emotions in learning and teaching · • what are your beliefs about emotions in teaching and...
TRANSCRIPT
• What are your beliefs about emotions in teaching and learning? How does this impact your practice?
• How is learner motivation developed and sustained in your classroom?
• How can emotions be used to further enhance your teaching and your students learning?
Why is this important?
• Current system –devalues emotion in learning & teaching
• Cognitivist-oriented pedagogy
• Challenge: measuring emotional states
• SoL changing this:– Brain networks highly
integrated– Sensory input draws
attention = value determined by emotions
• Calling for reconceptualisation of emotions in learning and teaching
• More holistic approachwww.123rf.com
AttentionInterest
EngagementMotivation
Self regulation
Overview of session• What…
– Are emotions?– Is their function?– Is happening?
• Why…– Are they important for teaching and learning?
• How…– Are they involved in teaching and learning?– Can we promote positive emotions in teaching and
learning?• Application…
Activity 1 – Handout 1
• Emotions of teaching and learning
Think
Pair
Share
Emotions are..- Relatively brief, psychological states that result from experiencing an event or an interaction that evokes a response along a continuum of threats and opportunities
THREATS OPPORTUNITIES
The Ocean
• Essential for survival and to thrive
• Primary emotions are universal
• “biologically built, but culturally shaped”
• Highly interconnected to multiple brain regions
www.converse4change.com
• Emotions are highly subjective
• Emotions need to be understood:– Hazards avoided– Possibilities realised
The ‘why’ of emotions
• Innate
• Guide interest, attention
• Response to environment: external (physical, social) but also internal(psychological):
“Given the present sensory information and the individuals present internal state [and subjective value of the experience], how should it react?” Pessoa, 2008
• Barometer of response to environment
• Sensory input from our environment
• Sensory-activated
• Trigger brain-body loop = embodied experience
• Interconnected systems
www.123rf.com
Brain
Body
Activity 2• Select an emotion from your
list
• How is that emotion embodied for you – what is your physiological response?
• Can you manipulate your emotion through changing your physiological response or physical posture?
• Think-Pair-Share www.slideshare.net
Brain
Body
Social synchrony
• ‘feel what others feel’
• Neurologically evident
• Shared emotional state= understand others
Brain
Body
Adolescent social brain
• Increased social interest
• Period of structural and functional brain development
• Positive social and emotional role models important
Activity 3• Refer to your list of
learner emotions:
• How do your students embody emotions?
• How do you know what they are feeling?
• How does it make you feel?
Brain
Body
Emotions…
• Help us understand ourselves, our world, and others
• Influence our interpretation of experiences
• Shape thoughts, decisions
• Make memories
www.pinterest.com
Emotions and cognition
www.dailygenius.com
Emotions underpin cognition
Emotions
Attention
Memory
Problem solving
Decision making
Information processingEngagement
Interest/ Curiosity
Reasoning
Motivation
So we now know…
Emotions underpin cognition
Emotions are embodied
Emotions help us understand ourselves, our world and others
Emotions are defined as…
Achievement
Topic
Epistemic
Social
Incidental
LEARNER
Learner Emotions
Pekrun, 2006
ACHIEVEMENT EMOTIONS:
• those emotions “tied directly to achievement activities or achievement outcomes” (Pekrun, 2006, p.317).
www.fuelrunning.com
TOPIC EMOTIONS:• triggered by teaching
or learning about a particular topic or content, and directly influence the level of interest (Pekrun, 2006; Pekrun & Linnenbrink-Garcia, 2014).
EPISTEMIC EMOTIONS:• related to the
knowledge-generating aspects of cognitive processes (Pekrun & Linnenbrink-
Garcia, 2014, p.4). • “How do I know what I
know?”
