Katie Dunbar - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
The document provides an overview of topics related to Mind, Brain, and Education (MBE) science including principles of MBE, learning and the brain, environment, networks, emotion, motivation, sensory and multisensory learning, experience, experts vs novices, determinants of learning, plasticity, novelty, attention, expectations, culture and learning, tutoring, and executive functions. It discusses concepts such as the uniqueness of individual brains, the influence of context and ability on learning, learning as the product of neural networks, emotions enhancing survival skills, motivation influencing how students learn, the importance of environment and context, and executive functions being critical for school success.
The document discusses several key aspects of constructivist learning theory:
- Constructivist learning theory holds that learners construct new understandings based on their experiences and interactions.
- The brain is complex and adaptive, shaped by experiences, and capable of growth throughout life.
- Learning involves actively making meaning and patterns from experiences in relation to prior knowledge and emotions.
- Effective education recognizes that the brain perceives parts and wholes simultaneously.
Integral Education and the Brain; A very very brief introductionSpencer Ames
The document provides an overview of key principles and approaches of integral education. It discusses how integral education draws from multiple perspectives, honors subjective and objective ways of knowing, and acknowledges that individuals are at different developmental stages. The goal is to provide a holistic education that develops the intellectual, emotional, physical, and spiritual capacities of learners. It also emphasizes the importance of addressing different learning styles and incorporating insights from fields like psychology, neuroscience, and systems theory.
Art Studio As Thinking Lab Fostering Metacognition In Art Classrooms.PdfRichard Hogue
The article describes how an art classroom can function as an "art thinking lab" to foster metacognition in students. The key aspects of this model include creating a safe and inclusive environment; focusing on learning processes over time; explaining learning theories clearly; establishing a shared vocabulary for thinking; incorporating both individual and group work, including collaborative projects and peer critiques; and using creative means like metaphor to reflect on thinking processes. The goals are to help students understand and monitor their own thinking, appreciate diverse ways of thinking and learning, and develop positive dispositions toward learning.
Vitamin G Conference--Stemming the Flow of Cognitive Lava: The Arts and the '...Morgan Appel
In many respects, the ‘gifted brain’ resembles an active volcano on the verge of eruption: swirling, chaotic and yearning for release. Stemming the Flow … explores the neuroscience that fuels everything educators admire about the gifted and talented yet tends to wreak emotional havoc. In an effort to facilitate focus, confidence and competence, this presentation explores the arts as a whole and disaggregated by artistic discipline and defines their specific roles—individually and in concert—in stemming the flow of cognitive lava. Resources and recommendations are disaggregated by grade level and unique attention is paid to special populations within the gifted community, including twice exceptional pupils and those who are diverse linguistically and socioeconomically.
Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
The document provides an overview of topics related to Mind, Brain, and Education (MBE) science including principles of MBE, learning and the brain, environment, networks, emotion, motivation, sensory and multisensory learning, experience, experts vs novices, determinants of learning, plasticity, novelty, attention, expectations, culture and learning, tutoring, and executive functions. It discusses concepts such as the uniqueness of individual brains, the influence of context and ability on learning, learning as the product of neural networks, emotions enhancing survival skills, motivation influencing how students learn, the importance of environment and context, and executive functions being critical for school success.
The document discusses several key aspects of constructivist learning theory:
- Constructivist learning theory holds that learners construct new understandings based on their experiences and interactions.
- The brain is complex and adaptive, shaped by experiences, and capable of growth throughout life.
- Learning involves actively making meaning and patterns from experiences in relation to prior knowledge and emotions.
- Effective education recognizes that the brain perceives parts and wholes simultaneously.
Integral Education and the Brain; A very very brief introductionSpencer Ames
The document provides an overview of key principles and approaches of integral education. It discusses how integral education draws from multiple perspectives, honors subjective and objective ways of knowing, and acknowledges that individuals are at different developmental stages. The goal is to provide a holistic education that develops the intellectual, emotional, physical, and spiritual capacities of learners. It also emphasizes the importance of addressing different learning styles and incorporating insights from fields like psychology, neuroscience, and systems theory.
