what makes for effective learning and teaching
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What Promotes Efective andLong Lasting Learning in Studen
• Developed by Proessor Terry Doyle
• Ferris State University
• !learnercenteredteaching!ordpress!com
• doylet"erris!edu
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/
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Slides are available or donload at#
!learnercenteredteaching!ordpress!com
Presentation or $eaconhouse SchoolsDeveloped by Proessor Terry Doyle
Ferris State University
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/
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%ur Proessional %bligation
&s in anyproession eneed to ollo
here theresearch leadsus!
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'ere is %ur (hallenge)
We as teachers can*t ma+einormed decisions abouthich teachingapproaches or tools to use
i e don*t ,rst understandho our students learn!
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'ere is %ur (hallenge)
To understand ho ourstudents learn e mustunderstand ho theirbrains ta+e in- process- andretrieve inormation as ell
as the numerous actorsthat afect these processes!
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.uestion/!
What do e teach)
/! What +noledge and s+ills do
students need our help ith tolearn and hat can they loo+ upas needed or learn on their on)
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.uestion/&!
What do e teach)
/&! What ould ma+e ushappy that our students
still +ne and could apply rom the content and s+illso our course a yearlater)
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.uestion0!
What is the best use o ourtime)
0! 'o do e use our timemost efectively to help
students master the learningoutcomes o our courses)
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.uestion 1!
What teaching actions bestacilitate students*learning)
What activities-assignments andassessments or+ best)
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Part %ne
2yths and Error
about Learning athe 'uman $rai
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The 'uman $rainForget that 3ight4Let $rain 2yth
The human brain or+s asa comple5 design ointegrated systems notthrough speciali6ed and
competing right and letbrain unctions!
7To+uhama4Espinosa- 2ind $rain and
Education Science- 08//
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The 'uman $rain
(omple5 mental tas+s andbehaviors and even simpletas+ result rom a comple5coordination o activity inmultiple brain regions
including both the right andlet hemispheres!
73e+art- 08/19
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=o 3esearch Support orUsing Learning Styles
.” there is no ade>uate evidencebase to ?ustiy incorporatinglearning styles assessments intogeneral educational practice!!!
Limited education resources ould
better be devoted to adoptingother educational practices thathave a strong evidence base!@
7Pashler et al- 088;#/8A9
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=o 3esearch Support orUsing Learning Styles
•Proessor Bohn 'attie 7authoro Cisible Learning9 in 08/0produced a synthesis oyears o educational researchtrying to ,gure out hat hasthe biggest impact uponstudent learning states that-
• %ne o the more ruitlesspursuits is labeling studentsith learning styles!
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We are all visual and auditorylearnersevolution madecertain o it!
7Gosami- 088H9
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=o 3esearch Support or UsingLearning Styles•
&dvocating solely atactileI+inestic style olearning is a mista+e!
• The direct connectivity ound inthe visual and auditory centers
o the brain are not ound inthe tactile modality!
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=o 3esearch Support orUsing Learning Styles
=either the somatosensorycortices 7hich processtouch9 nor the cerebellum7motor learning9 ouldproduce the +ind o long
term memories desired inschool!
73e+art- 08/19
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2ultitas+ing is not Possible he Trying to Learn =e Things
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2ultitas+ing does not E5ist unles Tas+s are &utomated
JouKre not actually doingour or ,ve things at once!
7Levitin-08/9
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The $rain (an*t 2ultitas+
%ur brains engage inse>uential tas+ing or unitas+ing shiting rapidly rom one thingto another ithout reali6ing it!
The brain is actually racturingtime into ever smaller partsand ocusing on each thingindividually!
7Levitin-08/9
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2ultitas+ing M Less Productive
People oten thin+ they arebeing more productive henthey try to ?uggle tas+s!
=ot only is se>uential unitas+ing
detrimental to productivity- but itproduces less creative or+ asell!
Levitin- 08/
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2ultitas+ing $urns Energy andStresses the $rain
When people try to do
several things at once44
li+e te5t and listen to alecture-
The brain uses up
o5ygenated glucose at amuch aster rate and releasesthe stress hormone cortisol!
7Levitin-08/9
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2ultitas+ing $urns Energy andStresses the $rain
(ortisol is something thatma+es you eel mentallycloudy and edgy andunhappy!
7Levitin-08/9
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Why do Preteen and Teenage Students 2ultitas+ They are 3esponding to 3eards
• Some behaviors- such aste5ting or using socialmedia- trigger the brain*sreard system!
• %nce the brain has lin+ed a
behavior to that reard- itcontinues to see+ the reardagain and again!
73oper- 08/9
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Students are 3esponding to 3eards
•
That*s hy students areli+ely to opt or the reardo social media hen theyshould be studying!