SOCIAL EMOTIONS
www.leitsculinaria.comwww.stevemccurry.wordpress.com
INCIDENTAL EMOTIONS
https://www.youtube.com/watch?v=9wP1xEHU3LI
Activity 4 – Handout 2
Achievement
Topic
Epistemic
Social
Incidental
LEARNER
Teacher emotions
• Teacher emotions impact learners
• Teacher emotions impact teacher well-being & capacity
Teacher emotions
Student Behaviour
Time/ workload
Policy/ curriculum
Job Satisfaction
Relationships
Professional identity
Personal Context
Beliefs
Values
Attitudes
Knowledge
Norms Teacher
Activity 5 – Handout 3
• Refer to your emotions list:
• Plot your emotions into the dimensions
• Is there a particular dimension that elicits the majority of your +/-emotions?
Student Behaviour
Time/ workload
Policy/ curriculum
Job Satisfaction
Relationships
Professional identity
Personal Context
Teacher
Activity 6 – Handout 4
NEGATIVE NEUTRAL POSITIVE
Negative Emotions
Can:• Impact overall well-being:
negative physical and psychological effects
• Heighten awareness of task difficulties
• Impede learning
• Interrupt cognitive function
Sadness
• Slows capacity to think and process
Trauma
• Heightens levels of anxiety, fear, stress and sadness
• Can have long-term or sporadic effects on learning
• May disrupt emotional development
Positive Emotions
Positive emotions
Wellbeing
Flourishing
Interest
CreativityPersistence
Perspective
Motivation
Positivity ratio
3:1
How can we deliberately
cultivate positive emotions for
ourselves and our learners?
Motivation
• the underlying psychological process, the energy and direction, that underpins behaviour through linking affective and cognitive components (Ainley, 2012; Ainley & Hidi, 2014; Pekrun, 2006).
Affective Cognitive
MOTIVATION
Relatedness
AutonomyCompetence
Sources of motivation may be different for different
learners
http://abduzeedo.com/25-kickass-skydiving-pictures
www.buzzfeed.com
Emotional appraisal system
futureyouuniversity.blogspot.com
• Cognitive control over emotional response to an experience or event
• Can be targeted for intervention
• Subjective control: • Subjective Value:
Achievement
Topic
Epistemic
Social
Incidental
LEARNER
Subjective control
Subjective value
Student Behaviour
Time/ workload
Policy/ curriculum
Job Satisfaction
Relationships
Professional identity
Personal Context
Subjective control
Subjective value
Teacher
So, to summarise, Emotions…
• are essential for human survival• are biologically built but culturally shaped• help us understand ourselves, our world, and
others• influence our interpretation of experiences,
shape thoughts and decisions, make memories
• are embodiedBrain
Body
Emotions…
• underpin cognition
• impact well-being of ourselves and others
• can impede or enhance learning
• can be deliberately targeted to enhance learning and teaching.
Activity 6 – Handout 5 - Artifact• What emotional challenges – for yourself and your learners - may you face
in this class/ unit/ lesson/ activity?
• How are you deliberately engaging learner emotions? Can higher levels of positive affect be engineered?
• How are you engaging the learners’ sense of relatedness, competence and autonomy to increase their motivation? Are there ways that this could be enhanced?
• How could individual learners’ subjective control and subjective value of the experience be increased?
• What challenges may you face in addressing these emotion-related concepts?
• What are your beliefs about emotions in teaching and learning? How does this impact your practice?
• How is learner motivation developed and sustained in your classroom?
• How can emotions be used to further enhance your teaching and your students learning?
Questions?
References and further readingAinley, M. (2012). ‘Students’ interest and engagement in classroom activities.’ In Christenson, S.L. et.al. (Eds.). Handbook of Research on Student Engagement. Springer Science+Business Media. DOI: 10.1007/978-1-4614-2018-7_13
Ainley, M. & Hidi, S. (2014). ‘Interest and enjoyment’. In Pekrun, R. & Linnenbrink-Garcia, L. (eds.) International Handbook of Emotions in Education. Taylor & Francis: Hoboken.
Ardizzi, M., Martini, F., Umilta, M.A., Sestito, M, Ravera, R., & Gallese, V. (2013). ‘When Early Experiences Build a Wall to Others’ Emotions: An Electrophysiological and Autonomic Study’. Plos One 8(4), 1-9.
