2. Karen Gazith Ph.D.
•Work in partners
•Each partner must think of one piece of challenging information (something you can teach your partner) that you know well but your partner probably doesn’t
•In passing information to your partner use the following techniques
http://www.hcc.uce.ac.uk/physiology/pharmacology01.htm
3. Karen Gazith Ph.D.
1. Visual Images
2. Connect to life of your partner
3. Ensure they are active – doing something not just listening
4. Assess his/her understanding
Our Entry Point
5. 1.The brain can rewire itself
2.Emotions are highly connected to learning
3.Intrinsic rewards create a dopamine effect
4.Learning is all about building neural networks
5.Specific functions in the brain are localized in specific regions
6.http://www.youtube.com/watch?v=gI1BT7E58WU
Karen Gazith Ph.D.
7. •X-Rays – radiation from electromagnetic waves
•MRI – magnetic field measuring blood flow
•PET SCAN – radioactive glucose injected into the subject allowing for observation of tasks
•fMRI – why is this so exciting?
•Why all the buzz - The field of cognitive science, neuroscience and pedagogy coming together informing teaching and learning
Karen Gazith Ph.D.
11. 1.Is relevant, meaningful and understood
2.Recognizes that attention is in constant flux
3.Provides contextual coherence
4.Appeals to many senses
5.Produces positive/healthy emotions
6.Learning takes place only after the new information is processed (recoded)
7.Information is provided in bite sizes
8.Immediate feedback is provided
9.Learning is done through trial and error
Karen Gazith Ph.D.
12. Karen Gazith Ph.D.
1. Learning is meaningful and understood – meaning must come first
http://atiekwin.wordpress.com
19. Not this
Hello table
Yes chair
Karen Gazith Ph.D.
This
20. Brain is wired for survival
Our brains have a surveillance and alerting system
Make it worth it or lose the attention
Saying pay attention is antagonistic – the brain is wired to attend to its surroundings
Karen Gazith Ph.D.
http://www.cartoonstock.com/directory/p/paying_attention.asp
22. Novelty
Music
Laughter – oxygen to the brain
Movement – neurotropic factors (proteins) that act as miracle grow in the brain. Enhance the growth of new connections (neurogenesis)
Remember – the brain attends to whatever calls attention to it. It’s wired that way
Karen Gazith Ph.D.
23. What could you do to capture your students’ attention?
Karen Gazith Ph.D.
24. The brain is a pattern seeker
The more information is isolated – the more the brain depends on the rote system of learning
Make a connection/Tell a story
Karen Gazith Ph.D.
3. Learning includes contextual coherence
25. Once processed info moves to the hippocampus, a temporary store house, which evaluates whether it should be distributed into short- or long-term memory (no context, remains in short term memory).
Hippocampus
Karen Gazith Ph.D.
32. 5. Appeals to many senses (brain is a parallel processor)
Karen Gazith Ph.D.
http://www.optimumlearningandhealth.com/Transaction/frmCMS.aspx?T=3&ST=1
34. Karen Gazith Ph.D.
Stimuli
Thalamus
Amydgala
Neo-cortex – prefrontal lobe
Evaluates its emotional content
If the amydala senses
Threat – it sends a signal to
the hypothalamus which sends the
message to the endocrine system
-increase in hormones
Heart rate and blood pressure
Muscles get ready to run
Info goes to the amygdala 40 milliseconds before going to the cognitive centre of the brain
RAS
Primitive network of cells
Precedence Info most critical for survival
Brain Stem
35. Karen Gazith Ph.D.
Threats, punishment, embarrassment
Release of cortisol and adrenaline
Puts the system on alert
36. •Working memory receives new information and is capable of remembering 7 chunks.
Karen Gazith Ph.D.
38. Karen Gazith Ph.D.
David Hattie, Visible Learning
Practice makes
Permanent
39. Very effective because the brain learns how to make good choices based on data – what worked and what didn’t!
Karen Gazith Ph.D.
40. The key points I am taking from this are
›1.
›2.
›3.
Karen Gazith Ph.D.
41. Curriculum
›Teachers must design learning around student interests and make learning contextual.
Instruction
›Teachers structure learning around real problems, encouraging students to also learn in settings outside the classroom. Create learning environments that fully immerse students in an educational experience. Allow the learner to consolidate and internalize information by actively processing it.
Assessment
› Often and immediate so bad habits don’t stick. Assess in student’s preferred style and make it authentic – real life.
Environment
›Relaxed alertness–Trying to eliminate fear in learners, while maintaining a highly challenging environment
Karen Gazith Ph.D.
42. Karen Gazith Ph.D.
Or else
10/20 minutes of new information – 1 min gist – then details
10/20 minutes of recoding
10/20 minutes of summary or applying new learning
44. What do you want your students to know, understand and be able to do by the end of the session?
›Initial sharing prior to learning is problematic
Karen Gazith Ph.D.
New Learning
Recoding
Summary
