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

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The CERI OECD/National Science Foundation International Conference took place in Paris, at the OECD Headquarters on 23-24 January 2012. Here the presentation of Session 1, Brain, Plasticity and …

The CERI OECD/National Science Foundation International Conference took place in Paris, at the OECD Headquarters on 23-24 January 2012. Here the presentation of Session 1, Brain, Plasticity and Learning, Item 3.

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  • 1. 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  
  • 2. Shared Goals Center  for  Educa$onal  Research  and   Innova$on     “Educa$onal   Neuroscience”     PeD@o,  2001  
  • 3. NSF Science of Learning CenterVisual Language & Visual Learning Dr.  Thomas  Allen   Co-­‐PI;  Founder   Dr.  Kristen  Harmon   Leader     IntegraDon  of     Research  &  EducaDon  
  • 4. VL2 Center Questions Plas0city         Visual  Systems   Knowledge   CogniDve  Systems       Func0ons  Visual  Processing          Visual  Language   Learning       Language  Visually-­‐Informed   Reading  Social  Experiences   Literacy  
  • 5. 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    
  • 6. Plan1.  Visual  Processing  &   TranslaDonal  /   Visual  Learning     EducaDonal  Policy  2.  Early  Reading   ImperaDves   AcquisiDon    3.  Bilingual  Language   Development  
  • 7. 1. Visual Processing & Visual LearningQuesDon  Can  different  early  sensory  experiences  change  the  brain  STRUCTURES,  and,  related  higher  cogniDve  FUNCTIONS?    
  • 8. 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  
  • 9. Visual Processing & Visual Learning Visual  A@enDon  &   Gaze  Following  Vital      Jenny  Singleton  
  • 10. 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  
  • 11. 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    
  • 12. 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                  
  • 13. 2. Early Reading AcquisitionVision, Visual Units as a Gateway to Phonology in Early Reading
  • 14. Early Reading Acquisition Discovery     Young  Readers  DEAF        Intermediate  Level        VISUALLY-­‐BASED              PHONOLOGY  Emmorey,  Morford,  Corina,  Plaut,  PeD@o  
  • 15. Early Reading AcquisitionHEARING   DEAF   PRINT  “F  +  O  +  X”   Sound     Based   Phonology   ?   Meaning  
  • 16. Findings – Reading AcquisitionHEARING   DEAF   PRINT  “F  +  O  +  X”   Visual  Phonology=   Sound     Based   Sign  Based   Phonology   Meaning   Orthography   Based  
  • 17. 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  
  • 18. 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  
  • 19. 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            
  • 20. 3. Bilingual Language DevelopmentAge  of  FIRST  Bilingual  Language  Exposure  (AoE)   as  a  Powerful  Predictor  of  Dual  Language   Acquisi$on  &  Reading  Success     PeD@o  
  • 21. Advanced  FuncDonal  Near-­‐Infrared  Spectroscopy   Many   Advances     Across   Liefspand  
  • 22. 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  
  • 23. 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  …      
  • 24. Findings – Age of Bilingual Exposure and Reading WordsLater  Exposed  Bilingual  Children    =  Increased  demands  on  ExecuDve  FuncDons  and  language  processing,  confirmed  by  BEHAVIORAL  reading  measures    
  • 25. Findings– Age of Bilingual Exposure and Processing Sentences Early-­‐exposed  Bilinguals   Later-­‐exposed  Bilinguals   Frontal  Lobe  Led  Hemisphere   Jasinska,  Malkowski  &  PeD@o,  Submi@ed  
  • 26. 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  
  • 27. 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      
  • 28. 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  
  • 29. Thank you! Merci! NSF Grant SBE-0541953  

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