dr. robert k. greenleaf [email protected] an inquiry into the brain, learning and teaching...
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Dr. Robert K. [email protected]
An Inquiry into the Brain, Learning and Teaching Practice:
Review, Strategies & Applications
for Consideration c 2009
Dr. Robert K. [email protected]
What is Learning?
Collect a series of ideas about optimal “learning” while we’re convening today.
From these ideas, develop a model (more than
words alone) of “learning” as you see it.
I’ll provide brief, intermittent moments for you to give this thought as we proceed.
Can research from the field of neuroscience really inform
educational practices?
Dr. Robert K. [email protected]
Some say not yet, however ~ ~ there are important signs…
The human brain is wonderful.
It starts working the moment you wake up in the morning
and doesn’t stop
until you’re called on in class.
“Brown experience”Dr. Robert K. Greenleaf
Perspectives on Learning, Teaching and the Brain G. Christian Jernstedt ~ Dartmouth College, 2004
“The biological limits to our potential are relatively minimal compared to the cultural and environmental limits.
There are sound and weak techniques of learning and teaching, more than bright and dull minds.
We can now consider our own philosophy of teaching,
our own goals for what will happen for our students,
the methods we use and would like to use to help our students learn, and the outcomes we typically achieve.”
Myths & Clarifications
Statement:
We only use a fraction
of our brain’s capacity.
Myth or Reality?
Dr. Robert K. [email protected]
* 2X-Sec…
General Cellular Level Information
• Each “fires” 2x second…. or more
• 100 Billion Neurons• Each as complicated as a major city [David
Eagleman,2008]
• 10,000 dendrites per neuron—connections to other cells
• The brain entertains 400 Billion impulses per second ~ yet only 2,000 make it to the Reticular Activating System (to be processed for memory) [Judy Willis,
2008]
0.000000005% of activity
Superior Spearman g: 162 I.Q. slide by Dr. Rex Jung ~ Mind Institute, 2007
Left HemisphereGray Matter
Right HemisphereWhite Matter
Myths & Clarifications
Dr. Robert K. [email protected]
“Localization”
Statement: The left and right hemispheres of the brain operate independently.
[Myth]
Slide by Dr. Judy Willis, M.D., M.Ed. 2008Levels of Activation & Areas of the Brain
* If we add areas for “visual” (not seeing) as an overlay on these areas of activation—We’d have most of the brain covered!!
Brain Areas / Anatomy (Macro)Slide by Michael Kaplan, Yale, 2008
Cellular Micro-Perspective: Production of Long-term Memory
9 new proteins synthesized10 connectivity is strengthened
“The Search for the Memory Switch” Rusiko Bourtchoiuladse, Cerebrum, 2002
Dr. Robert K. [email protected]
New proteins synthesized
Overarching Educational Benefit to date from the Neuroscience Literature:
ALL teaching / learning practicesmust be geared to address
long-term memory and recall.
Dr. Robert K. [email protected]
(Human Behavior ~ Education Application) Processes in the Formation of Memory
seesmelltaste
soundtouch
Most inputs depart quickly.Input
Some inputs are processed more thoroughly than others.
IntegrationOur nervous system filters and regulates inputs that initiate memory making paths… or not!
Sensory Input & Integration Sensory Processing Level
ProcessWhen we draw on what is in the barn in the processing phase, we enhance the likelihood that new information or skills will make their way into "the barn.”
“Desktop” ProcessingShort-Term, Working, or
Continuous Memory Processing Level
ElaborationHow interconnected is the information?How strong are the connections?
Recall: is the information readily retrievalbe?
The Barn:Long-Term Memory
Processing Level
Dr. Robert K. Greenleafwww.greenleaflearning.combob@greenleaflearning.comSource: Brain Based Teaching,” 2005
www.GreenleafLearning.com
“Blue cars”
Dr. Robert K. [email protected]
What is Learning?
Work on YOUR key ideas for a Moment
1” Intermittent Pause
Brain Systems a la Given
Five natural learning systems of the brain…
That cut across all areas, lobes and regions.
