Jeb Schenck Knowa Inc.
307 921-8906