Art Studio As Thinking Lab Fostering Metacognition In Art Classrooms.PdfRichard Hogue
The article describes how an art classroom can function as an "art thinking lab" to foster metacognition in students. The key aspects of this model include creating a safe and inclusive environment; focusing on learning processes over time; explaining learning theories clearly; establishing a shared vocabulary for thinking; incorporating both individual and group work, including collaborative projects and peer critiques; and using creative means like metaphor to reflect on thinking processes. The goals are to help students understand and monitor their own thinking, appreciate diverse ways of thinking and learning, and develop positive dispositions toward learning.
Vitamin G Conference--Stemming the Flow of Cognitive Lava: The Arts and the '...Morgan Appel
In many respects, the ‘gifted brain’ resembles an active volcano on the verge of eruption: swirling, chaotic and yearning for release. Stemming the Flow … explores the neuroscience that fuels everything educators admire about the gifted and talented yet tends to wreak emotional havoc. In an effort to facilitate focus, confidence and competence, this presentation explores the arts as a whole and disaggregated by artistic discipline and defines their specific roles—individually and in concert—in stemming the flow of cognitive lava. Resources and recommendations are disaggregated by grade level and unique attention is paid to special populations within the gifted community, including twice exceptional pupils and those who are diverse linguistically and socioeconomically.
Learning involves lasting changes in the functional architecture of the brain through experience. It occurs through different mechanisms at various stages of life. Early learning mechanisms in infants and young children include statistical learning, causal learning, imitation, and learning through social interactions. Babies are born with core knowledge and learning mechanisms that allow them to acquire cultural skills and knowledge from a very early age through observation, experimentation, and implicit learning processes. Learning is both an individual and social process supported by evolved capacities for language, cooperation, and culture that enabled the human capacity for cumulative cultural evolution.
The document summarizes research on how the brain learns and the implications for teaching. It discusses how learning theories have evolved from behaviorism to incorporate social and cognitive aspects. Recent brain research has found that: (1) the brain is plastic and shaped by experience; (2) it seeks meaningful patterns; (3) emotion catalyzes learning; and (4) there are procedural and declarative types of memory. These findings suggest teachers should create immersive, challenging yet relaxed environments and actively connect new information to prior knowledge to optimize learning. The goal is not just academic performance but preparing students for life.
The document discusses neural plasticity, which is the brain's ability to form new neural connections throughout life. It provides examples showing neural plasticity in adults who improved their reading abilities and children who improved music abilities after training. The key points are:
1) Teaching students about neural plasticity and an incremental view of intelligence leads them to be more resilient when facing academic challenges or peer issues.
2) Studies show students taught this approach had higher grades and were less likely to drop out of challenging classes.
3) Focusing only on strengths can communicate low expectations; acknowledging struggles but believing in students' ability to improve is more motivating.
Brain Research for Teachers & Other Curious Souls, 2013 updateCarolyn K.
After a background in critiquing research, learn about dozens of recent research studies of the brain, and what they show. Updated for all the great new research through 2013, don't miss this informative collection of research. by Wenda Sheard
This document discusses neuroplasticity and the Arrowsmith Program for addressing learning disabilities. It provides background on neuroplasticity research showing the brain's ability to change in response to stimulation and experience. The Arrowsmith Program targets 19 cognitive areas through exercises designed to differentially stimulate and strengthen specific functions. Case studies demonstrate cognitive and achievement gains in students after participating in the program, as measured by standardized tests. Areas like fluid intelligence and processing of symbols like clocks are discussed in relation to specific brain regions.
This document discusses principles of brain-based learning and summarizes key points from a conference on brain research. It covers the following main topics:
1. An overview of brain anatomy and the different parts of the brain including the cortex, cerebellum, and brainstem.
2. Principles of how the brain learns including that learning engages the whole body, each brain is unique, emotions are important for learning, and learning occurs through meaning and patterning.
3. A discussion of 12 principles of brain-based learning including that the brain is a parallel and social processor, learning involves conscious and unconscious processes, and memory is organized in different ways including short and long-term.