•%r hy they respond tote5ts hile driving
73oper- 08/9
3eard Pathay in the$rain
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Studies on 2ultitas+ing
Nt gives value to all stimuli sodistractibility increases!
7%phir- =ass and Wagner 088;9
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Stanord University Study
• 3esearch conducted at StanordUniversity in 08/ ound thatmultitas+ing is less productive thandoing a single thing at a time!Students4
/! cannot pay attention44
0! recall inormation441! or sitch rom one ?ob to another
&s ell as those ho complete one tas+at a time!
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Stanord University Study
• They ound that heavy
multitas+ersthose homultitas+ a lot and eel thatit boosts their perormanceere actually worse atmultitas+ing than thoseho li+e to do a singlething at a time!
708/9
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3educing 2ultitas+ing
• 'o can someone overcometheir brain*s attempts todistract)
• $est solution44 physicallyremoving distractions
henever possible!
• Shut don the phone hendriving or disconnect rom Wi4Fi hile doing homeor+!
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Part To
Understanding 'oStudents Learn
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The De,nition o Learning
Learning is a change inthe neuron4patterns othe brain!
7Goldberg- 088;9
!virtualgalen!comI!!!I neurons4small!?pg
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Teachers* De,nition o Learning
Learning is the ability to use inormation atersigni,cant periods o disuse
and
it is the ability to use the inormation to solveproblems that arise in a conte5t diferent 7i
only slightly9 rom the conte5t in hich theinormation as originally taught!
73obert $?or+- Memories and Metamemories, /;;9
Th K P i i l f L
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The Key Principle of LearnerCentered Teaching
Nt is the one ho does or+ ho does the
learning7 Doyle - 088
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The 'uman $rain
• The human brain eighsabout three 719 pounds
• (ontains uadrillion connections
73atey- 088/- Goldberg- 088;9
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We are $orn to Learn
The brain as meant to e5plore and learn
&ttention Drives the (hanges in =euro n
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&ttention Drives the (hanges in =euro4n&ttention Drives Learning
This change is directed by hate pay attention to!
72er6enich and colleagues- U(SF- 08//9
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&ttention Drives the (hanges
&ttention is almostmagical in its ability tophysically alter the brain andenlarge unctional circuits!
72er6enich and colleagues- U(SF- 08//9
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:eeping Students* &ttention
=euroscientists have a saying#Emotion drives attention andattention drives learning this ma+es Attention such a +ey to learning!
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:eeping Students* &ttention
The emotional engagementpathay is efective incapturing and sustaining
attention!
72er6enich and colleagues- U(SF- 08//9
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Dopamine 3eard or Learning
Dopamine is there to reard
your brain or learning neinormation- or engaging inne e5periences!
Without dopamine- studentsould not be interested inlearning or trying ne things!
72er6enich and colleagues- U(SF- 08//9
Dopamine and Learning
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Emotional (ontagion is a :ey to
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Emotional (ontagion is a :ey to:eeping &ttention• & process in hich a
person or group inuencesthe emotions or behavior oanother person or groupthrough the conscious orunconscious induction oemotion states and
behavioral attitudes@!
• Schoeneol- G!- 7/;;89! Emotional contagion#$ehavioral induction in individuals and groups!KK2odern PsychoanalysisQ /A- ;4H/
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:eeping Students* &ttention
$ut the brain*s processingabilities in a given moment arelimited- and attention is the aythe brain allocates its
resources!
72er6enich and colleagues- U(SF- 08//9
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Sound Gains &ttention
Unli+e our eyes our earscan never be shut!
7Eli6abeth La daras9
Sound is an e5cellent ayto gain and regainattention!
&ttention and Learning
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&ttention and Learning
When e attend tosomething e are readyingvarious cognitive process emay need or learning!
(entral 3esource (apacity Theory
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p y y
&ttention capacity ill
increase or decreasedue to#
%ne*s arousal level
Type o tas+
'o people allocate attention
The $rain Learns $est hen in
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The $rain Learns $est hen in2otion
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2ovement and Learning
=atural selection
developed a human brainto solve problems osurvival in outdoor-unstable environmentshile in almost constant
motion!
72edina- 088
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2ovement and Learning
%ur brains ere shaped and
sharpened by movement!
We continue to re>uireregular physical activity inorder or our brains tounction optimally!
73aichlen and Pol+- 08/19
L i i E h d b 2
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Learning is Enhanced by 2ovem
• Sitting is not good or learning!
• Sitting is also not good or our health!
