an introduction to neuroscience - science of learning ... · repeatedly or persistently takes part...
TRANSCRIPT
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The Brain in the Classroom?An introduction to educational neuroscience
Gregory M. DonoghueJared C. Horvath
Stephanie McMahonScience of Learning Research Centre
27th June, 2016
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Our learning objectives
An introduction to Neuroscience
An introduction to the Science of Learning
Classroom Applications
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Three themes
Your purpose in teaching
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Three themes
Your purpose in teaching
Translation of neuroscience to education
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Three themes
Your purpose in teaching
Translation of neuroscience to education
Spotting the learning & teaching strategies
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So exactly what is learning?
A behavioural psychologist:
“The relatively permanent change in behaviour brought about as a result of
experience or practice.”(Mayer 2008)
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So exactly what is learning?
A cognitive psychologist:
“the process by which a relatively stable modification in stimulus-response relation is developed as a consequence of functional environmental interaction via the senses.”
(Sheldon 1996)
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So exactly what is learning?
An educator:
“A process whereby knowledge is created through the transformation of experience.”
(Kolb 1984)
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And what happens during learning?
A neuroscientist:
“When an axon of cell A is near enough to excite a cell B and repeatedly or persistently takes part in firing it, some growth process or metabolic change takes place in one or both cells
such that A's efficiency, as one of the cells firing B, is increased.”
(Hebb 1961)
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Image credit: https://farm3.staticflickr.com/2898/13944682478_6a578b0502_o.jpg. 2015 Creative Commons Licence
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Image credit https://www.flickr.com/photos/125992663@N02/14599057004 2015 Creative Commons Licence
Neuroscience Essentials
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LIVING Non-LIVING
The CELL
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The PRIMITIVE NEURON
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The NEURON
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The DENDRITE and the AXON
AXONDENDRITEInformationInformation
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The SYNAPSE: neuron-neuron
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The SYNAPSE: neuron-muscle
Muscle
InformationInformation
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Light
Information
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Image credit http://simple.wikipedia.org/wiki/Neuron#/media/File:Neuron1.jpg 2015 Creative Commons Licence
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NEURON A
NEURON B
NEURON B
NEURON A
SYNAPSE
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Image credit https://farm1.staticflickr.com/248/526249719_0cc82defb2_o.jpg 2015 Creative Commons Licence
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Image credit: Adam Wegner, Webb Lab / Vanderbilt. J. Corey Evans, Cristina M. Robinson, Mingjian Shi‡, and Donna J. Webb 2015
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The PERSON
SENSORY INPUTS COGNITIONBEHAVIOURAL
OUTPUTS
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The POPULATION
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Neuroeducation Quiz
Please rate how this neuroscience knowledge will change the way you teach in your classroom?
(a) A lot(b) Some(c) A little(d) None(e) Don’t know
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Translating Learning Science
World’s best neuroscientists working on learning
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Translating Learning Science
World’s best neuroscientists working on learning
And yet
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Translating Learning Science
World’s best neuroscientists working on learning
And yet
Neuromyths still abound
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Translating Learning Science
World’s best neuroscientists working on learning
And yet
Neuromyths still abound
Ineffective teaching practices still in use
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Translating Learning Science
World’s best neuroscientists working on learning
And yet
Neuromyths still abound
Ineffective teaching practices still in use
Proven practices not being used
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Translating Learning Science
Why?
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An Abstracted Learning Framework
I Matter Physical Physics
Layer No.
Developmental Phase Layer Name Relevant Discipline
II Cells Cellular Biology / Pure neuroscience
III Organs CerebralSystems, Cognitive and Behavioural
Neurosciences
IV Organisms Individual Cognitive & Behavioural Psychology
V Populations Sociocultural Education, Social Sciences
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Drink bottles in the classroom?
I Matter Physical Physics
Layer No.
Developmental Phase Layer Name Relevant Discipline
II Cells Cellular Biology / Pure neuroscience
III Organs CerebralSystems, Cognitive and Behavioural
Neurosciences
IV Organisms Individual Cognitive & Behavioural Psychology
V Populations Sociocultural Education, Social Sciences
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Drink bottles in the classroom?
I Matter Physical Physics
Layer No.
Developmental Phase Layer Name Relevant Discipline
II Cells Cellular Biology / Pure neuroscience
III Organs CerebralSystems, Cognitive and Behavioural
Neurosciences
IV Organisms Individual Cognitive & Behavioural Psychology
V Populations Sociocultural Education, Social Sciences
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Three Themes
1. Translation – brain to classroom
2. Primary Purpose
3. Spot the Learning & Teaching strategy
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The Scientific Method
1. Make some assumptions
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The Scientific Method
1. Make some assumptions2. Make some observations
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The Scientific Method
1. Make some assumptions2. Makes some observations3. Develop a theory or hypothesis
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The Scientific Method
1. Make some assumptions2. Makes some observations3. Develop a theory or hypothesis4. Make some predictions
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The Scientific Method
1. Make some assumptions2. Makes some observations3. Develop a theory or hypothesis4. Make some predictions5. Do an experiment
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The Scientific Method
1. Make some assumptions2. Makes some observations3. Develop a theory or hypothesis4. Make some predictions5. Do an experiment6. Take some measurements
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The Scientific Method
1. Make some assumptions2. Makes some observations3. Develop a theory or hypothesis4. Make some predictions5. Do an experiment6. Take some measurements7. Question your assumptions and
hypotheses.
