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Applied Practices For Cognitively Mired Adolescents In Economics(Presentation)
 

Applied Practices For Cognitively Mired Adolescents In Economics(Presentation)

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    Applied Practices For Cognitively Mired Adolescents In Economics(Presentation) 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
    • Real Need
      • Traditional direct instruction lecture proves ineffective.
    • Introduction
      • 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.
    • Background
      • 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
    • Background
      • 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
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    • 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:
    • Conclusion
      • 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.
    • Conclusion
      • 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.
    • Conclusion
      • 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
    • Reference Page
      • Caine. G. & Caine R. (1989) Learning and Accelerated Learning. Training and Developmental Journal, 65-73.
      • Caine. R. & Caine C. (1990). Understanding a Brain-Based Approach to Learning and Teaching [electronic version]. Journal of Educational Leadership , 66-70.
      • Diamond M. (1985, March) Brain Growth in Response to Experience . Riverside: University of California Press.
      • Hart L. (1999). Human Brain & Human Learning . New York: Brain Age Pub.
      • Medina, John (2008). Brain Rules . Seattle: Pear Press.
      • 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
      • O’Keefe J. & Nadel L. (1978) The Hippocampus as a Cognitive Map . Oxford: Claredon Press.