• Nn one teachers classroom#
/!Spelling ords by orming the letters ith bodies
0! Forming punctuation mar+s and e5pressing the eeling o sentthrough movement
1! Learning multiplication by moving in sets o threes and ours
! Discovering the diference beteen lunar and solar eclipses thplanet dances
A! (horeographing our ay across the %regon Trail
Learning and 2o ement
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Learning and 2ovement
• The more the learners used learning
activities ith movement- the highertheir academic achievements-especially ith the olloingactivities#
/! sustained movement4assistedlearning activities
0! physical contact ith the learned
environment1! use o visual and movement
modeling
! socio4+inesthetic interaction
7Shoval- 08//- p! H09!
Students =eed (lear 3ationales or Why
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=eed to Learn What is being Taught
• This is one o the seven
most supported ,ndingsrom brain research aboutlearning!
• Wanting to learn is +ey in
memory development!
(lear 3ationales or Why Students =ee
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Learn What is being Taught
=eurobiological evidence
suggests that the aspects ocognition that e recruitmost heavily in schools-namely learning- attention-memory- decision ma+ing-
and social unctioning- areboth prooundly afected byand subsumed ithin theprocesses o emotionQ ecall these aspects emotional
thought
S d L i
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Spaced Learning
• The biological basis o a
memory is a pathay ocells lin+ed togetherithin the brain!
7Fields- 088A9
S d L i
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Spaced Learning
• 2emory e5perimentsdemonstrated that it is themanner in hich the brain*scells are stimulated thatcauses them to Rsitch on* andlin+ together!
• Surprisingly- constantstimulation o the cell did notma+e the cells sitch on!
• Stimulation had to beseparated by gaps hen thecell as not stimulated!
• 088A b 3! Dou las Fields in Scientifc American!
Spaced Learning
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Spaced Learning
• The brea+through came hen
the team Rbegan to reali6ethat the important actor astime*!
• The length o stimulation asnot vital- but the gapbeteen stimulations as!
• This insight is the basis oSpaced Learning!
Spaced Learning &ctivities Durin
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p g$rea+s$rea+s* last about /8minutes
Students need to do an activitythat is very diferent rom hatthey*re doing during thelearning process!
The most efective ay o doingthis is to carry out a physicalactivity!
Spaced Learning &ctivities
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Spaced Learning &ctivities
%ther types o activities to
try include#
%rigami
Paper4cutting activities
2usical chairs
Play4dough modelling
Light aerobics
$all4handling games 7li+edribbling a bas+etball9!
Ndeal Study Nntervals Spaced
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y pLearning• /8 to 08 o retrieval
intervalsi studyingacts!
• Test in 1 ee+s M0/ days!
• Study every 041 days!
7(epeda (oburn- 3ohrer- Wi5ted- 2o6er and Pashler088;9
Ndeal Study Nntervals
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Ndeal Study Nntervals
The gap allos time or the
physical changes in the brain tota+e place!7De+art- 08/19
&s time passes e have a betteridea o hat e really +no and
hat e still need to studyesee the holes in our understanding
7=elson and Dunlos+ty /;;/9
The $rain Learns in Patterns
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The $rain Learns in Patterns
• Teaching isolated acts
ma+es them harder torecall!
•3ecalling any part o amemory is enough torecall the entire memory!
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SLNDE %=E
4915802979
Slide To
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Slide To
(491) 580-2979
2ultisensory Learning and Teaching is :eEnhanced Student Perormance
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Enhanced Student Perormance
• Cision trumps all otherlearning!
'umans had to#
/! Find ood
0! &void predators1! Find sae places to sleep
! Find a mate
Senses (reate 2ultiple Pathays
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Learning and 2emory
The more senses used
in learning the morepossible connectionsto prior +noledge andthe more pathays are
available or recall!
2ultiple Pathays
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2ultiple Pathays
• Using multiple senses
allos more cognitiveconnections andassociations to be madeith a concept!
• This means more aysthe inormation can betriggered and retrievedrom memory!
'elping Students to 3emember hat They t :
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to :no
Three 3ules
/!3epetition over time7distributive practice9
0!Elaboration o material
1!Wanting to remember
Listen to the 2usic
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Listen to the 2usic
Do you +no the lyrics to
songs that you did not try tolearn and do not ant to +nothe lyrics to)
JES
Practice over Time
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Practice over Time
Practice- Use - 3epetition-
3evie- 3eection orother meaningul ayse engage ith nelearning over time is ama?or +ey to its recall!
Elaborations are the :ey
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Elaborations are the :ey
For better or orse- ourrecollections are largely at themercy o our elaborations
7Daniel Schacter author o the Seven Sins o2emory9
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'o the $rain 2a+es (onnectioand the (hemistry that is at Wo
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and the (hemistry that is at Wohen We Learn!
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