Dr. Robert K. [email protected]
Source: Barbara Given, “Teaching to the Brain’s Natural Learning Systems.” 2002
www.ASCD.org
How do Brain Areas Interconnect? 5 NATURAL LEARNING SYSTEMS of the Brain
Barbara Given, GMU ~ Krasnow Institute
• Cognitive Learning System:
Interprets, stores, and retrieves information
~ Caveat: Can be overrun by the stress response system
• Emotional Learning System:
Personal meaning ~ relevance
Empowers / energizes or depresses / stifles all learning
~ Caveat: Generates powerful vehicles for enhancing memory
or likewise powerful inhibitors and blockers
Given, Barbara. “Teaching to the Brain’s Natural Learning Systems, ASCD, 2002
NATURAL LEARNING SYSTEMS (cont.)
• Social Learning System: Governs interactions, teamwork and communications
with others.~Caveat: Acquiring social skills is crucial to long-term productivity
• Physical Learning System: Gathers information through all senses. Distributes information throughout the brain and the body. Involves movement, body in space, light, diet, sleep…~Caveat: Takes longer to establish, however is more often sustained
• Reflective Learning System: Weighs past, present, and future projections. Metacognates.~Caveat: Learning Systems always operate within a context.
Given, Barbara. “Teaching to the Brain’s Natural Learning Systems, ASCD, 2002
Dr. Robert K. [email protected]
What is Learning?
Work on YOUR key ideas for a Moment
1” Intermittent Pause
9 Most Effective Strategies for Achievement a la Marzano et. al. 2001
PERCENTILE NUMBER CATEGORY GAIN Of STUDIES
Identifying Similarities and Differences 45% 31Summarizing and Note Taking 34% 21Reinforcing Effort and Providing Recognition 29% 21Homework and Practice 28% 134Nonlinguistic Representation 27% 246Cooperative Learning 27% 122Setting Objectives and Providing Feedback 23% 63Generating and Testing Hypotheses 23% 63Questions, Cues, and Advance Organizers 22% 1,251
Dr. Robert K. [email protected]
"CLASSROOM INSTRUCTION THAT WORKS"
9 Most Effective Strategies for Achievement a la Marzano et. al. 2001
PERCENTILE NUMBER CATEGORY GAIN Of STUDIES
Identifying Similarities and Differences 45% 31Summarizing and Note Taking 34% 21Reinforcing Effort and Providing Recognition 29% 21Homework and Practice 28% 134Nonlinguistic Representation 27% 246Cooperative Learning 27% 122Setting Objectives and Providing Feedback 23% 63Generating and Testing Hypotheses 23% 63Questions, Cues, and Advance Organizers 22% 1,251
Dr. Robert K. [email protected]
Modeling directly employs most, if not all!
Three lenses for exploring Long-Term Memory and Recall
as it applies to our practice.
Statement: S/he who does the work, learns.#1: Who is doing the work of learning in your classroom?
Statement: The formation of long-term memory requires more than
participation. It requires active processing.#2: What must the learner actually “do” in order to complete the task assigned?
Statement: No meaning, no long-term memory.
#3: What context or personal connection(s) to the curriculum does the learner experience in their mind?
Dr. Robert K. [email protected]
Dr. Robert K. [email protected]
What is Learning?
Work on YOUR key ideas ~ toward a model ~ for a Moment
1” Intermittent Pause
Strategy #2The Creation & Development
of Meaning
Meaning = Personal meaning, purpose, context… to the learner
Dr. Robert K. [email protected]
3 Questions:!!! Pay CAREFUL attention
to how YOUR brain processes these !!!
Q #1: Penny
Q #2: Pledge
Q #3: Phone
Dr. Robert K. [email protected]
The Formation of Memory
BOTTOM LINE:
The mental conclusion of “not important” suggests that little meaning (value) is indicated.
That which has only minimal impact on learners can, by definition, have no significant emotional base
for retention.
“No Meaning” ~ No Sustained (LTM) Memory !!
* (read aloud—PARIS)Dr. Robert K. Greenleaf
Please read aloud:
“I LOVE
PARIS IN THE
THE SPRINGTIME”
* (Try next…)
Dr. Robert K. [email protected]
Reflective Question:
What is the difference between students recognizing something and knowing something?
Dr. Betty Garner, “Getting to Got It,”
ASCD, 2007
Dr. Robert K. [email protected]
What is Learning?
Work on YOUR key ideas/a model of optimal “learning” for a moment
1” Intermittent Pause
Chat with a neighbor about one of your current thoughts.
Dr. Robert K. [email protected]
Dual Coding Theory and Bi-Modal Memory Packet Formation:
Moving Toward “Modeling” as an Interdisciplinary Approach.
c April 19, 2009
Visual Imagerya la Stephen Kosslyn,
Department of Psychology, HarvardAssoc. Psychologist in Neurology, MGH
“Mental images have the same effect on the mind and body as the actual
activity/situation.”
