slide show on brain and learning
DESCRIPTION
Slideshow for the CFT New Faculty Institute on brain and learning. Day 2 of workshop.TRANSCRIPT
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How the Brain LearnsDavid Sousa
1Sunday, July 1, 2012
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Prepare the Brain to Take a Test
✦ Exercise✦ Fruit✦ Water
3Sunday, July 1, 2012
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Information Processing Model✦A model for explaining how the brain deals with
information from the environment.
4Sunday, July 1, 2012
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Probability data gets stored in memory✦ The way Sense & Meaning influence how information
is stored in memory.
Moderate to High Very High
Very LowModerate to High
LESSON MAKES SENSE PRESENT
MEA
NING
PRE
SENT YES
NO
YESNO
5Sunday, July 1, 2012
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Sensory Preferences and Learning Style
6Sunday, July 1, 2012
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Sensory Preferences and Learning Style
✦Understand students different learning styles
6Sunday, July 1, 2012
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Sensory Preferences and Learning Style
✦Understand students different learning styles
✦Recognize we teach the way we learn.
6Sunday, July 1, 2012
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Sensory Preferences and Learning Style
✦Understand students different learning styles
✦Recognize we teach the way we learn.✦Note, what do diverse learners need?
6Sunday, July 1, 2012
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Sensory Preferences and Learning Style
✦Understand students different learning styles
✦Recognize we teach the way we learn.✦Note, what do diverse learners need?✦Avoid misinterpreting different learning style
behaviors with inattention or misbehavior
6Sunday, July 1, 2012
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Sensory Preferences and Learning Style
✦Understand students different learning styles
✦Recognize we teach the way we learn.✦Note, what do diverse learners need?✦Avoid misinterpreting different learning style
behaviors with inattention or misbehavior
✦Understand your learning style and sensory preference can affect learning & teaching
6Sunday, July 1, 2012
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Developing a Classroom Climate Conducive to Learning
7Sunday, July 1, 2012
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Developing a Classroom Climate Conducive to Learning
✦Environment-free from threat or intimidation
7Sunday, July 1, 2012
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Developing a Classroom Climate Conducive to Learning
✦Environment-free from threat or intimidation
✦How to deal with wrong answers?
7Sunday, July 1, 2012
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Developing a Classroom Climate Conducive to Learning
✦Environment-free from threat or intimidation
✦How to deal with wrong answers?✦Avoid humiliation
7Sunday, July 1, 2012
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Developing a Classroom Climate Conducive to Learning
✦Environment-free from threat or intimidation
✦How to deal with wrong answers?✦Avoid humiliation✦Make grading instructional NOT punitive
7Sunday, July 1, 2012
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Developing a Classroom Climate Conducive to Learning
✦Environment-free from threat or intimidation
✦How to deal with wrong answers?✦Avoid humiliation✦Make grading instructional NOT punitive✦Establish democratic climates
7Sunday, July 1, 2012
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Developing a Classroom Climate Conducive to Learning
✦Environment-free from threat or intimidation
✦How to deal with wrong answers?✦Avoid humiliation✦Make grading instructional NOT punitive✦Establish democratic climates✦Show support for school policy
7Sunday, July 1, 2012
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Developing a Classroom Climate Conducive to Learning
✦Environment-free from threat or intimidation
✦How to deal with wrong answers?✦Avoid humiliation✦Make grading instructional NOT punitive✦Establish democratic climates✦Show support for school policy✦Model the behaviors you value
7Sunday, July 1, 2012
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Active Meaningful Learning
8Sunday, July 1, 2012
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Active Meaningful Learning✦ASCD PD In Focus Video: 2nd Graders
8Sunday, July 1, 2012
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Active Meaningful Learning✦ASCD PD In Focus Video: 2nd Graders
8Sunday, July 1, 2012
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Active Meaningful Learning✦ASCD PD In Focus Video: 2nd Graders
✦Questions✦Why are experiential, hands on activities
important for students no matter what grade or age level? (large group discussion)
✦Think of your discipline & classroom, what is one thing you can do now to make a lesson more active and meaningful? (journal)
8Sunday, July 1, 2012
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Increase Processing Time through Motivation
9Sunday, July 1, 2012
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Increase Processing Time through Motivation
✦Generate Interest✦Establish accountability✦Provide feedback: students need prompt,
specific, and corrective feedback✦Frequent brief quizzes versus the unit test✦Formative vs. summative
✦Level of concern✦Helpful anxiety versus harmful anxiety✦Example:✦“This is going to be on the test.”✦“Knowing this will help you learn the next set of skills more
easily.”
9Sunday, July 1, 2012
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Use Closure to Enhance Sense & Meaning✦Initiating Closure
✦Example: I am going to give you 3 minutes to think of the three causes of the Civil War…., be prepared to discuss them briefly.
✦Closure is different from review✦In review the teacher often does most of the work.
In closure, the student is doing most of the work by mentally rehearsing.
✦When to use Closure✦It can start a lesson, referring back.✦It can occur in the middle of the lesson-moving from
one sub-learning to the next.✦It can end a lesson-tie the sub-learnings together.
10Sunday, July 1, 2012
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Safe Learning Environment
✦Safe Non-threatening Environment
✦Question✦What is one thing you can do now to ensure that
your classroom offers a safe, nonthreatening environment for students?
11Sunday, July 1, 2012
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Learning PyramidAVERAGE STUDENT RETENTION RATES IN PERCENT OF INFORMATION STORED
IN MEMORY
Lecture5%
Reading-10%
Audio/visual-20%
Demonstration-30%
Discussion Group-50%
Practice by doing-75%
Teach Others-90%
12Sunday, July 1, 2012
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✦ Journal prompt: Reflect on what a typical class you teach or a class you have experienced is like, either from the past or the present.
✦ Commercial break
13Sunday, July 1, 2012
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SOUSA, HOW THE BRAIN LEARNS, 2006
14Sunday, July 1, 2012
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SOUSA, HOW THE BRAIN LEARNS, 2006
15Sunday, July 1, 2012
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Memory and Patterns✦ Memory, Emotion and Attention: ASCD
✦Follow-up Questions on which to reflect
✦ What techniques and strategies have your teachers used to capture your attention and engage you in learning?
✦ What are the effects of stress on learning from your experience?
16Sunday, July 1, 2012
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Questions
17Sunday, July 1, 2012
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Questions✦ What kind of emotions in school could
interfere with cognitive processing?
17Sunday, July 1, 2012
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Questions✦ What kind of emotions in school could
interfere with cognitive processing?✦ What strategies or structures can schools
and teachers use to limit the threat and negative effects of these emotions?
17Sunday, July 1, 2012
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Questions✦ What kind of emotions in school could
interfere with cognitive processing?✦ What strategies or structures can schools
and teachers use to limit the threat and negative effects of these emotions?
✦ What factors in the classroom can foster emotions in students that promote learning?
17Sunday, July 1, 2012
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Questions✦ What kind of emotions in school could
interfere with cognitive processing?✦ What strategies or structures can schools
and teachers use to limit the threat and negative effects of these emotions?
✦ What factors in the classroom can foster emotions in students that promote learning?
✦ What strategies have you used to encourage positive emotions that promote learning?
17Sunday, July 1, 2012