Applied Practices for Cognitively Mired Adolescents in Economics: Practical Brain Based Learning Techniques for Teaching E...
Real Need <ul><li>Traditional direct instruction lecture proves ineffective.   </li></ul>
Introduction <ul><li>1 st  - Not all students learn the same due to their neurological networks. </li></ul><ul><li>2 nd  -...
Background <ul><li>Principle One:  The brain is a parallel processor   </li></ul><ul><li>Principle Two:  Learning engages ...
Background <ul><li>Principle Seven:   Learning involves both focused attention and peripheral perception   </li></ul><ul><...
Study Design: Participants <ul><li>Facilitator – Credentialed Microeconomics AP Teacher </li></ul><ul><li>Four class of Ge...
Study Design: Setting   <ul><li>Title 1 school-wide program improvement site </li></ul><ul><li>located in High Desert comm...
Study Design: Planned Activities <ul><li>Week 1 – Environment changed, design their own currency </li></ul><ul><li>Week 2 ...
Findings and Analysis
 
 
 
 
 
 
Discussion of Results: <ul><li>After triangulating all the data the noteworthy growth was  in student vocabulary quiz scor...
<ul><li>Stress levels, according to the summative survey, and teacher observations notes visibly decreased due to an incre...
Conclusion <ul><li>Utilizing brain based learning methods in the classroom is an effective way of increasing retention and...
Conclusion <ul><li>As a further result of increased exposure to the course material students began utilizing vocabulary an...
Conclusion <ul><li>As a result of the findings from this study this teacher-researcher intends on conducting another study...
New Insights into My Students   <ul><li>Students respond well to a wide variety of brain based teaching strategies. </li><...
Better Structuring the Conditions of Learning for Students <ul><li>Classroom environment needs to be restructured to orien...
Reference Page <ul><li>Caine. G. & Caine R. (1989) Learning and Accelerated Learning.  Training and Developmental  Journal...
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Applied Practices For Cognitively Mired Adolescents In Economics(Presentation)

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Applied Practices For Cognitively Mired Adolescents In Economics(Presentation)