Dr. Robert K. [email protected]
Visual Imagery a la Stephen Kosslyn,
Department of Psychology, HarvardAssoc. Psychologist in Neurology, MGH
Image Rotation“Rotate the Letter “N” below, 90 degrees counter-clockwise…. What do you get?”
NDr. Robert K. Greenleaf
Visual Imagery Paired Words Exercise
A la Steven Koslyn, 2006
Quasi-experiment: Form two groups (This is an individual-based, silent activity)
I will speak a list of “paired” words, like:Squirrel Doughnut
As you hear the pair of words:Group #1 repeats words over and over(silently to themselves) avoiding visual processing
Group #2 explicitly creates visual links between the two words/items
Dr. Robert K. [email protected]
Dr. Robert K. [email protected]
What is Learning?
Work on YOUR Key Ideas/Concepts/Model for a Moment
1” Intermittent Pause
Dual Coding Theory
• Bi-modal memory “packets:” The formation of long-term memory & recall
When both VERBAL and VISUAL elements are EXPLICITLY and SIMULTANEOUSLYrepresented & actively processed … the formation of memory is more powerful and sustained.
Dr. Robert K. [email protected]
Source: Memory, Recall, the Brain & Learning,” 2005www.GreenleafLearning.com
Dual Coding TheoryCrude Bi-modal Representation
Dr. Robert K. [email protected]
Verbal Visual
Context Availability
Visuo-Spatial Components In Reading
“The phone is in Mark’s pocket.
Mark is in the car.
The car is on the BQE (expressway) in NYC.”
Where is the phone?
To have meaning,
the mind contextualizes visually.
Dr. Robert K. [email protected]
Control “Read very carefully to remember as best
you can.”
Same assessment (recall and
comprehension)
Dual-Coding“Cover the text after
each section and make a quick picture
in your head.”
Dual-Coding group
outperforms
DESIGN: Matched Subject GroupsSame Reading Task
Dual Coding Research
Mental Imagery Training & ComprehensionGambrell & Bales, 1986
• 4th & 5th grade poor readers• Short training session encouraging students to make pictures in their
head while reading• Control group was told to do whatever they could to understand and
remember while reading• The reading passages included both explicit and implicit
inconsistencies in the text• Students were instructed to determine if there was anything not clear
or easy to understand.
Results: The imagery group identified both types of inconsistencies more than TWICE as well as the control group.
Dr. Robert K. [email protected]
Dual Coding ResearchDegree of Importance, Emotional Response & Degree of Spontaneous
Imagery and Recall ~ Sadoski, Goetz & Kangiser (1988)
• Students read literary short stories and articles from magazines.
• Students rated each paragraph (5 point scale) for:
1. The degree of imagery experienced
2. The degree of emotional response evoked
3. The level of importance of the information.
• Results: 16 days later, the recall on highly rated imagery and emotion paragraphs was high, but recall on paragraphs rated high on importance was not.
Dr. Robert K. [email protected]
Nonlinguistic Representations
Dr. Robert K. [email protected]
“While most books are lavishly illustrated, these representations are rarely helpful
because they are too abstract, needlessly complicated, or inadequately explained.”
Wiggins & McTighe, UbD, ASCD 2005
OR… non-central to the concepts and essential big ideas, thus primarily a distraction.
Greenleaf, 2008
MAPS: * Teacher Generated* Student Generated* Class Generated
Dr. Robert K. [email protected]
Source: Memory, Recall, the Brain & Learning,” 2005www.GreenleafLearning.com
Reflective Question on Visual-Spatial• What are the instructional implications of students being
unaware of location, distance, direction and perspective? How do these affect the way students gather, process and express information? Relationships?
Dr. Betty Garner, “Getting to Got It,”
ASCD, 2007
Maps and Visual Images for Context
Dr. Robert K. [email protected]
Distance, direction,Relative location, time…
Maps and Visual Images for ContextLaura Ingalls Wilder
Dr. Robert K. [email protected]
Television
Website
Dr. Robert K. [email protected]
What is Learning?
Work on YOUR Ideas/Model for a Moment
1” Intermittent Pause
Without speaking, raise your hand if you recall the name of the equation below.
y = m x + b
NY state experience
Dr. Robert K. [email protected]
Dr. Robert K. [email protected]
Source: Memory, Recall, the Brain & Learning,” 2005 www.GreenleafLearning.com
Slope Intercept ~ done bi-modally
??