Coalescing Minds: Brain Uploading Related Group Mind ScenariosKarlos Svoboda
This document discusses the hypothetical concept of mind coalescence, where artificial connections are created between two or more brains, merging their minds to varying degrees. It proposes one way this could occur is through an exocortex, a prosthetic extension of the biological brain that integrates with it. An exocortex could allow minds to be linked together and gradually take over brain functions, providing a potential route for mind uploading over time as the biological brain ages. Direct brain connections or first doing a full upload are also mentioned as alternative paths to coalescence.
This document discusses two approaches to understanding associative learning: the propositional approach and the dual-system approach. The propositional approach argues that associative learning results from controlled reasoning processes, while the dual-system approach argues it results from both controlled reasoning and the automatic formation of links between mental representations. The authors review evidence from past research and conclude that there is little support for the automatic link-formation mechanism proposed by the dual-system approach. Instead, they argue learning is better understood as resulting from propositional reasoning processes.
MIRROR, MIRROR, IN MY MIND: AN ETHOLOGICAL APPROACH TO SHAPING STUDENT BEHAVIORIJCI JOURNAL
This document summarizes an article that proposes using an ethological approach to understand student behavior and shape positive behaviors. It discusses how the COVID-19 pandemic has impacted student development and behavior. The author presents the Mirror Neuron System and Paradigm Fulcrum as tools to flip negative thinking and reframing behaviors. An example intervention uses a graphic organizer to help a student process emotions from a disrupted birthday and redirect their behavior.
The document discusses how understanding the brain can influence teaching and learning. It describes the four major lobes of the brain and their functions, including the frontal lobes which are responsible for higher-order thinking. It explains how neurons connect and form synapses, and how learning strengthens these connections. The document also discusses how emotions, meaning, relevance, and hands-on activities can help students learn and retain information by activating different parts of the brain. It concludes that new technology is providing insights into the learning process and how teachers can positively shape student brains through various teaching strategies.
Essay On Rainy Day For Kids. Essay On Rainy Season TelegraphAshley Matulevich
Essay On Rainy Day in English for Students and Children Essay on My .... 10 Lines Essay on Rainy day in English Rainy day 10 Points Few .... Essay on Rainy Day in English a rainy day essay in EnglishRainy Day .... Essay on rainy day for class 3. Essay on a rainy day. 2019-01-09. Paragraph on Rainy Day 100, 150, 200, 250 To 300 Words for Kids .... 006 Rainy Day Essay English Maxresdefault Thatsnotus. A Rainy Day Essay in English For Class 9 and 10. Write 10 lines on Rainy Day Essay On Rainy Day - YouTube. Astounding Rainy Day Short Essay Thatsnotus. Rainy season essay in english Essay on Rainy season. Simple Essay on Rainy Day for Class 3 Kids Download PDF. A rainy day essay for class 7. Essay on rainy day for class 7 in .... Rainy Season Essay in English for Class 1, 2 amp; 3: 10 Lines, Short .... A Rainy Day Paragraph for class 1,2, 3,4,5,6,7,8,9 10,11,12. A Rainy Day Essay Essay on A Rainy Day for Students and Children in .... Essay on quot;A Rainy Dayquot; English Essay for Class 8,9,10 and 12.. Essay on rain for class 5 / need essay written. A rainy day essay A rainy day essay quotations A rainy day essay .... Rainy day essay for class 2. write a paragraph about a rainy day/A Rainy Day-Essay Writing in Neat .... quot;My Experience Of A Rainy Dayquot; essay// Rainy day. A rainy day essay How to write essay on Rainy Day Yt Writer - YouTube. Essay On Rainy Season Telegraph. Essay on rain for kids. kids rainforest essays samples 1. 2019-01-16. paragraph-on-rainy-day - TeachingBanyan.com - A Place for Students to .... essay on rainy day..?? - Brainly.in. A rainy day essay for students. 285 Words Rainy Day Essay for Class 5 .... Rain essays for kids - writefiction581.web.fc2.com Essay On Rainy Day For Kids Essay On Rainy Day For Kids. Essay On Rainy Season Telegraph
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
The document describes an interactive art installation created by Heather Wylie and Maxim Safioulline that uses brainwave data to manipulate light and sound in a small enclosed space. Participants wear an EEG device that measures their brain activity, which is then translated into colors and sounds projected in the space. The installation aims to visualize brain activity and emphasize the feedback loop between a person's mind and their surrounding environment.