  1. 1. 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
  2. 2. Real Need <ul><li>Traditional direct instruction lecture proves ineffective. </li></ul>
  3. 3. Introduction <ul><li>1 st - Not all students learn the same due to their neurological networks. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
  4. 4. Background <ul><li>Principle One: The brain is a parallel processor </li></ul><ul><li>Principle Two: Learning engages the entire physiology </li></ul><ul><li>Principle Three: The search for meaning is innate </li></ul><ul><li>Principle Four: The search for meaning occurs through &quot;patterning&quot; </li></ul><ul><li>Principle Five: Emotions are critical to patterning </li></ul><ul><li>Principle Six: Every brain simultaneously perceives and creates parts and wholes </li></ul>
  5. 5. Background <ul><li>Principle Seven: Learning involves both focused attention and peripheral perception </li></ul><ul><li>Principle Eight: Learning always involves conscious and unconscious processes </li></ul><ul><li>Principle Nine: We have at least two types of memory -- a spatial memory system and a set of systems for rote learning </li></ul><ul><li>Principle Ten: The brain understand and remembers best when facts and skills are embedded in natural spatial memory </li></ul><ul><li>Principle Eleven: Learning is enhanced by challenge and inhibited by threat </li></ul><ul><li>Principle Twelve: Each brain is unique </li></ul>
  6. 6. Study Design: Participants <ul><li>Facilitator – Credentialed Microeconomics AP Teacher </li></ul><ul><li>Four class of General Economics were used in the study. </li></ul><ul><li>Participating students were selected randomly </li></ul><ul><li>Participating Students – 142 (56 Females) (86 males) </li></ul><ul><li>30% of the participants are Hispanic </li></ul><ul><li>50% are Caucasian </li></ul><ul><li>15% are African America </li></ul><ul><li>5% are Other. </li></ul><ul><li>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. </li></ul>
  7. 7. Study Design: Setting <ul><li>Title 1 school-wide program improvement site </li></ul><ul><li>located in High Desert community of Southern California. </li></ul><ul><li>There are currently 2,020 students (primarily middle class). </li></ul><ul><li>.0555% ELL students </li></ul><ul><li>API Score – 731 (2008) </li></ul><ul><li>The average class size varies from 35 – 40 students per teacher. </li></ul>
  8. 8. Study Design: Planned Activities <ul><li>Week 1 – Environment changed, design their own currency </li></ul><ul><li>Week 2 – Read “The Gold Smiths Tale” and do a skit </li></ul><ul><li>Week 3 – Representative of the High Desert Federal Credit Union comes. </li></ul><ul><li>Week 4 – Introduction to banking websites, students walked through sites themselves </li></ul><ul><li>Week 5 – Video “The Ascent of Money: The Bond Market”, web quest </li></ul><ul><li>Week 6 – Investopedia.com </li></ul>
  9. 9. Findings and Analysis
  10. 16. Discussion of Results: <ul><li>After triangulating all the data the noteworthy growth was in student vocabulary quiz scores. </li></ul><ul><li>According to teacher observations the students began utilizing economic terminology in everyday conversations coming to and from the classroom. </li></ul><ul><li>Student engagement also increased over the course of this study. </li></ul>
  11. 17. <ul><li>Stress levels, according to the summative survey, and teacher observations notes visibly decreased due to an increased expose to the course material. </li></ul><ul><li>Furthermore, students began to compare and apply more of the course material to their personal lives. </li></ul><ul><li>When the students involved in this study initialized extracurricular activities due to in-class material their comprehension and retention rates increased. </li></ul>Discussion of Results:
  12. 18. Conclusion <ul><li>Utilizing brain based learning methods in the classroom is an effective way of increasing retention and comprehension of a topic. </li></ul><ul><li>Due to the exercises and activities that became incorporated into the course students became more exposed to the material being taught. </li></ul><ul><li>As a result of this student stress levels remained low. This was reflected in the students not developing high affective filters during course exams. </li></ul>
  13. 19. Conclusion <ul><li>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. </li></ul><ul><li>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. </li></ul>
  14. 20. Conclusion <ul><li>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. </li></ul>
  15. 21. New Insights into My Students <ul><li>Students respond well to a wide variety of brain based teaching strategies. </li></ul><ul><li>Every student needs to probed for intelligence. </li></ul>
  16. 22. Better Structuring the Conditions of Learning for Students <ul><li>Classroom environment needs to be restructured to orient learning on the field of study. </li></ul><ul><li>Students need to have interaction with material in real world application. </li></ul><ul><li>Principles need to be addressed as much as possible </li></ul>
  17. 23. Reference Page <ul><li>Caine. G. & Caine R. (1989) Learning and Accelerated Learning. Training and Developmental Journal, 65-73. </li></ul><ul><li>Caine. R. & Caine C. (1990). Understanding a Brain-Based Approach to Learning and Teaching [electronic version]. Journal of Educational Leadership , 66-70. </li></ul><ul><li>Diamond M. (1985, March) Brain Growth in Response to Experience . Riverside: University of California Press. </li></ul><ul><li>Hart L. (1999). Human Brain & Human Learning . New York: Brain Age Pub. </li></ul><ul><li>Medina, John (2008). Brain Rules . Seattle: Pear Press. </li></ul><ul><li>NEA 12 Principles for Brain-Based Learning Webpage. (2007, June) Retrieved October 24, 2009 from http://edweb.sdsu.edu/people/CMathison/ArmaitiIsland/files/BBLrngPrin.pdf </li></ul><ul><li>O’Keefe J. & Nadel L. (1978) The Hippocampus as a Cognitive Map . Oxford: Claredon Press. </li></ul>

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