Fort Sill Learner Centered Teaching Part 1

7/31/2019 Fort Sill Learner Centered Teaching Part 1

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Learner Centered Teaching

Putting the Research into Practice

Developed by Professor Terry Doyle Ferris State University

www.learnercenteredteaching.wordpress.com

[email protected]
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/


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Slides available for download at:

www.learnercenteredteaching.wordpress.com

Learner Centered TeachingFort Sill, OK
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/


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Learning Outcomes

By the end of the day participants will:

1.Have a general understanding of current brain

research that deals with human learning.

2. Have the ability to develop teaching activities

that integrate the research on how the humanbrain learns.

.


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Learning Outcomes

3. Be able to inform their students about which

learning preparation activities will prepare

them to learn at their best.

4. Be able to guide their students in how to

maximize their own learning by sharing the

current research on human learning with

them.


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Here is the Problem?

Teachers cant make informed decisions about

which teaching approaches to use if they dont

first understand how their students learn.

To understand how our students learn we must

understand how their brains take in, process, and

retrieve information as well as the numerousfactors that affect these processes.


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Mind, Brain and Education

Education Neuroscience Psychology Pedagogy Cognitive Neuroscience Development Psychology

Special Ed Neuroethics Neuropsychology

Gifted Ed Neuropsychology

Developmental Neuroscience

Biology Chemistry Social Science Biopsychology Neurochemistry Sociology

Neurobiology Psychopharmacology Anthropology

Genetics Toxicology Philosophy


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What was Then

Guido Sarducci Five Minute University


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A Caution!

Brain systems relation tocomplex cognition andbehavior can only beexplained satisfactorily by acomprehensive blend of

theories and facts related toall the levels of organizationof the nervous system, frommolecules and cells tophysical and social

environments.

(Antonio Damasio, head of the Department ofNeurology at the University of Iowa Medical Center)

Beware of


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The Human Brain

The human brain works

as a complex design of

integrated systems notthrough specialized and

competing right and left

brain functions.


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The Human Brain

The human brain

weighs three (3) pounds

Contains 86 billionneurons

These neurons canmake 40 quadrillion

connections


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2012 Neuroscience and Learning

We have accumulatedenough knowledgeabout the mechanismsand molecularunderpinnings ofcognition at thesynaptic and circuitlevels to say something

about which processescontribute (James Bibb of theUniversity of Texas Southwestern MedicalCenter)


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We are Born to Learn

The brain was meant to explore and learn


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The Definition of Learning

Learning is a change

in the neuron-

patterns of the

brain.(Ratey, 2002)

www.virtualgalen.com/.../ neurons-small.jpg


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Teachers Definition of Learning?

Learning is the ability to use information aftersignificant periods of disuse

andit is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the information

was originally taught.

(Robert Bjork, Memories and Metamemories, 1994)


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Basic Finding from Mind, Brain and

Education Research

It is the one who does

the work who does thelearning( Doyle , 2008).


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Dendrite Growth

The picture show the

dendritic growth that

has taken place 20

minutes into newlearning .

See the new cellular

material!

(Cognitive Neuroscientist Janet Zadina, 2010)


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Use it or Lose it

When new material is

not practiced the new

dendrite tissue is

reabsorbed by thebrain to conserve

resources.

(Dr. Janet Zardina, 2010)


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Six Major Findings about

the Human Brain

1.Human brains are asunique as faces.

A. There are clear patternsof development that areshare by all.

B. These patterns of

development or stagesset parameters forlearning.


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the Human Brain

2. All brains are not equal

because context and

ability influence

learning.

A. Learning environments

B. Motivation

C. Prior knowledge

The goal is to maximize

potential.


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the Human Brain

3.The brain is

changed by

experience.

A. This happens at a

microscopic level.


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the Human Brain

4. The brain is highlyplastic.

A. There are limits onplasticity that becomegreater as we age.

B. Developmentalstages are benchmarksnot roadblocks.


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the Human Brain

5. Brains learns better

and faster when they

are able to connect

new information toold.

A. Prior knowledge


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the Human Brain

The Brain is Social

Survival is accomplished

by working with otherbrains.

Groups of brains

almost alwaysoutperform a singlebrain.


