Problembased learning(2)
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Problembased learning(2)

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Problembased learning(2) Problembased learning(2) Presentation Transcript

  • Problem Based Learning Henry Gustav Moliason OR Why your phone number has 7 numbers
  • Henry had a bike wreck when he was nine. He began to suffer grand mal seizures. Doctors removed these parts of his brain. http://brainconnection.positscience.com/topics/?main=fa/hm-memory3
  • Henry was able to hold information short periods of time. Most people can retain about seven pieces of information (a telephone number, for example) in memory for about thirty seconds, and Henry scored normally on these kinds of tasks. The main problem for Henry was converting short-term memories into permanent storage, a process called consolidation. That part of his brain was gone. http://brainconnection.positscience.com/topics/?main=fa/hm-memory3
  • The Implications 1.) Short-term memories are biologically different from long-term memories because they do not require the hippocampus for formation. 2.) Long-term memories are stored throughout the brain, but the hippocampus is necessary for the information to reach long-term storage. Said another way: the hippocampus is important for long- term memory formation, but not for memory maintenance or retrieval.
  • Dr. George Miller !"+/-#"$%&'( Working memory is generally considered to have limited capacity. The earliest quantification of the capacity limit associated with short-term memory was the "magical number seven" introduced by Miller (1956) He noticed that the memory span of young adults was around seven elements, called chunks, regardless whether the elements were digits, letters, words, or other units. Later research revealed that span does depend on the category of chunks used (e.g., span is around seven for digits, around six for letters, and around 5 for words), and even on features of the chunks within a category. http://en.wikipedia.org/wiki/George_Armitage_Miller
  • Dr. George Miller !"+/-#"$%&'( Working memory = limited capacity. Earliest capacity limit for short-term memory was the "magical number seven" introduced by Miller (1956) Memory span of young adults was around seven elements, called chunks (digits, letters, words, or other units) Span depends on category of chunks used 7 for digits, around six for letters •!around 5 for words •! even on features of the chunks within a category. http://en.wikipedia.org/wiki/George_Armitage_Miller
  • !"+/-#"$%&'( Implications in Marketing “Try everyone else and then you will come back to us.” The Low Fare Airline.
  • !"+/-#"$%&'( Top 10 Taglines 1. "Got milk?" (1993, California Milk Processor Board) 2. "Don't leave home without it" (1975, American Express, AXP) 3. "Just do it" (1988, Nike, NKE) 4. "Where's the beef?" (1984, Wendy's) 5. "You're in good hands with Allstate" (1956, Allstate Insurance, ALL) 6. "Think different" (1998, Apple Computer, AAPL) 7. "We try harder" (1962, Avis) 8. "Tastes great, less filling" (1974, Miller Light) 9. "Melts in your mouth, not in your hands" (1954, M&M Candies) 10. "Takes a licking and keeps on ticking" (1956, Timex)
  • !"+/-#"$%&'( Jon, Why are we Watching this??? Let’s use the way the brain works to make lessons more memorable
  • “Too often, we give answers to remember, instead of problems to solve.” Roger Lewin
  • PROBLEM BASED LEARNING The￿Teacher￿Must￿Become￿the￿Facilitator￿of￿ Information,￿not￿the￿Creator￿of￿Information
  • PROBLEM BASED LEARNING Knowledge is acquired in context This aids retention, interest and the motivation to learn Students reflect on their skills, knowledge and strategies to address them. This enhances life long learning.
  • We force kids to live on this level with our lesson designs!
  • Problem-Based Teaching Styles Problem Solving Learning Role of the teacher Content Expert Facilitator/Coordinator Depends on self-directed Learning Passive small group, more active, Environment Teacher centered student centered Who Directs The student has more choice Teacher only The Learning? and input
  • The Message for MHS Staff The rule of 7+/-2 Keep lessons, goals and rubrics short The rule of 7+/-2 Get things to transfer from SHORT to LONG term The rule of 7+/-2 Work in discreet CHUNKS PBL Discovery and extension, instead of delivering LISTS PBL Knowledge in problem based context is memorable PBL Stay in the ZONE: Create/Evaluate Apply/Analyze Soft Skills You are the Facilitator, not the end all be all
  • Examples Cybersafety Preso 5 x 5 in Math Latin Roots and Gravy The Weekly Show
  • Let’s go do this for Henry!!