Why Don't Students Like School explores Dan Willingham's book of the same name in a presentation given by David Schult at the T3 conference in San Pedro Sula, Honduras on February 12, 2010.
End the Didactic Contract - KYMATYC Ignite EventJennifer Stead
Students want help; they feel they can't learn on their own or don't see a need to. Teachers want to help. But helping too much removes the cognitive demand.
Active Learning: Success, Retention and Engagement Onsite and OnlineFred Feldon
The lecture environment and online homework systems fail to capture the reasoning and higher-level thinking skills students can bring to quantitative problems. Regular and substantive interaction, collaboration, productive struggle, and non-routine questions that stimulate discussion lead to deeper understanding of concepts, applicability, and support of students' affective needs.
End the Didactic Contract - KYMATYC Ignite EventJennifer Stead
Students want help; they feel they can't learn on their own or don't see a need to. Teachers want to help. But helping too much removes the cognitive demand.
Active Learning: Success, Retention and Engagement Onsite and OnlineFred Feldon
The lecture environment and online homework systems fail to capture the reasoning and higher-level thinking skills students can bring to quantitative problems. Regular and substantive interaction, collaboration, productive struggle, and non-routine questions that stimulate discussion lead to deeper understanding of concepts, applicability, and support of students' affective needs.
"Tasty cakes have complicated recipes", a lightning talk from App builders 20...Nataliya Patsovska
A talk about being inspired by people who try to break the “genius developer” facade through sharing not only their triumphs but also their journey with its ups and downs, their vulnerabilities and pivots. It discusses the importance of teaching, diversity and trying out things. Because creating beautiful, simple solutions takes a lot of effort but we can all do it too.
This file Discusses the following ....
A problem ( in general )
Problem solving
What is " Problem solving" technique?
Problem-solving strategies
Improving Problem Solving Skills
Writing the Exam
How to answer the exam?
Fast & Slow Teaching and Learning in the 21st Century will offer incisive perspectives on why much of what is called educational “reform” does not work; how to identify what’s wrong in many reforms; and what educators, families and institutions can do to promote better educational opportunities for all children. More than a “talk”, this event will be a conversation around shared, collective efforts to improve school reform, teaching, and learning.
This is the power point presentation that framed our discussion. If you have questions, please contact John Heffron, LS Principal, or Chris Bezsylko, Curriculum Director.
Problem Solving in Mathematics EducationJeff Suzuki
A major focus on current mathematics education is "problem solving." But "problem solving" means something very different from "Doing the exercises at the end of the chapter." An explanation of what problem solving is, and how it can be implemented.
"Tasty cakes have complicated recipes", a lightning talk from App builders 20...Nataliya Patsovska
A talk about being inspired by people who try to break the “genius developer” facade through sharing not only their triumphs but also their journey with its ups and downs, their vulnerabilities and pivots. It discusses the importance of teaching, diversity and trying out things. Because creating beautiful, simple solutions takes a lot of effort but we can all do it too.
This file Discusses the following ....
A problem ( in general )
Problem solving
What is " Problem solving" technique?
Problem-solving strategies
Improving Problem Solving Skills
Writing the Exam
How to answer the exam?
Fast & Slow Teaching and Learning in the 21st Century will offer incisive perspectives on why much of what is called educational “reform” does not work; how to identify what’s wrong in many reforms; and what educators, families and institutions can do to promote better educational opportunities for all children. More than a “talk”, this event will be a conversation around shared, collective efforts to improve school reform, teaching, and learning.
This is the power point presentation that framed our discussion. If you have questions, please contact John Heffron, LS Principal, or Chris Bezsylko, Curriculum Director.
Problem Solving in Mathematics EducationJeff Suzuki
A major focus on current mathematics education is "problem solving." But "problem solving" means something very different from "Doing the exercises at the end of the chapter." An explanation of what problem solving is, and how it can be implemented.
CHILD PSYCHOLOGYFall 2019Project OptionsProject Due Date AprJinElias52
CHILD PSYCHOLOGY
Fall 2019Project Options
Project Due Date: April 17, 2020
Purpose: The purpose of this assignment is to give you experience with scientific observation along with gaining an in-depth knowledge of various aspects of childhood development. In addition, you will have the opportunity to hone your writing skills. Please approach these projects as a scientist - be objective, precise, and systematic in your observations and interpretations.