This document discusses using expressive arts therapy and psychodrama techniques in group therapy sessions for teenagers. It describes how creative arts like music, visual art, dance, and drama can help teens explore and communicate difficult emotions. The document outlines objectives of using this approach, including emphasizing opposites that exist in development, highlighting the role of creativity, and providing an experience to challenge rigid views. It also discusses considerations for structuring arts-based group therapy sessions for teens.
The document discusses several topics related to the brain and learning:
- The brain uses 100% of its capacity even at rest, not just 10%, and the two hemispheres constantly exchange information. Neurogenesis results in lifelong creation of new neurons.
- The EU funded brain research in 2013. The brain contains 100 billion neurons connected by trillions of synapses, which is where learning occurs. Different parts of the brain are used for tasks like math, reading, and problem solving.
- Howard Gardner proposed 8 types of intelligence including verbal, logical, musical, interpersonal and more. Neuroeducation looks at parallels between neurology and education. High potential children need an adjusted pedagogy that considers
The document describes an interdisciplinary collaborative project focused on examining the relationship between spirituality and ecological balance. The project involved artists, professors, and scholars from various fields including visual arts, religion, economics, geography, and technology. They worked together to produce a book called "The Wonder of the Tao" which explored these themes through field studies, interviews, and alternative economic models like the "Prairie Model." The collaboration integrated different perspectives to provide critical examination of contemporary issues and seek more sustainable alternatives to the status quo.
This document provides an overview of a case study examining dance as a place for learning. The study is being conducted in a school in Finland where dance is integrated into the general curriculum. The study uses collaborative action research methods to investigate how embodied, arts-based knowledge generates meaningful learning. Specifically, it seeks to understand how students describe their dance learning experiences, how the school community views dance's educational value, and what types of learning and knowledge dance can elicit. Data collection involves journals, interviews, videos and observations of students, teachers and parents. The goal is to develop a conception of learning that embraces embodied processes and situates learning in the entire human being.
Discoveries about the brain can help teachers individualize learning. But first we must sort the truth from the hype.
Designing educational experiences without an understanding of the brain is like designing a glove without an understanding of the human hand. This analogy is attributed to Leslie Hart, pioneering author on braincompatible learning in the 1980s. Since Hart made this analogy, there have been many advances in scientific understandings of how the brain operates. Teachers who are passionate about reaching students should be eager to use advances in neuroscience to design better educational experiences.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
Caroline Donoghue - Visual Pedagogy Project: Art and Diversity - Utilizing A...Hallie DeCatherine Jones
Caroline Donoghue - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Kylee York - Visual Pedagogy Project: Art Integrated Into Science CurriculumHallie DeCatherine Jones
This document discusses integrating art into science curriculum. It provides research showing how artistic expression can enhance students' ability to communicate science ideas, engage with science topics, and deepen their understanding. Examples are given of lesson plans that combine art and science, such as having students create a mobile to illustrate the life cycle of a butterfly. The document advocates for using art in science teaching to appeal to student diversity and promote creativity.
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Learning involves lasting changes in the functional architecture of the brain through experience. It occurs through different mechanisms at various stages of life. Early learning mechanisms in infants and young children include statistical learning, causal learning, imitation, and learning through social interactions. Babies are born with core knowledge and learning mechanisms that allow them to acquire cultural skills and knowledge from a very early age through observation, experimentation, and implicit learning processes. Learning is both an individual and social process supported by evolved capacities for language, cooperation, and culture that enabled the human capacity for cumulative cultural evolution.