Becker, E.S., Keller, M.M., Goetz, T., Frenzel, A.C., & Taxer, J.L. (2015). 'Antecedents of teachers' emotions in the classroom: an intraindividual approach.' Frontiers in Psychology, 6, 1-15.
Blakemore, S.J. (2004). ‘Social cognitive neuroscience: where are we heading?’ Trends in Cognitive Sciences, 8(5), 216-222.
Blakemore, S.J. & Frith, U. (2005). The learning brain: lessons for education. Malden, USA: Blackwell Publishing.
Blanchette, I. & Richards, A. (2010). ‘The influence of affect on higher level cognition: a review of research on interpretation, judgement, decision making and reasoning.’ Cognition and Emotion, 24(4).
Chang, M.L. (2009). 'An appraisal perspective of teacher burnout: exaaming the emotional work of teachers.' Educational Psychology Review, 21, 193-218.
Chiao, J.Y. & Immordino-Yang, M.H. (2013). ‘Modularity and the cultural mind: contributions of cultural neuroscience to cognitive theory.’ Perspectives on Psychological Science, 8(1), 56-61. DOI: 10.1177/1745691612469032.
.
Cornelius- White, J. (2007). ‘Learner-Centred Teacher-Student Relationships are effective: a meta-analysis.’ Review of Educational Research, 77(1), 113-143. DOI: 10.3102/003465430298563
Cross, D.I. & Hong, J.Y. (2009). 'Beliefs and professional identity: Critical constructs in examining the impact of reform on the emotional experiences of teachers.' In Schutz, P.A. & Zembylas, M. (Eds.) Advances in Teacher Emotion Research: The Imapct on Teachers' Lives.' Springer. DOI: 10.1007/978-1-4419--564-2_14
Deci, E. L. & Ryan, R. M. (2008). ‘Self-Determination Theory: A Macrotheory of human motivation, development and health’. Canadian Psychology, 49 (3), 182-185.
Dweck, C. (2006) Mindset: How you can fulfill your potential. New York: Random House
Fredrickson, B. (2009). Positivity. Great Britain: One World.
Hattie, J. & Yates, G.C.R. (2014). ‘Visible Learning and the Science of How We Learn’. Oxon & NY: Routledge
Immordino-Yang, M. H. (2007). ‘A tale of two cases: Lessons for education from the study of two boys living with half their brain.’ Mind, Brain and Education, 1(2), 66-83.
Immordino-Yang, M.H., Christodoulou, J.A. & Singh, V. (2012). ‘Rest is not idleness: implications of the brains default mode for human development and education.’ Perspectives on Psychological Science, 7(4), 352-364. DOI: 10.1177/1745691612447308.
Immordino-Yang, M.H. & Damasio, A. (2007). ‘We feel, therefore we learn: the relevance of affective and social neuroscience to education.” Mind, brain and Education, 1(1).
Immordino-Yang, M. H. (2007). ‘A tale of two cases: Lessons for education from the study of two boys living with half their brain.’ Mind, Brain and Education, 1(2), 66-83.
Immordino-Yang, M.H. (2008). ‘The smoke around mirror neurons: goals as sociocultural and emotional organisers of perception and action in larning.’ Mind, Brain and Education. 2(2), 67-73.
Immordino-Yang, M.H. (2011a). ‘Me, My “self”, and You: Neuropsychological relations between social emotion, self-awareness and morality.’ Emotion Review, 3(3), 313-315. DOI: 10.1177/17546739114-2391.
Immordino-Yang, M.H. (2011b). ‘Implications of affective and social neuroscience for educational theory.’ Educational Philosophy and Theory, 43(1), 98-103. DOI: 10.1111/j/1469-5812.2010.00713.x
Keltner, D. & Horberg, E.J. (2015). ‘Emotion-Cognition Interactions’. In Mikulincer, M. & Shaver, P.R. (Eds.) APA Handbook of Personality and Social Psychology, Vol. 1. Attitudes and Social Cognition. 623-664. http://dx.doi.org/10.1037/14341-020.
