Applied Practices For Cognitively Mired Adolescents In Economics(Presentation)Presentation Transcript
Applied Practices for Cognitively Mired Adolescents in Economics: Practical Brain Based Learning Techniques for Teaching Economics Christopher Tyler 1-26-2010 Azusa Pacific University --- High Desert Campus
Traditional direct instruction lecture proves ineffective.
1 st - Not all students learn the same due to their neurological networks.
2 nd - The human brain does not identify the information as being a part of a recognizably important pattern and thus stores the information only in short-term and often times forgets it entirely in the long term.
As a result students learn the information long enough to pass the class and graduate, but later on they become a citizen with little economic understanding.
Principle One: The brain is a parallel processor
Principle Two: Learning engages the entire physiology
Principle Three: The search for meaning is innate
Principle Four: The search for meaning occurs through "patterning"
Principle Five: Emotions are critical to patterning
Principle Six: Every brain simultaneously perceives and creates parts and wholes
Principle Seven: Learning involves both focused attention and peripheral perception
Principle Eight: Learning always involves conscious and unconscious processes
Principle Nine: We have at least two types of memory -- a spatial memory system and a set of systems for rote learning
Principle Ten: The brain understand and remembers best when facts and skills are embedded in natural spatial memory
Principle Eleven: Learning is enhanced by challenge and inhibited by threat
Principle Twelve: Each brain is unique
Study Design: Participants
Facilitator – Credentialed Microeconomics AP Teacher
Four class of General Economics were used in the study.
Participating students were selected randomly
Participating Students – 142 (56 Females) (86 males)
30% of the participants are Hispanic
50% are Caucasian
15% are African America
5% are Other.
There are four Special Needs students on an I.E.P. (Individual Education Plan), one student on a 504 Plan, and one E.L.L. (English Language Learner) student.
Study Design: Setting
Title 1 school-wide program improvement site
located in High Desert community of Southern California.
There are currently 2,020 students (primarily middle class).
.0555% ELL students
API Score – 731 (2008)
The average class size varies from 35 – 40 students per teacher.
Study Design: Planned Activities
Week 1 – Environment changed, design their own currency
Week 2 – Read “The Gold Smiths Tale” and do a skit
Week 3 – Representative of the High Desert Federal Credit Union comes.
Week 4 – Introduction to banking websites, students walked through sites themselves
Week 5 – Video “The Ascent of Money: The Bond Market”, web quest
Week 6 – Investopedia.com
Findings and Analysis
Discussion of Results:
After triangulating all the data the noteworthy growth was in student vocabulary quiz scores.
According to teacher observations the students began utilizing economic terminology in everyday conversations coming to and from the classroom.
Student engagement also increased over the course of this study.
Stress levels, according to the summative survey, and teacher observations notes visibly decreased due to an increased expose to the course material.
Furthermore, students began to compare and apply more of the course material to their personal lives.
When the students involved in this study initialized extracurricular activities due to in-class material their comprehension and retention rates increased.
Discussion of Results:
Utilizing brain based learning methods in the classroom is an effective way of increasing retention and comprehension of a topic.
Due to the exercises and activities that became incorporated into the course students became more exposed to the material being taught.
As a result of this student stress levels remained low. This was reflected in the students not developing high affective filters during course exams.
As a further result of increased exposure to the course material students began utilizing vocabulary and the information learned during the course in their personal lives.
Several students, after being instructed in banking and listening to a guest lecturer, went out and opened their own checking accounts or acquired savings bonds.
As a result of the findings from this study this teacher-researcher intends on conducting another study that will be no less than twelve weeks in length.
New Insights into My Students
Students respond well to a wide variety of brain based teaching strategies.
Every student needs to probed for intelligence.
Better Structuring the Conditions of Learning for Students
Classroom environment needs to be restructured to orient learning on the field of study.
Students need to have interaction with material in real world application.
Principles need to be addressed as much as possible
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