The document summarizes research on how the brain learns and the implications for teaching. It discusses how learning theories have evolved from behaviorism to incorporate social and cognitive aspects. Recent brain research has found that: (1) the brain is plastic and shaped by experience; (2) it seeks meaningful patterns; (3) emotion catalyzes learning; and (4) there are procedural and declarative types of memory. These findings suggest teachers should create immersive, challenging yet relaxed environments and actively connect new information to prior knowledge to optimize learning. The goal is not just academic performance but preparing students for life.
The document discusses neural plasticity, which is the brain's ability to form new neural connections throughout life. It provides examples showing neural plasticity in adults who improved their reading abilities and children who improved music abilities after training. The key points are:
1) Teaching students about neural plasticity and an incremental view of intelligence leads them to be more resilient when facing academic challenges or peer issues.
2) Studies show students taught this approach had higher grades and were less likely to drop out of challenging classes.
3) Focusing only on strengths can communicate low expectations; acknowledging struggles but believing in students' ability to improve is more motivating.
Brain Research for Teachers & Other Curious Souls, 2013 updateCarolyn K.
After a background in critiquing research, learn about dozens of recent research studies of the brain, and what they show. Updated for all the great new research through 2013, don't miss this informative collection of research. by Wenda Sheard
This document discusses neuroplasticity and the Arrowsmith Program for addressing learning disabilities. It provides background on neuroplasticity research showing the brain's ability to change in response to stimulation and experience. The Arrowsmith Program targets 19 cognitive areas through exercises designed to differentially stimulate and strengthen specific functions. Case studies demonstrate cognitive and achievement gains in students after participating in the program, as measured by standardized tests. Areas like fluid intelligence and processing of symbols like clocks are discussed in relation to specific brain regions.
This document discusses principles of brain-based learning and summarizes key points from a conference on brain research. It covers the following main topics:
1. An overview of brain anatomy and the different parts of the brain including the cortex, cerebellum, and brainstem.
2. Principles of how the brain learns including that learning engages the whole body, each brain is unique, emotions are important for learning, and learning occurs through meaning and patterning.
3. A discussion of 12 principles of brain-based learning including that the brain is a parallel and social processor, learning involves conscious and unconscious processes, and memory is organized in different ways including short and long-term.
Coalescing Minds: Brain Uploading Related Group Mind ScenariosKarlos Svoboda
This document discusses the hypothetical concept of mind coalescence, where artificial connections are created between two or more brains, merging their minds to varying degrees. It proposes one way this could occur is through an exocortex, a prosthetic extension of the biological brain that integrates with it. An exocortex could allow minds to be linked together and gradually take over brain functions, providing a potential route for mind uploading over time as the biological brain ages. Direct brain connections or first doing a full upload are also mentioned as alternative paths to coalescence.
This document discusses two approaches to understanding associative learning: the propositional approach and the dual-system approach. The propositional approach argues that associative learning results from controlled reasoning processes, while the dual-system approach argues it results from both controlled reasoning and the automatic formation of links between mental representations. The authors review evidence from past research and conclude that there is little support for the automatic link-formation mechanism proposed by the dual-system approach. Instead, they argue learning is better understood as resulting from propositional reasoning processes.
MIRROR, MIRROR, IN MY MIND: AN ETHOLOGICAL APPROACH TO SHAPING STUDENT BEHAVIORIJCI JOURNAL
This document summarizes an article that proposes using an ethological approach to understand student behavior and shape positive behaviors. It discusses how the COVID-19 pandemic has impacted student development and behavior. The author presents the Mirror Neuron System and Paradigm Fulcrum as tools to flip negative thinking and reframing behaviors. An example intervention uses a graphic organizer to help a student process emotions from a disrupted birthday and redirect their behavior.
The document discusses how understanding the brain can influence teaching and learning. It describes the four major lobes of the brain and their functions, including the frontal lobes which are responsible for higher-order thinking. It explains how neurons connect and form synapses, and how learning strengthens these connections. The document also discusses how emotions, meaning, relevance, and hands-on activities can help students learn and retain information by activating different parts of the brain. It concludes that new technology is providing insights into the learning process and how teachers can positively shape student brains through various teaching strategies.