Instructions: To complete the entire assignment, you will be required to choose one project from each of the four sections outlined below. In other words, everyone will complete four small projects – one from each section. Please watch the Tegrity recording regarding the project. There is a forum in the Discussion Board for you to ask any questions you might still have.
Format: Each project should be at least two double-spacedpages in length with 1” margins. Two pages is a simply a minimum – it is fine to go over this guideline. I would rather you be thorough than stay within the two page guideline. You will need to provide background information from your text for each of the topics but be sure to use your own words!!For the “Special Topics” portion, you will need to use the textbook and another scholarly source as background information. Please use proper citations and quotations when appropriate. There is a handout under “Project” regarding APA format that will help you with this. In addition, you will need to reference both your text and the outside article in a reference list.
There are many ways to present your findings. One way that you might consider (and seems to work well) is to first provide background information regarding the particular type of development you are investigating, then describe your observations, and finally interpret them in terms of the theory or concept you are focusing on. Do not forget to define terms and concepts when providing background information. For example, do not assume that the reader (me) knows what depth perception is or anything about Piaget’s Theory of Cognitive Development. When reporting your observations, be sure to note which behaviors are an example of the term or concept.
Turning your project in: You will turn your project in two ways:
1) Electronically. There will be a Safe Assign location in Blackboard (look in the “Project” area). There is a draft option so you can check your paper before officially turning it into Safe Assign.
2) Hard copy. You will also need to turn in a hard copy of your paper at the final exam. Please do not put
the paper in a binder, folder, envelop, etc. (please just staple the pages together). A title page would be helpful. And please do not forget to put your name on it!
***Please note that failure to complete one or both of these steps will result in a zero for the project.
I. Foundations of Development
A. Perception and action are intimately related. Observe an infant or toddler ...
Essays On Alcohol. Alcoholism and its effects on society Free Essay ExampleJennifer Castro
Alcoholism and its effects on society Free Essay Example. The Effects Of Alcohol Essay Example Topics and Well Written Essays .... An In Depth Look At Alcoholism Free Essay Sample on Samploon.com. Controversies of Alcohol Drinking Essay Example Topics and Well .... How to Write an Essay on Drunk Driving. 004 Alcoholism Essay Effects Of Cause And Effect College Binge Drinking .... Alcoholism essay introduction / seamo-official.org. Alcohol:What You Should Know - Sample Essay. Narrative Essay: Essay on drinking alcohol. Fearsome Alcoholism Cause And Effect Essay Thatsnotus. Cause and effects of alcohol essays. Essay websites: Alcoholism essay. Persuasive Essay: Teens and Alcohol Abuse. Alcoholism Is A Type Of Alcohol - Free Essay Example PapersOwl.com. The Dangers of Alcohol Consumption Essay Example Topics and Well .... essay: Essay on Drinking Alcohol. Effects of alcohol essay conclusion. Persuasive essay on alcohol. The Abuse of Alcohol - Free Essay Example PapersOwl.com. Cause and effects of Alcohol Essay Example Topics and Well Written .... 005 Alcoholism Essay Effects Of Cause And Effect College Binge .... Reflective Essay final - Reflective essay on Alcoholism In this essay .... College essay: Alcohol should be illegal essay. Alcohol age drinking - Free Essay Example PapersOwl.com. Short Essay on Alcoholism - 621 Words. Addiction to alcohol essay. Introduction to Alcohol and Substance .... Alcohol Consumption Is Common - Free Essay Example PapersOwl.com. Persuasive Essay On Alcohol Abuse Essays On Alcohol Essays On Alcohol. Alcoholism and its effects on society Free Essay Example
UTA New Teacher Webinar “Brain-Based Learning: Focus on Exceptionalities”, September 20, 2014 w/ Dr. Denise Collins, Dr. Amber Brown, and Dr. Peggy Semingson
The University of Texas of Arlington presents the Fall, 2014 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=a773d149-8967-4d27-8a4a-f5c27513c011\
Link to YouTube recording (Mp4): http://youtu.be/85drmbm4IBs
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.edu Dr. Marc Schwartz
General Links Mentioned in the Webinar:
Books:
The Whole Brain Child by Daniel J. Siegel and parenting expert Tina Payne Bryson
The Autistic Brain by Temple Grandin
Link to video: •Mindfulness and Neural Integration: Daniel Siegel, MD
http://www.youtube.com/watch?v=LiyaSr5aeho
Other resources:
http://www.brainbasedlearning.net
http://www.brainbasedlearning.net
Learners and Learning: Section Three: School learningSaide OER Africa
In Section Three we will build on these ideas with special reference to schooling. In particular, we want to focus on the following question: "Should the kind of teaching and learning that occurs in schools be more like the learning that occurs in everyday life?" How is school learning different from everyday learning, and how can teachers implement good school learning in their classrooms?