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What the Brain Needs to

Function at Its Best

The brain needs tofunction effectively:

1.Oxygen

2. Hydration3.Food (glucose)

4. Sleep

5. Exercise


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The Brain and Oxygen

The brain accounts foronly 2% of total bodyweight.

It uses 25% of thebodys oxygen supply depleting 1 pints ofblood per minute.

It uses up to 30% of thetotal energy producedby the body.


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Water and the Brain

Water is brain food!In a study by Kempton andcolleagues they found

Given the limitedavailability of brainmetabolic resources,prolonged states ofreduced water intake

may adversely impactexecutive functionssuch as planning andvisuo-spatialprocessing.

(Kempton KJ, et al. 2010)


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Water and the Brain

Brain cells need twotimes more energy thanother cells in the body.

Water provides thisenergy more effectivelythan any othersubstance.

(Allen, Advanced Learning and DevelopmentInstitute)


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Water and the Brain

Water is also needed for

the brain's production

of hormones and

neurotransmitters.Nerve transmission

requires one-half of all

the brains energy.

(Allen, Advanced Learning and Development

Institute)


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Food and the Brain

Inhaling carbohydratescauses blood glucoselevels to yo-yo.

As a result the brain,which relies on glucosefor energy, is left eitherglutted or gasping,

neither of which makesfor optimal cognitivefunctioning.

(Edward M. Ned Hallowell, MD)


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Food and Learning

Learning is helped when

we rely on the complex

carbohydrates found in

fruits, whole grains, andvegetables. In general, a

balanced diet.

(Edward M. Ned Hallowell,

MD)


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Our Students Mindsets


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Growth Mindset

Students believe theirbrain is malleable andtheir intelligence andabilities can be

enhanced through hardwork and practice.

They believe only timewill tell how smart theybecome.


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Mindset-Fixed

In a fixed mindsetstudents believe thatintelligence is a fixed trait-- that some people have

it and others don't -- andthat their intelligence isreflected in theirperformance (Dweck, 2006).


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Growth Mindset

Students value hard

work, learning, andchallenges while seeing

failure as something to

learn from.


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Fixed Mindset

Fixed mindsets believethey either

Shouldnt need to workhardto do well

orPutting in the effort

wont make anydifference in theoutcome.


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Growth Mindset

Students are willing to

take learning risks and

understand thatthrough practice and

effort their abilities can

improve.


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Mindset is Contextual

Students Mindsets are

often different fordifferent subjects or

tasks.


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Mindset

Fixed VS. Growth

Intelligence is Intelligence

unchangeable. is malleable

and can be

improved.


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Mindset

Fixed vs. Growth

Look smart. Desire to learn

is paramount.


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Mindset

Fixed VS. Growth

Avoid challenges. Failure is seen

as an opportunity

to learn.

Risks are necessary

for growth.


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Mindset

Fixed VS. Growth

Make excuses Effort is

and try to avoid necessary for

difficulties. growth and

success.


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Mindset

Fixed VS. Growth

Criticism is taken Criticism is directed

personally. at their current

skills level.

Students know

they can improve.


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Feedback and Mindset

Teachers should focus

on students' efforts and

strategies.

Praise students efforts

or their strategies, not

their intelligence.


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Mindset and Intelligence

There is no relation

between students'

abilities or intelligence

and the development ofa growth mindset.


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What Teaching Actions does Brain

Research Affirm as Promoting Learning

When the

information or

skill is made tohave personal

relevance.

h h d


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The content is

made to respond

to the survival

needs of the

learner.

h hi i d i


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The teaching that

engages the brain in

multimodal,

experiential anddiverse learning.

The human brain enjoys

this kind of activeengagement.

Wh T hi A i d B i


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Time on task.

Learning something

new takes much longerthan most students

think. It requires a great

deal of practice.

Wh T hi A i


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What Teaching Actions

Promote Learning

When teacher embed

facts in a meaningful

context they make the

learning process mucheasier and enhance the

likelihood of recall in

the future.

Wh T hi A i d B i


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The brain doesnt learn

in a linear structured

and predictable fashion.

The use of various

sensory channels at the

same time are best

especially for hard tolearn concepts

Wh t T hi A ti d B i


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Research Affirm Promote Learning

The human brain seeksand quickly detectsnovelty.

Teacher who know thiscan design novelactivities that willenhance classroomlearning and long termrecall.

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Fort Sill Learner Centered Teaching Part 1