implications of brain research and the classroom by dr. jeb schenck knowa inc. [email protected]...
TRANSCRIPT
Implications of Brain Research
and the Classroom
By Dr. Jeb SchenckKnowa Inc.
307 864 3982
WhyWhy Do We Need to Know Do We Need to Know
How the Brain Works?How the Brain Works?
Knowing how and why
the brain/mind works
allows more effective instruction
WhyWhy DoDo We We Need to Know Need to Know
How the Brain Works?How the Brain Works?And better informs our leaders about which policies, laws, and practices actually agree with neuroscience research
3 x 5 CardList Three Things
1. Something you’ve heard about the brain works2. Something about the brain you’d like to know more about3. 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 DoesDoes The Brain Work ?
Where we are going:Where we are going:
• The Brain & LearningThe Brain & Learning• Brain’s Use of PatternsBrain’s Use of Patterns• Emotional & Attentional ProcessingEmotional & Attentional Processing• Movement & Memory buildingMovement & Memory building• Study Strategies/assessmentStudy Strategies/assessment• Making Useful Applications
Learning Takes Place HERE
A Learning BrainLiterally 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
NORMALNORMAL ADHDADHD ON ALCOHOLON ALCOHOL
Brain drawing/photo of lobes
Brain drawing/photo of lobesReasoning, impulse & emotional controlPersonality
What & Where
Memory starts, sound, emotional
tags
Vision
BalanceHeart , respiration & sex drive (automatic
processes)
The Brain is Plastic(Neuroplasticity)
To learnIt 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 StandardsCommon 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
Low Support Functional Level
Optimal Level High Support
Skill
Lev
el
Kurt Fischer 2008
Direct teacher support
What Can They Do With No Support?
What Can They Do With a Lot of Support?
Cycles in Cognitive Development
Skill
Lev
el
Kurt Fischer 2008
Direct teacher supportWhat Can They Do With a Lot of
Support?
Teaching
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
Low Support Functional Level
Single Abstractions
Principles
Optimal Level High Support
Skill
Lev
el
8 12 16 20 24 28
Kurt Fischer 2008
Multiple Abstractions linked into systems
Abstractions linked
Age in Years
Direct teacher support
Independent or little support
Cycles in Cognitive Development
Low Support Functional Level
Optimal Level High Support
Skill
Lev
el
Kurt Fischer 2008
Direct teacher support
What Can They Do With No Support?
What Can They Do With Lots of Support?
What happens if we push too fast for that student ?
Optimal Performance During Brain Optimal Performance During Brain Growth SpurtGrowth 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*
A Student Brain Develops Unevenly (Out of Phase)
Math computational skill is hereReading Math
Comprehension is here
Where Do You Expect the Student to Perform?
Math computational skillReading Math
Comprehension
Transfer—Problem Solving Fails when skills have not developed
Test level
Incomplete Frontal Lobe Development In
A Group
• What happens to judgment?
• What happens to anticipating how others will feel?
• What happens to anticipating how they will feel?
03.05.07Dunk_Shot_1.wmv
Incomplete Frontal Lobe Growth
Incomplete Growth
• Impaired decision makingImpaired decision making• More impulsiveMore impulsive• Less emotional controlLess emotional control• Lower ability to reasonLower ability to reason• Lower ability to see consequencesLower ability to see consequences• Lower ability to anticipate emotional impactLower ability to anticipate emotional impact
Fact vs. Fiction
FactBrain automatically organizes information
But it doesn’t tell you How
• Overriding impulsive actions ….
is harder because frontal lobe isn’t fully functional
Fact
FactChange the brain chemistry
and you’ve changed their
memory
How a question is Asked
changes memory
FACTFACT
• Recalled information is reconstructed from pieces
• Memory is being Memory is being REBUILT REBUILT eacheach time time you recall & use you recall & use informationinformation
FACTFACT
Neuromyths
You use only 10%
If you used only 90% you’d probably be in a coma
Neuromyths
Right BrainLeft Brain
Learning PreferencesDifferentiate• 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 $
Neuromyths• 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:Stand and in groups of 3:
• Something that was new or Something that was new or surprised you?surprised you?
• Compare your Compare your ““What do you What do you know about the Brainknow about the Brain” ”
• Something you’d like to Something you’d like to know more about?know more about?
Attentional SystemsEmotional Systems
Systems of the Brain How to Use them
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 Growth3. Knowing What to Look For
The BrainThe Brain Associates Patterns w/MeaningAssociates 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
AttentionAttention SystemsSystems
“ I’m Not inattentive,-----you’re just boring.”
From Thom Hartmann
Attention Systems
• Systems are limitedSystems are limited
• The brain can’t give full attention The brain can’t give full attention to multiple tasks to multiple tasks
= = Divided attention Divided attention
An Demonstration ofDemonstration of
AttentionAttentionWatch Video Clip
Of Student and Stranger
Multi-tasking Experiment
Can We Can We REALLYREALLY Focus Our ATTENTION EQUALLY Focus Our ATTENTION EQUALLY On the Tasks?On the Tasks?
Partner Up
You Need:
1 dollar bill or 3 x 5 cardAbility 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 learningNo 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 HappensWhat Happens
If Left On Their Own?If Left On Their Own?