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The Scientific Method
1. Make some assumptions2. Makes some observations3. Develop a theory or hypothesis4. Make some predictions5. Do an experiment6. Take some measurements7. Question your assumptions and
hypotheses
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1. Decide what you want to get
And in the classroom . . .
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1. Decide what you want to get 2. Decide what you will do to get it
And more practically . . .
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1. Decide what you want to get, 2. Decide what you will do to get it3. Measure it before you do anything
And more practically . . .
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1. Decide what you want to get, 2. Decide what you will do to get it3. Measure it before you do anything4. Do something
And more practically . . .
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1. Decide what you want to get, 2. Decide what you will do to get it3. Measure it before you do anything4. Do something5. Measure it after you’ve done something
And more practically . . .
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1. Decide what you want to achieve 2. Decide what you will do to get it3. Measure it before you do anything4. Do something5. Measure it after you’ve done something6. Do more of what worked & less of what didn’t
And more practically . . .
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1. Decide what you want to achieve 2. Decide what you will do to get it3. Measure it before you do anything4. Do something5. Measure it after you’ve done something6. Do more of what worked & less of what didn’t 7. Say “Duh!” (Peterson, C. 2006)
And more practically . . .
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An example of good science: Hattie’s effect sizes
Class average before teaching (e.g. 45%)
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An example of good science: Hattie’s effect sizes
Class average before teaching (e.g. 45%)
Class average after teaching (e.g. 90%)
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An example of good science: Hattie’s effect sizes
Class average before teaching (e.g. 45%)
Class average after teaching (e.g. 90%)
Effect (of your teaching) (e.g. 100% improvement)
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An example of good science: Hattie’s effect sizes
The measurement of effect sizes (simple version)
• Class average before teaching (e.g. 45%)
• Class average after teaching (e.g. 90%)
• Effect (of your teaching) (e.g. 100% improvement)
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An example of good science: Hattie’s effect sizes
The measurement of effect sizes (simple version)
• Class average before teaching (e.g. 45%)
• Class average after teaching (e.g. 90%)
• Effect (of your teaching) (e.g. 100% improvement)
![Page 69: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/69.jpg)
An example of good science: Hattie’s effect sizes
The measurement of effect (Cohens’ d )
Averageafter minus Averagebefore
Effect size =
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An example of good science: Hattie’s effect sizes
The measurement of effect (Cohens’ d )
Averageafter minus Averagebefore
Effect size =
![Page 71: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/71.jpg)
An example of good science: Hattie’s effect sizes
The measurement of effect (Cohens’ d )
Averageafter minus Averagebefore
Effect size =
![Page 72: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/72.jpg)
An example of good science: Hattie’s effect sizes
The measurement of effect (Cohens’ d )
Averageafter minus Averagebefore
Effect size =Variation
![Page 73: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/73.jpg)
Distribution of Effects
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An example of good science: Hattie’s effect sizes
Zero – you’ve made no difference
Positive – you’ve increased learning
Negative – you’ve decreased learning
![Page 75: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/75.jpg)
An example of good science: Hattie’s effect sizes
Zero – you’ve made no difference
Positive – you’ve increased learning
![Page 76: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/76.jpg)
An example of good science: Hattie’s effect sizes
Zero – you’ve made no difference
Positive – you’ve increased learning
Negative – you’ve decreased learning
![Page 77: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/77.jpg)
An example of good science: Hattie’s effect sizes
0.0 – 0.3 normal development effect
![Page 78: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/78.jpg)
An example of good science: Hattie’s effect sizes
0.0 – 0.3 normal development effect
0.3 – 0.4 average teacher effect
![Page 79: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/79.jpg)
An example of good science: Hattie’s effect sizes
0.0 – 0.3 normal development effect
0.3 – 0.4 average teacher effect
0.4 - 0.6 minimum desirable range
![Page 80: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/80.jpg)
An example of good science: Hattie’s effect sizes
0.0 – 0.3 normal development effect
0.3 – 0.4 average teacher effect
0.4 - 0.6 minimum desirable range
0.6 + best practice
![Page 81: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/81.jpg)
Try ranking these effects
![Page 82: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/82.jpg)
Answers
![Page 83: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/83.jpg)
Applying the framework . . . Quiz
In what layer is Hattie’s research conducted?