Essay On Rainy Day For Kids. Essay On Rainy Season TelegraphAshley Matulevich
Essay On Rainy Day in English for Students and Children Essay on My .... 10 Lines Essay on Rainy day in English Rainy day 10 Points Few .... Essay on Rainy Day in English a rainy day essay in EnglishRainy Day .... Essay on rainy day for class 3. Essay on a rainy day. 2019-01-09. Paragraph on Rainy Day 100, 150, 200, 250 To 300 Words for Kids .... 006 Rainy Day Essay English Maxresdefault Thatsnotus. A Rainy Day Essay in English For Class 9 and 10. Write 10 lines on Rainy Day Essay On Rainy Day - YouTube. Astounding Rainy Day Short Essay Thatsnotus. Rainy season essay in english Essay on Rainy season. Simple Essay on Rainy Day for Class 3 Kids Download PDF. A rainy day essay for class 7. Essay on rainy day for class 7 in .... Rainy Season Essay in English for Class 1, 2 amp; 3: 10 Lines, Short .... A Rainy Day Paragraph for class 1,2, 3,4,5,6,7,8,9 10,11,12. A Rainy Day Essay Essay on A Rainy Day for Students and Children in .... Essay on quot;A Rainy Dayquot; English Essay for Class 8,9,10 and 12.. Essay on rain for class 5 / need essay written. A rainy day essay A rainy day essay quotations A rainy day essay .... Rainy day essay for class 2. write a paragraph about a rainy day/A Rainy Day-Essay Writing in Neat .... quot;My Experience Of A Rainy Dayquot; essay// Rainy day. A rainy day essay How to write essay on Rainy Day Yt Writer - YouTube. Essay On Rainy Season Telegraph. Essay on rain for kids. kids rainforest essays samples 1. 2019-01-16. paragraph-on-rainy-day - TeachingBanyan.com - A Place for Students to .... essay on rainy day..?? - Brainly.in. A rainy day essay for students. 285 Words Rainy Day Essay for Class 5 .... Rain essays for kids - writefiction581.web.fc2.com Essay On Rainy Day For Kids Essay On Rainy Day For Kids. Essay On Rainy Season Telegraph
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
The document describes an interactive art installation created by Heather Wylie and Maxim Safioulline that uses brainwave data to manipulate light and sound in a small enclosed space. Participants wear an EEG device that measures their brain activity, which is then translated into colors and sounds projected in the space. The installation aims to visualize brain activity and emphasize the feedback loop between a person's mind and their surrounding environment.
This document discusses using expressive arts therapy and psychodrama techniques in group therapy sessions for teenagers. It describes how creative arts like music, visual art, dance, and drama can help teens explore and communicate difficult emotions. The document outlines objectives of using this approach, including emphasizing opposites that exist in development, highlighting the role of creativity, and providing an experience to challenge rigid views. It also discusses considerations for structuring arts-based group therapy sessions for teens.
The document discusses several topics related to the brain and learning:
- The brain uses 100% of its capacity even at rest, not just 10%, and the two hemispheres constantly exchange information. Neurogenesis results in lifelong creation of new neurons.
- The EU funded brain research in 2013. The brain contains 100 billion neurons connected by trillions of synapses, which is where learning occurs. Different parts of the brain are used for tasks like math, reading, and problem solving.
- Howard Gardner proposed 8 types of intelligence including verbal, logical, musical, interpersonal and more. Neuroeducation looks at parallels between neurology and education. High potential children need an adjusted pedagogy that considers
The document describes an interdisciplinary collaborative project focused on examining the relationship between spirituality and ecological balance. The project involved artists, professors, and scholars from various fields including visual arts, religion, economics, geography, and technology. They worked together to produce a book called "The Wonder of the Tao" which explored these themes through field studies, interviews, and alternative economic models like the "Prairie Model." The collaboration integrated different perspectives to provide critical examination of contemporary issues and seek more sustainable alternatives to the status quo.