++
=
+
The only brain getting benefit of exercise is the dog.
No Engagement, No Activity = Little Learning
Brain BreakStand, in groups of 2 or 3Stand, in groups of 2 or 3Share With Someone Near YouShare 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?”
Test
Today!
Emotion
“Emotional Filter”
New Memories
EmotionsEnhance LearningHinder 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 21st 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 natural consequences that they care
about• Increased Focus of Attention• Light to Moderate Stress
Brain Break: 3 minutes
• Pair and Share:Pair and Share:
• 1 idea to make a lesson have 1 idea to make a lesson have more PERSONAL IMPORTANCE more PERSONAL IMPORTANCE to to the student the student (and not (and not threatening!)threatening!)
• In Groups of 4-5 Share ideas In Groups of 4-5 Share ideas
Working Memory
• It’s what your are thinking about
RIGHT NOW!
Long-TermMemory
WorkingMemory
What you are Focusedon Right Now(1 item only)
Attention + Emotions
Cowan, 2005
Working Memory is Very limited
OverloadOverload:
We Speak 10-20 Times Faster
Than A Student Can Write
AVOID Overload
Overload picture
Working Memory
3-4 Items Activated, Readily Accessible
1 Item Focused Upon
Working Memory
3-4 Items Activated, Readily Accessible
1 Item Focused Upon
Working Memory• Brain EASILY overloads• Focuses on ONE thing• Juggles several others• Leaves ONLY the gist
AVOID OVERLOAD
Working Memory StrategiesWorking Memory Strategies
• Slow DownSlow Down
• Don’t attempt several overlapping tasksDon’t attempt several overlapping tasks
• Present instructions 4 ways (Present instructions 4 ways (On board, On board, Verbally, In handout, On-lineVerbally, In handout, On-line))
• Repeat back instructionsRepeat back instructions
Working Memory StrategiesWorking Memory Strategies
• Slow DownSlow Down
• Don’t attempt several overlapping tasksDon’t attempt several overlapping tasks
• Present instructions 4 ways (on board, Present instructions 4 ways (on board, verbally, in handout, On-line)verbally, in handout, On-line)
• Repeat back instructionsRepeat back instructions
Look At Handout:What Administrators Should
Know
On 2nd page: Working Memory
WHO Should Repeat Back the Instructions?
Working Memory StrategiesWorking Memory Strategies• PausePause during explanations, lecture during explanations, lecture
• Provide skeletal notes Provide skeletal notes to help organization and reduce to help organization and reduce loadload
• Give Brain BreaksGive Brain Breaks
• Use different colors to organize materialto organize material
• Students actively process Students actively process just 1 itemjust 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 3In Groups of 3 Discuss examplesDiscuss examples
Long-Term Memory
Preparing for Assessment
Long Term Memory ?Remember Working Memory?
LTM Background
Hidden Factors in Long-Term Memory
OX
Mirror DrawingMirror Drawing
Hidden Factors Hidden Factors A DemonstrationA Demonstration
• 3 x 5 or 4 x 6 card3 x 5 or 4 x 6 card• MirrorMirror• Writing utensilWriting utensil• Mirror Drawing Practice Sheet & a hard surfaceMirror Drawing Practice Sheet & a hard surface
Prior Learning
Affects Current Learning
Memory Stabilizes after 10-14 days
Schenck, J. (2003)
0
1
2
3
4
5
6
7
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
Ite
ms
Re
ca
lle
d
Days
Discussion but uninterested
Passive: No Discussion
4th Grade
20%
13%
LTMAffected by:Development/ageRecognizing patternsAttention Personal Emotional SignificanceWorking Memory Prior LearningMethod of Study & Test Practice
LTMAffected by:Development/ageDevelopment/ageRecognizing patternsRecognizing patternsAttention Attention Personal Emotional SignificancePersonal Emotional SignificanceWorking Memory Working Memory Prior LearningPrior LearningMethod 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 WIDE Equal Spacing, or Variable
Spacing No CrammingLimit 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.
Limit
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
• ELABORATINGELABORATING 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)
Long-TermMemory
Declarativeor ExplicitMemory
Non-Declarativeor Implicit
Memory
PerceptualProceduralskills, how todo something
Single EventMemory or
EpisodicPersonal
Experiences,events withspecific time
and place
RepeatedEvents orSemanticMemory,
facts,knowledge,language
Most Powerful & Long-Lasting
Mind Map that can be Manipulated
Mind Map that can be Manipulated1. Objects have unique shape2. Objects have color3. Can be in sequence or non-
sequential4. Student moves & explains5. Provides immediate feedback6. Creates multiple forms of
memory7. Faster than writing or lecturing8. Practice to mastery or past
perfection (abt.3-5 times)
Developmental Differences12 & 10th grade LTM
for Complex, Abstract Material
73 Days 37 Days
Getting PersonalMetacognitive 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 BreakWith A Partner:With A Partner:The most important thing for The most important thing for
TEST PREP is:TEST PREP is:
Something I need to AVOIDSomething I need to AVOID
I can HELP students prepare I can HELP students prepare by….by….
Ultimately….
Two Brains Must be Trained:
Yours & Theirs