What everyone should know about teaching othersguestd6b71b
In life, as computing professionals, we all teach and we all learn. And, especially in the computing discipline, we don't ever expect that to stop. So whether you plan to work in industry, academia, or somewhere else (a small desert island?) you should know more about what research shows contributes to effective learning. Use this knowledge to learn better yourself or to assist others in their learning.
From the Un-Distinguished Lecture Series (http://ws.cs.ubc.ca/~udls/). The talk was given Apr. 04, 2008.
What every teacher should know about cognitive researchStephanie Chasteen
From the Colorado Science Conference (Nov, 2011)
In the past few decades, we’ve gained a wealth of information about how people learn. The results of this cognitive and education research can help us become more effective teachers. In this interactive talk, we’ll explore some of the main findings of cognitive research in a language accessible to everybody, and discuss how they can be used in our teaching.
Media & Learning What Parents Should Know!By Yongping YeHomAbramMartino96
Media & Learning: What Parents Should Know!
By Yongping Ye
Home
Topics
Activities
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Development
Home
Topics
Activities
Help
Development
Why does it matter?
We live in the digital age
The environment has deep impact on children’s behaviors and development.
Good or bad? It depends on how we use media.
Science behind
Learning from TV and other media:
Require repetition
Familiar characters
Socially relevant and contingent feedback (looks at and talk to the child)
Here is a video represents above three contents in a show.
Children under 2.5 or 3 years old learn better from a real-world than from an equivalent media. They develop the ability of dual representation (need to represent TV as something they learn from) around 3 years old.
Learning two “5”
Children follow 5 steps to learn new things
Sensory register: receives input from the environment and registers it for processing
Information processing: Approach that describes how people learn using a computer analogy
Short-term memory: Holds information temporarily
Long-term memory: Stores information processed from short term memory for later retrieval
Learning response: Recognize and recall information from short- and long-term memory.
5 capabilities that contribute to social learning
Symbolization: can think about social behavior in words and images
Forethought: anticipate consequences of our own and others’ actions
Self-regulation: adopt standards of acceptable behavior for us (aspirational, social, moral)
Self-reflection: analyze our thoughts and actions
Vicarious learning: learn by watching others be rewarded and punished
Home
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Development
Parenting instructions:
Media is a new environment for children. Parents should guide them to adapt to the environment.
Consider media as an optional tool for learning. Parents’ companion is necessary for children’s development. It always better to learn from real-world than from the screen.
Don’t use it as an emotional pacifier. Parents should not use TV or other media to calm down their children. They need to learn to control their emotion.
Set limits and encourage playtime. Kids are kids. They will make mistakes using media. Parents’ surveillance is indispensable.
Be a good role model. Except for limiting children’s on-screen playtime, parents should control their time on using media each day.
Here is a video explaining how TV affect young children’s brain development
Ball & Bogatz (1970) – research on Sesame Street
Children could learn basic information
Literacy skills
Preschool readiness skills
Other studies showed learning from a single episode or clip
Better learning with repetition.
Home
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Play with your child!
For ages 5-8 children, play Animal Crossing.
Through the game, you can create a home with your child. It is good way to interact with cute animal villagers and enjoy life in the game.
For ages 8-12 children, play Lego
You can introduce children to a franchise you alr ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Why Dont Students Like School?