(a) Sociocultural(b) Individual(c) Cerebral(d) Cellular(e) Physical
![Page 84: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/84.jpg)
Applying the framework . . . Quiz
To what layer is Hattie’s research applied?
(a) Sociocultural(b) Individual(c) Cerebral(d) Cellular(e) Physical
![Page 85: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/85.jpg)
Applying the framework . . . Quiz
To what layer is Hattie’s research applied?
(a) Sociocultural(b) Individual(c) Cerebral(d) Cellular(e) Physical
![Page 86: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/86.jpg)
Learning Strategies1. Re-reading
2. Self-explanation
3. Elaborative Interrogation5. Distributed Practice
10. Highlighting / Underlining
6. Interleaved Practice
4. Practice Testing
8. Mnemonics
9. Summarisation
3. Elaborative Interrogation
7. Imagery for Text
![Page 87: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/87.jpg)
Classroom Science of LearningBasic Phonemes (EAL Students
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Classroom Science of Learning
LOW
x x x x x x x x x xx x x x x x x x x x
MEDIUM
x x x xx x x
HIGH
x x x
Basic Phonemes (EAL Students
Term 1
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Classroom Science of Learning
LOW
x x x x x x x x x xx x x x x x x x x x
MEDIUM
x x x xx x x
HIGH
x x x
Basic Phonemes (EAL Students
Term 1
Term 2
LOW
x x x x xx x x x
MEDIUM
x x x x x x xx x x x x x x
HIGH
x x x x x
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Classroom Science of Learning
LOW
x x x x x x x x x xx x x x x x x x x x
MEDIUM
x x x xx x x
HIGH
x x x
Basic Phonemes (EAL Students
Term 1
Term 2
Term 3
LOW
x x x x xx x x x
MEDIUM
x x x x x x xx x x x x x x
HIGH
x x x x x
LOW
x x
MEDIUM
x x x x x
HIGHx x x x x x x x x
x x x x x x xx x x x x x x
![Page 91: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/91.jpg)
Classroom Science of Wellbeing
Grade 5 boy
Friend 1
Friend 2
Friend 5
Friend 4Friend 5
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Classroom Science of Wellbeing
Grade 5 boy
Friend 1
Free sociogram software: GraphViz
Friend 4Friend 5
Friend 2
Friend 3
![Page 93: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/93.jpg)
Scenario for Discussion
Image credit: © American Association of Neurology, used in accordance with http://www.violinist.com/blog/laurie/brain-on-music.jpg .
![Page 94: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/94.jpg)
Scenario for Discussion
Music has a large and visible impact on activity in the brain.
![Page 95: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/95.jpg)
Scenario for Discussion
Music instruction has a 0.29 effect size on academic achievement
![Page 96: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/96.jpg)
Image credit: © American Association of Neurology, used in accordance with http://patients.aan.com/go/about/terms.
![Page 97: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/97.jpg)
Learning Strategies1. Re-reading
2. Self-explanation
5. Distributed Practice
10. Highlighting / Underlining
6. Interleaved Practice
4. Practice Testing
8. Mnemonics
9. Summarisation
3. Elaborative Interrogation
7. Imagery for Text
![Page 98: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/98.jpg)
Another example
Training Practice PracticePre-test Post-testDelay
Practice
Massed PracticeMassed Practice
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Another example
Training PracticePre-test Post-testDelay
Inter-session interval
ISI
Spaced Practice
Practice Practice
Inter-session interval
ISI
Training Practice PracticePre-test Post-testDelay
Practice
Massed PracticeMassed Practice
Spaced Practice
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Spaced PracticeSociocultural Layer - effect size > 0.80
Image http://upload.wikimedia.org/wikipedia/commons/7/71/Aplysia_punctata.jpgg 2015 Creative Commons Licence
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Spaced PracticeSociocultural Layer – ES > 0.80
Individual layer – ES > 0.80
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Spaced PracticeSociocultural Layer – ES > 0.80
Individual layer – ES > 0.80
Cerebral & Cellular layer
Image http://upload.wikimedia.org/wikipedia/commons/7/71/Aplysia_punctata.jpgg 2015 Creative Commons Licence
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Free educator resourcesPEN Principles
• http://slrc.org.au/resources/
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Coming up
UQ SeminarThursday 14th May
Associate Professor Ross CunningtonMotor Learning and Mirror Learning
![Page 105: An introduction to Neuroscience - Science of Learning ... · repeatedly or persistently takes part in firing it, some growth ... Neuroeducation Quiz Please rate how this neuroscience](https://reader035.vdocuments.net/reader035/viewer/2022081620/6116df350b983b2f2b2fa6b6/html5/thumbnails/105.jpg)
Coming up
PD: Bringing the Science of Learning into the Classroom
Brisbane 30th June – 1st JulyMelbourne July 6th – July 7th
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Coming up
Webinars2nd June Brain Development across the lifespan20th August Memory and attention3rd October Emotions and learning
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Collaborating Organisations Partner Organisations
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