Immordino-Yang, M.H. (2011b). ‘Implications of affective and social neuroscience for educational theory.’ Educational Philosophy and Theory, 43(1), 98-103. DOI: 10.1111/j/1469-5812.2010.00713.x
Keltner, D. & Horberg, E.J. (2015). ‘Emotion-Cognition Interactions’. In Mikulincer, M. & Shaver, P.R. (Eds.) APA Handbook of Personality and Social Psychology, Vol. 1. Attitudes and Social Cognition. 623-664. http://dx.doi.org/10.1037/14341-020.
Neville, B. (2015). ‘The enchanted Loom’. In Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching and Learning. 3-23. http://dx.doi.org/10/1108/51579-3687(2013)0000018005.
Newberry, M. (2015). ‘The demand of multiplicity in the classroom: emotion regulation and cognitive load.’ In Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching and Learning. 25-48.
O’Connor, K. E. (2008) ‘”You choose to care”: Teachers, emotions and professional identity.’ Teaching and Teacher Education, 24, 117-126. DOI:10.1016/j.tate.2006.11.008
Patten, K.E. (2011). ‘The Somatic Appraisal Model of Affect: Paradigm for educational neuroscience and neuropedagogy.’ Educational Philosophy and Theory, 43(1), 87-97. DOI: 10.1111/j.1469-5812.2010.00712.x
Pekrun, R. (2005). ‘Progress and open problems in educational emotion research.’ Learning and Instruction, 15,497-506. DOI: 10.1016/j.learninstruc.2005.07.014
Pekrun, R. (2006). ‘The control-value theory of achievement emotions: Assumptions, corollaries and implications for educational research and practice.’ Educational Pscyhology Review, 18, 315-341. DOI: 10.1007/s10648-006-9029-9
Patten, K.E. (2011). ‘The Somatic Appraisal Model of Affect: Paradigm for educational neuroscience and neuropedagogy.’ Educational Philosophy and Theory, 43(1), 87-97. DOI: 10.1111/j.1469-5812.2010.00712.x
Pekrun, R. (2005). ‘Progress and open problems in educational emotion research.’ Learning and Instruction, 15,497-506. DOI: 10.1016/j.learninstruc.2005.07.014
Pekrun, R. (2006). ‘The control-value theory of achievement emotions: Assumptions, corollaries and implications for educational research and practice.’ Educational Pscyhology Review, 18, 315-341. DOI: 10.1007/s10648-006-9029-9
Pekrun, R. & Linnenbrink-Garcia, L. (2014). ‘Introduction to emotions in education.’ In Pekrun, R. & Linnenbrink-Garcia, L. (eds.) International Handbook of Emotions in Education. Taylor & Francis: Hoboken. 1-10.
Skaalvik, E.M. & Skaalvik, S. (2015). 'Job satisfaction, stress and coping strategies in the teaching profession -what do teachers say?' International Education Studies, 8(3), 181-192. DOI: 10.5539/ies.v8n3p181
Skinner, E., Pitzer, J., & Brule, H. (2014). ‘The role of emotion in engagement, coping and the development of motivational resilience.’ In Pekrun, R. & Linnenbrink-Garcia, L. (eds.) International Handbook of Emotions in Education. Taylor & Francis: Hoboken. P.331-347.
Suarez-Orozco, M., Sattin-Bajaj, C. & Suarez-Orozco, C. (2010). ‘Introduction: Architectures of Care’. In Educating the whole child for the whole world. New York Press: New York. 1-25. http://muse.jhu.edu/books/9780814741412
Viding, E., McCrory, E.J., Blakemore, S.J., & Frederickson, N. (2011). ‘Behavioural problems and bullying at school: can cognitive neuroscience shed new light on an old problem?’ Trends in Cognitive Sciences, 15(7), 289-291.