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7. Why Don't Students Like School? Handout Highlights The Mind is Not Designed for Thinking; p. 4 The Candle Problem; p.5 Curiosity; p.6 How Thinking Works; p.7 Implications for the Classroom; p.9, 12, 13
8. The brain is not designed for thinking. It’s designed to save you from having to think. * Dr. Daniel T. Willingham, Why Don’t Students Like School?
9. People are naturally curious, but we are not naturally good thinkers; unless the cognitive conditions are right, we will avoid thinking.* * Dr. Daniel T. Willingham, Why Don’t Students Like School?
10. The Rule: If there is a vowel on one side, there must be an even number on the other side. Your job is to verify whether this rule is met for this set of four cards, and to turn over the minimum number of cards necessary to do so. Which cards would you turn over? A 2 3 B
11. The Rule: If you’re drinking beer, then you must be 21 or over. Imagine that you are a bouncer in a bar. Each card represents a patron, with the person’s age on one side and their drink on the other side. Your job is to verify whether this rule is met for this set of four people, turning over the minimum number of cards necessary to do so. Which cards would you turn over? Beer 31 17 Coke
12. Which was easier? This one? … or this one? WHY? A 2 3 B Beer 31 17 Coke
13. What information about the brain and how it works could help us to better understand the cognitive conditions necessary for optimal thinking and learning?
14. Could understanding the brain and how it works help us to articulate the Characteristics of Effective Instruction to our learners?
15. Sensory Memory Long-Term Memory Working Memory Eyes Ears Nose Tongue A Model of Information Processing Skin Not transferred to next stage and therefore forgotten
16. Initial Processing Sight Sound Smell Taste Touch R E C E P T O R S Not transferred to next stage and therefore forgotten Sensory Memory
17. There are three factors that strongly influence whether or not the brain pays attention to incoming stimuli… 1 2 Whether or not the information has meaning and relevance Whether or not the information has an emotional component or hook 3 Novelty
18. The brain is continuously trying to make sense out of its world, attempting to determine what is meaningful in what it experiences.
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20. What if there is no existing category to fit new information into? Is it possible to learn new information without context or connections? ?
21. It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel Traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge . THE MONTILLATION OF TRAXOLINE
22. ? Would it be possible for a student to learn something well enough to ace a test over it… without really understanding the material’s meaning or relevance?
23.
24. = a = b = c = d = e = f = g = h = i a b d c e f g h i
25. If we want to make information meaningful to students, we have two options… Find an experience they’ve had and hook the new information to it, or… Create a new experience with them. 1 2
26. Image Credits by Slide Number Slide 1. Calvin and Hobbes. Bill Watterson. The Essay. http://www.youtube.com/watch?v=xx2Slxp0TkM Slide 2: A Vision of K-12 Students Today http://www.youtube.com/watch?v=_A-ZVCjfWf8 School Sucks http://withpraise.files.wordpress.com/2009/04/school-sucks2.jpg Slide 4: Willingham, Daniel. http://www.danielwillingham.com/ Slide 5: Willingham, Daniel. http://www.danielwillingham.com/ Slides 8-25: Teaching For Understanding. How the Brain Works. Part 1 http://www.aea267.k12.ia.us/icc/files/Session2/How_the_brain_works_part_1.ppt
27. Additional Resources 21K12. Johnathan Martin. http://21k12blog.net/2009/11/11/arguing-with-willinghams-why-dont-students-like-school/ American Association of Law Libraries. http://aallspectrum.wordpress.com/2009/11/16/review-why-dont-students-like-school-a-cognitive-scientist-answers-questions-about-how-the-mind-works-and-what-it-means-for-the-classroom-by-daniel-t-willingham/ Dialogic. http://dialogic.blogspot.com/2009/04/daniel-t-willingham-why-dont-students.html K-12 Educational Technology. Steve Hargadon. http://www.stevehargadon.com/2009/11/dan-willingham-on-why-dont-students.html Learning in a Flat World. Britt Watwood. http://bwatwood.edublogs.org/2009/09/15/why-dont-students-like-school/ Morsie Reads Blog. http://morsiereads.blogspot.com/2009/12/why-dont-students-like-school.html Personalized Education Now. http://blog.personalisededucationnow.org.uk/2010/01/06/education-revolution-e-newsletter-06-01-2010/ Why Don’t Students Like School? Well, Duhhh; Children Don’t Like School Because They Love Freedom. by Peter Gray, Psychology Today Pyschology Today. Peter Gray. http://www.psychologytoday.com/blog/freedom-learn/200909/why-don-t-students-school-well-duhhhh Teaching For Understanding. How the Brain Works. Part 1. http://www.aea267.k12.ia.us/icc/files/Session2/How_the_brain_works_part_1.ppt Teaching For Understanding. How the Brain Works. Part 2. http://www.aea267.k12.ia.us/icc/files/Session2/How_the_brain_works_part_2.ppt Teaching First Year Students. Galveston Faculty Forum. August 2009. http://www.tamug.edu/acen/Teaching%20First%20Year%20Students-Galveston.ppt The Pods are Coming! David Truss. http://pairadimes.davidtruss.com Willingham, Daniel. http://www.danielwillingham.com/