This document provides an overview of a case study examining dance as a place for learning. The study is being conducted in a school in Finland where dance is integrated into the general curriculum. The study uses collaborative action research methods to investigate how embodied, arts-based knowledge generates meaningful learning. Specifically, it seeks to understand how students describe their dance learning experiences, how the school community views dance's educational value, and what types of learning and knowledge dance can elicit. Data collection involves journals, interviews, videos and observations of students, teachers and parents. The goal is to develop a conception of learning that embraces embodied processes and situates learning in the entire human being.
Discoveries about the brain can help teachers individualize learning. But first we must sort the truth from the hype.
Designing educational experiences without an understanding of the brain is like designing a glove without an understanding of the human hand. This analogy is attributed to Leslie Hart, pioneering author on braincompatible learning in the 1980s. Since Hart made this analogy, there have been many advances in scientific understandings of how the brain operates. Teachers who are passionate about reaching students should be eager to use advances in neuroscience to design better educational experiences.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
Similar to Katie Dunbar - Visual Pedagogy Project: Integrating Art to Teach Those with Cerebral Palsy (20)
Caroline Donoghue - Visual Pedagogy Project: Art and Diversity - Utilizing A...Hallie DeCatherine Jones
Caroline Donoghue - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Kylee York - Visual Pedagogy Project: Art Integrated Into Science CurriculumHallie DeCatherine Jones
This document discusses integrating art into science curriculum. It provides research showing how artistic expression can enhance students' ability to communicate science ideas, engage with science topics, and deepen their understanding. Examples are given of lesson plans that combine art and science, such as having students create a mobile to illustrate the life cycle of a butterfly. The document advocates for using art in science teaching to appeal to student diversity and promote creativity.
Sarah Page - Visual Pedagogy Project: Integrating Art into the Science Curric...Hallie DeCatherine Jones
Sarah Page - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Paige Beaty - Visual Pedagogy Project: Content Integration - Learning the Cor...Hallie DeCatherine Jones
Paige Beaty - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
This document describes a visual pedagogy project for a book report. It discusses using visual models like dioramas to allow students to demonstrate their understanding of a book in a three-dimensional, hands-on way. Instructions are provided for building a diorama that illustrates the main idea, tone, and theme of a book. The goal is to enhance learning and accommodate different learning styles by incorporating visuals into what is typically a text-focused assignment. Analysis suggests that visuals can help students learn and express their understanding creatively in new ways.
Kelsey Pennington - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Kelsey Brannon - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
This document provides examples of art integration lessons for different subject areas, including reading/writing, science, social studies, and math. It also includes more details about a sample "timeline collage" lesson where students create a collage showing important events from each year of their life. The document emphasizes that art integration helps build students' art skills while also teaching other subjects, and that the arts should be incorporated into every classroom each day. It also notes how lessons can be adapted for different age groups and discusses how student work could be assessed without grading artistic ability. Overall, the document promotes art integration across curricula to enhance learning.
Katherine Chin - Visual Pedagogy Project: Visual Environment at Mary E. Nicho...Hallie DeCatherine Jones
Katherine Chin - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Brittany Hanes - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
This document discusses visual strategies used in a Montessori classroom. It outlines some of the basic Montessori principles like using manipulatives, intrinsic motivation, and structured self-directed learning. It describes how a Montessori classroom is set up to be learner-sized, safe, orderly and inviting with low shelves, tables, rugs, limited decorations and lines/areas clearly delineated. The role of the teacher is to guide students and provide self-correcting materials so students can take responsibility for their own learning in an open and cooperative environment. The document connects these strategies to theories around visual and verbal expression in learning from sources on Montessori methods.
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Alicia Parsons - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
This document discusses how the arts can benefit multicultural education and support diverse learners. It argues that the arts allow for different learning styles, enable self-expression for English language learners, help include exceptional learners, build self-esteem, encourage collaboration, empower students and teachers, deepen teachers' understanding of students' abilities, and incorporate diverse cultural voices into teaching and learning. A variety of art projects are also listed that could support these goals across different subject areas.