Graphic Organizers~ provide visual cues regarding the
relationship of information and ideas.
External structures, like graphic organizers, can serve to guide internal processing, thus
assisting in the formation of memory networks for improved organization & recall.
Dr. Robert K. [email protected]
Source: Memory, Recall, the Brain & Learning,” 2005www.GreenleafLearning.com
Basic Graphic Organizers
Dr. Robert K. [email protected]
Source: Memory, Recall, the Brain & Learning,” 2005www.GreenleafLearning.com
History
1. __________
2. __________
3. __________
4. __________
Characters
1. __________
2. __________
3. __________
4. __________
Geography
1. __________
2. __________
3. __________
4. __________
Word Acquisition Template
DescriptorThe Word or Concept
Descriptor
Descriptor Descriptor Descriptor
Picture or Photo Student Generated Drawing or Illustration
Definition ~ filled out last
Word #1Descriptors-(cues)
Drawing
Word #4Descriptors-(cues)
Drawing
Word #2Descriptors-(cues)
Drawing
Word #3Descriptors-(cues)
Drawing
Word #5Descriptors-(cues)
Drawing
Word #6Descriptors-(cues)
Drawing
Vocabulary Bookmark
Dr. Robert K. [email protected]
Dr. Robert K. [email protected]
What is Learning?
Work on YOUR Ideas/Model for a Moment
1” Intermittent Pause
Photographs “drain” ideas/feelings/meaning & can be used to generate text
In depth examination ~ followed by interpretation
It is 1944. The Germans have just left Paris and the collaborators are being….
Learners
weatherTropical
winter
seasons
storms
sunClouds
snow
burn
summer
desert
rain
change
wind
Plants grow
hurricanes
Leaves fall
jungles
thunder
Pre-Study Representation
Dr. Robert K. [email protected]
NLR: Strategy #22 or #33Talking Elements
Provide a reason for the dialogue.
1. What would “Fe” &“O2” have to talk about?
Dr. Robert K. [email protected]
NLR: Strategy #22 or #33Talking Elements
What would “Fe” &“O2” have to talk about?
“Let’s get together and make a little ‘rust!’ ”
Dr. Robert K. [email protected]
Fe O 2
NLR: Strategy #22 or #33Talking Elements
What would Na & Cl say to each other?
Dr. Robert K. [email protected]
NLR: Strategy #22 or #33Talking Elements
What would Na & Cl say to each other?
Dr. Robert K. [email protected]
We
Let’s spice things up!
Let’s make salt!
NLR: Strategy #22 or #33Talking Elements
What would Cu, Ag, and Au say to each other?
Dr. Robert K. [email protected]
NLR: Strategy #22 or #33Talking Elements
What would Cu, Ag, and Au say to each other?
Dr. Robert K. [email protected]
No higher resolution avail
Let’s form a heavy metal band.
Black Sabbath
KISS
Dr. Robert K. [email protected]
What is Learning?
Work on YOUR Model of Optimal Learning for a Moment
1” Intermittent Pause
Dr. Robert K. [email protected]
Has Your Model of Learning Evolved?
What pleases, surprises, comes to your attention about what you’ve generated?
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Please feel free to email if you have questions!
Visual Mind & Modeling
Before language is acquired, the mind works on a level of Spatial Representations (essentially, geometric shapes and forces) and language (spoken, verbal, written, symbolic) is at the next level, what is sometimes called the Conceptual Reasoning level.
Most teaching and learning takes place at this language level, and a great deal of it is memorization. The teacher presents material to be learned, sometimes provides a conceptual framework within which to place it, and expects the student to reproduce this knowledge on exams.
Reconstructed from excerpts by Carole Hamilton, 2009
Dr. Robert K. [email protected]
Visual Mind & Modeling
When students create their own conceptual frameworks, at the level of spatial representation, they are placing their theoretical knowledge where it can be called up to be applied in new settings. (transfer!!)
Students need to be called upon to explore and re-map their understandings in ways that alter spatial representations to correct theories, theories that they can see as working and that they can defend against questions and alternative spatial representations. When students draw out the relationships between ideas, they are operating at the spatial reasoning level.
Reconstructed from excerpts by Carole Hamilton, 2009Dr. Robert K. Greenleaf