Editor's Notes
Start playing video as people come in the room and get seated. T3 Presentation 2010 Video Intros video: Start with The Essay video: A Vision of K12 Students Intro self, presentations, big picture, hand-outs, expectations, what you will take away from this presentation, websites for more info and to download everything you see here Intro book, Willingham interview video Start PPT Ch. 1: Why Don't Students Like School? How Thinking Works Ch. 2: How Can I Teach Children the Skills They Need Relationship between facts and skill Reading Comprehension Background Knowledge and Memory Implications for the Classroom Ch. 3: Why Do Students Forget Everything I Say? Working Memory v Long-Term Memory Pennies What Good Teachers Have in Common Mnemonics Implications for the Classroom Summary Q&A / Discussion Exit cards: "I want to know more about..." Videos
Continue playing this video as people come in the room and get seated.
Be brief. After introducing yourself, get people in room to turn to those next to them and say hello, introduce yourselves.
Send book around for people to look at. Distribute hand outs
Question audience to see: Who teaches grades k-5 / 6-8 / 9-12? What positions / job titles do people have? Teacher, assistant, parent, student, administrator? Where are you from? Honduras? San Pedro? USA? Canada?
Consider leaving out Give a brief overview of presentation Use as a time-filler to distribute hand-outs
Agenda Preview with hand out Be brief: this presentation will not follow the hand out; it is meant to supplement what you learn here and for you to investigate further. Use this hand out to enrich what we do here or for more information regarding your particular case (parent, teacher, K6/MS/HS...).
The brain is not designed for thinking. It is designed to save you from having to think. People enjoy mental work if it is successful. What would you prefer to do: a Sudoku or crossword puzzle OR a calculus problem? Why? What are the implications of this for teachers... see h/o p.4.2
What conditions to you provide in your classroom to maximize the possibilities for learning? Play “Mr. Winkle Awakes” video Do you engage your students w/ technology? Can you? What limitations are there? Implication: Thinking is (1) Slow (2) Takes Effort (3) Is Uncertain: which is why we rely so much on MEMORY TRY p. 5 OUTLINE “The Candle Problem” Conclusion: we rely on memory whenever we can. Question: What implications does this have for YOUR classroom? Investigate: How many of those here have access to internet (a) at school (b) in your classrooms? How many have access to computers (a) at school (b) in your classrooms?
Consider this task : The Rule is: If there is a vowel on one side, there must be an even number on the other side. Your task is to verify whether this rule is met for this set of four cards, and to turn over the minimum number of cards necessary to do so. Which cards would you turn over? The correct answer is: the minimum # of cards necessary to verify that the rule has been met for this set of cards is 2 cards . The cards that must be turned over are the A card and the 3 card. Most people get the A card- it’s clear that if there is not an even number on the other side, then the rule has been violated. But the task is to determine the least number of cards necessary to VERIFY the rule- not to prove it wrong. So if there IS an even # on the other side of the A, then additional cards must be turned over as so far, the rule stands. Many people incorrectly think they need to turn over the 2 card. The rule does not, however, specify what must be on the other side of a card with an even number. Whether there is a vowel on the other side of the 2, or whether there is a consonant on the other side of the 2 (or anything else)- it doesn’t matter- according to the rule. The B card does not need to be turned over, as the rule does not state anything about consonants. The 3 card must be flipped because there must be something other than a vowel on the other side, in order for the rule to stand. (It is easier to DISPROVE this rule than it is to PROVE the rule- as it COULD only require turning over 1 card- the A card, or the 3 card- to disprove the rule. However, 2 card- the A and the 3- must be turned over in order to PROVE that the rule is met for this set of cards.