This document discusses the use of transmediation in the classroom. Transmediation involves asking students to provide a visual response to a topic or reading through drawing. The author conducted a project where they read a book to students without illustrations, had the students draw responses, then read it again with illustrations and had them draw again. The drawings provided insights into student understanding and how illustrations impacted their perspectives. The author concludes that transmediation is useful for engaging students and helping teachers understand student thinking in ways other methods cannot. It provides opportunities for assessment and involvement for all students.
Ariel Howard - Visual Pedagogy Presentation - Integrating Art with Math and L...Hallie DeCatherine Jones
The document contains a lesson plan for integrating art into language arts and math lessons. It includes descriptions of lessons where students will observe and discuss artworks, then write descriptions in handmade books. For math, students will make manipulatives by tracing and cutting out shapes to use in lessons. The document lists related standards and objectives, required materials, and steps for the lessons. It also reflects on implementing art across the curriculum and revising the original project proposal.
Samantha Morron - Visual Pedagogy Presentation - Art Integration with MathHallie DeCatherine Jones
Presentation by IU student Samantha Morron. This presentation was part of M333 "Art Experiences for Elementary Teachers". For the Visual Pedagogy project, Samantha researched methods for integrating art and visual pedagogy with math content.
This is a presentation I gave at Pecha Kucha #4 at 21C in Louisville during the summer of 2011. I identify some basic simple things you can substitute in your diet that are vegan alternatives. It doesn't have to be "all or nothing". You do not have to become a vegan to substitute some of your products with animal-free alternatives. Every little bit counts!!!!
Presentation for pre-service elementary teachers. Asking them to consider themselves as being a part of the "future studies" movement. Introduction of future studies as an emerging interdisciplinary academic field. Emphasis on visual thinking, visual pedagogy, and images associated with science and other disciplinary domains. How teaching with visual methods, images, and using techniques to develop the imagination can impact our future experience on earth. Highlights artists who are working in a highly cross-disciplinary context to establish "Ohio Valley Creative Energy" in Southern Indiana which will be a fire arts facility powered by methane gas from a landfill and also doing ecological and environmental education.
2. WHAT IS CEREBRAL PALSY?
“…a group of disorders that can involve brain
and nervous system function such as
movement, learning, hearing, seeing, and
thinking.” (Hoch, 2009)
Retrieved from
http://www.livingwithcerebralpal
sy.com/index.php
3. WHAT DOES CP AFFECT?
Sensory Integration
Visual/Auditory Integration
Spatial Perception
Retrieved from
http://cerebralpalsysupportgroup
s.com/how-is-cerebral-palsy-
diagnosed/
4. WHAT CAN TEACHERS DO?
Provide Opportunities for Sensory
Integration
Art Provides Methods of Tactile and Sensory
Learning
Retrieved from
http://thetherapeuticresourcesblo
g.blogspot.com/2011_12_01_arch
ive.html
9. CONNECTION WITH M333 READINGS
“The Misunderstood Role of the Arts in Human
Development” Eisner
Sensory experiences are important for all
development
“Artistic Choices: A Study of Teachers Who Use
Arts in the Classroom” Oreck
Discusses how teachers should be aware of the
diversity of learning styles and needs among their
students
Elements and Principles of Design (Handout)
Shape, Texture, Color (Elements)
10. REFERENCES
Bumin, G. & Kayihan, H. (?) Effectiveness of two different
sensory-integration programs for children with spastic
diplegic cerebral palsy. (???).
Hoch, D. B. (2009). Cerbral palsy. U.S. National Library of
Medicine. Retrieved on March 27, from
http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH00017
34
Mayo Foundation. (2012). Cerebral palsy. Retrieved on
March 27, from
http://www.mayoclinic.com/health/cerebral-
palsy/DS00302
My Child with Cerebral Palsy. (2012). My Child. Retrieved
on March 27, from http://cerebralpalsy.org
Editor's Notes
Fine Motor Skills and Control
Hand Coordination Development, Finger Isolation, Tactile Input, and Sensory Processing
Tri-pod Grasp and Sensory Processing
Visual Motor Skills, Tactile Input, and Finger Isolation