Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual Learning

Diversity in Learning: Teaching Practices and Educational Policies that Impact Students’ Visual LearningProfessor Laura-‐Ann Pe./o Science Director, and Co-‐PI of the Na$onal Science Founda$on and Gallaudet University’s Science of Learning Center Visual Language and Visual Learning, VL2 OECD, Jan 23-‐24, 2012 Paris, France SEE: h@p://peD@o.gallaudet.edu/~peD@o/index/index.php for References and Downloadable PublicaDons

Shared Goals Center for Educa$onal Research and Innova$on “Educa$onal Neuroscience” PeD@o, 2001

NSF Science of Learning CenterVisual Language & Visual Learning Dr. Thomas Allen Co-‐PI; Founder Dr. Kristen Harmon Leader IntegraDon of Research & EducaDon

VL2 Center Questions Plas0city Visual Systems Knowledge CogniDve Systems Func0ons Visual Processing Visual Language Learning Language Visually-‐Informed Reading Social Experiences Literacy

New LensHuman Learning Processes through the Widened Vantage Point of Deaf Individuals and Signed Languages as a new lens into plasDcity of brain structures & funcDons

Plan1.  Visual Processing & TranslaDonal / Visual Learning EducaDonal Policy 2.  Early Reading ImperaDves AcquisiDon 3.  Bilingual Language Development

1. Visual Processing & Visual LearningQuesDon Can diﬀerent early sensory experiences change the brain STRUCTURES, and, related higher cogniDve FUNCTIONS?

Visual Processing & Visual LearningAnswer YES diﬀerent early sensory experiences do alter the human brain and its funcDons Increased visual sensory input = higher cogniDve processing advantages

Visual Processing & Visual Learning Visual A@enDon & Gaze Following Vital Jenny Singleton

Findings – Changes in Visual Processing & Plasticity Hearing Parents Deaf Parents Children Children more Children Slower frequently More Rates of shid eye gaze advanced Spontaneous in object a@enDon Self-‐ Looking, naming and RegulaDons Language, later Reading & booksharing. Literacy Stronger Development Vocabularies, Language, Reading, Jenny Singleton Literacy

Signing Children’s Developmental Strengths can be turned into Tools for Teachers & ParentsEarly Sign Input Changes Vision = Impact on Brain’s Visual Strengths Cogni0ve Systems AnDcipatory Looking Turn Taking A@enDon Control and Eye Gaze Following Self-‐RegulaDon of Gaze AlternaDon during Behavior/ object naming Inhibitory Control Planning CoordinaDon of Gaze Problem Solving among mulDple tasks Working Memory CogniDve Flexibility Jenny Singleton

Translational / Educational Policy ImperativesEarly Exposure to Sign Language ImperaDve Yields Brain-‐Based Enhanced Visual A@enDon & Processing CapaciDes Yields Enhanced Higher CogniDve Language & Literacy Skills

2. Early Reading AcquisitionVision, Visual Units as a Gateway to Phonology in Early Reading

Early Reading Acquisition Discovery Young Readers DEAF Intermediate Level VISUALLY-‐BASED PHONOLOGY Emmorey, Morford, Corina, Plaut, PeD@o

Early Reading AcquisitionHEARING DEAF PRINT “F + O + X” Sound Based Phonology ? Meaning

Findings – Reading AcquisitionHEARING DEAF PRINT “F + O + X” Visual Phonology= Sound Based Sign Based Phonology Meaning Orthography Based

Cascading Impact of Discovery Educa0on Transla0on Products Discovery •  TEACHERS – Use •  Learning Tools-‐Apps to Fingerspelling & Sign Teach Reading, Melissa Level between PRINT Phonology in MALZKUHN & MEANING=Visual TranslaDonal Classroom •  Assessment Toolkit, Phonological/ Research Thomas ALLEN Orthographic •  Parent EducaDon Package (MulDmedia), Kristen HARMON

Synergistic Discoveries ToolKit for Schools Theory Educa0on Transla0on •  New Research •  “Early EducaDon •  Public -‐ Call for QuesDons Longitudinal knowledge of Study” in NormaDve Classroom, Allen development, Assessment tools

Translational / Educational Policy ImperativesAll Children Phonological level of language processing Universal Whole word Vs Phonics Debate ImperaDve to teach Phonological decoding in all EARLY reading Visual Learners ImperaDve to teach VISUAL-‐based phonological decoding

3. Bilingual Language DevelopmentAge of FIRST Bilingual Language Exposure (AoE) as a Powerful Predictor of Dual Language Acquisi$on & Reading Success PeD@o

Advanced FuncDonal Near-‐Infrared Spectroscopy Many Advances Across Liefspand

All Early-Exposed Bilinguals & Monolingual Longitudinal Milestones are the Same First Sentences PeD@o et al., 2001, J of Child Lang, 2-‐Sign, or 2-‐Word PeD@to et al., 2001, Science, First combinaDons Pei$So et al., 2002, Nature, Vocabulary ~18mths First Signs, or First Words Babbling ~12mths ~6mths, Hands, orå Tongue

Early Language Acquisition Milestones are the Same for Bilinguals & Monolinguals• Same Milestones for Bilingual Children Acquiring 2 Spoken Languages • Same Milestones for Bilingual Children Acquiring 2 Signed Languages • Same Milestones for Bilingual Children Acquiring a Spoken & a PeD@o et al., Journal of Child Language, 28 (2001), 453-‐496. Signed Language from birth as the video clip example shows here …

Findings – Age of Bilingual Exposure and Reading WordsLater Exposed Bilingual Children = Increased demands on ExecuDve FuncDons and language processing, conﬁrmed by BEHAVIORAL reading measures

Findings– Age of Bilingual Exposure and Processing Sentences Early-‐exposed Bilinguals Later-‐exposed Bilinguals Frontal Lobe Led Hemisphere Jasinska, Malkowski & PeD@o, Submi@ed

A Surprise Finding English Monolingual Homes English Bilingual Monolingual Schooling Schooling Lower Higher Test Scores Test Scores Kovelman, Baker, & PeD@o,2008(b) English English Bilingual language schooling may ameliorate the deleterious impact of socioeconomic variaDon on literacy

Translational / Educational Policy ImperativesEarly Bilingual Exposure is imperaDve Early Sign & Spoken Bilingual Language Exposure is imperaDve Old fears of language contaminaDon and/or language delay when exposing a child to a signed language early in life are scienDﬁcally unfounded

Research Discoveries and Educational Policy1.  Visual Processing & Visual Learning 1. Early Exposure to Visual – Early Visual Experiences Sign Language = Brain can impact brain structures benefits & func$ons 2. Early Reading AcquisiDon 2. Building Phonological Skills in all children is beneficial in – Vision as a Gateway to early life Phonology 3. Bilingual Language 3. Early Bilingual Exposure OpDmal. Development Signed & Spoken Bilingual – Age (AoE) as a new Exposure = Lifelong Language, predictor of Reading & Reading, & Literacy Benefits Language Success

Thank you! Merci! NSF Grant SBE-0541953

Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual Learning

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