Here is another problem: Imagine you are a bouncer in a bar. Each card represents a patron, with the person’s age on one side and their drink on the other side. Your job is to verify whether the stated rule is met for this set of four people, turning over the minimum number of cards necessary to do so. Which cards would you turn over? The rule is: If you’re drinking beer, you must be 21 or over. Most people find this problem relatively easy: You flip the beer card (to be sure this patron is over 21) and you flip the 17 card, (to be sure this kid isn’t drinking beer). Many people even voice their thinking with rationale such as “if this person is 31, I don’t care what he’s drinking” and “if this person is drinking Coke, it doesn’t matter how old she is) It’s fairly quick and easy to determine what matters , and what doesn’t matter in determining whether or not the rule holds.
Which of the two problems was easier for you to solve? The two tasks are virtually identical in terms of the reasoning necessary to complete them! If the exact same reasoning was required in both tasks, why was the first one so difficult, and the second one so easy? It’s because the second task was presented within a context that was familiar- and the first task had no context for you to draw upon. Memory is the cognitive process of first resort. When presented with a problem or a challenge, your brain will first search for a solution in memory and if it finds one, will very likely use it. Doing so is easy and fairly likely to be effective; you probably remember the solution to a problem because it worked the last time, not because it failed. (* Dr. Daniel T. Willingham, Why Don’t Students Like School? , pg. 29) One reason the second problem was easier was that the topic was a familiar one. You have background knowledge about the idea of a drinking age, and you know what’s involved in enforcing the rule. Thus, you don’t need to spend lots of time and energy reasoning logically. You have experience with the problem and you remember what to do quickly, rather than having to spend much time thinking- it- out. It is all a matter of background knowledge--- as well as the context of the problem presented. These two problems illustrate several concepts about how the brain works: Having background knowledge makes new learning easier Solving a problem within a real-world context matches the brain’s design for learning, rather than solving problems out of context, or without a concrete experience to build upon.
See h/o p 7.1b-7.2t What information presented in the opening session can help us understand this problem better? What do we know? What do we want to know?
Look at “What Does This Mean For The Classroom” p. 9, 12-13 in h/o 1. Be sure that there are problems to be solved AND that they are solvable by the various levels of students in your classroom (DIFFERENTIATE) 2. Respect students' limited knowledge and space in working memory (more on this later). In some cases, you might have to build the background knowledge for your students if what is presented in the text does not appreciate your students' particular experience. 3. Identify key questions and ensure that problems are solvable: RELEVANCE. 4. Reconsider WHEN to puzzle students. 5. Act on VARIATIONS in student preparation 6. Change the pace 7. Keep a diary
Let’s start with a quick- very simple- overview of the memory systems in the brain. One way to understand memory and learning is to think about 3 very distinct types of memory that all humans have: There’s Sensory Memory , Working Memory (Short Term) and Long-Term Memory . Here’s how the 3 memory systems work together: Information enters the brain through the 5 senses. (That’s the ONLY way that information can get into the brain.) As the senses bring in information- massive amounts of information- your sensory memory stays busy by scanning all of the incoming information- deciding what should be paid attention to, and what should be dropped immediately. Most ( 98-99%) of the sensory information that enters the brain ends up being “dropped”, because the sensory memory finds no good reason to alert the brain to pay attention. Also, sensory information stays in the brain for only 1-2 seconds AND… the Sensory Memory System works completely at the unconscious level ! Most of the information is discarded before you’re even aware that the information has entered your brain! If the brain DOES decide that something needs to be paid attention to… or if you NOTICE something in your environment, that means that the information has been transferred to a different memory system- Working Memory- which is physically located right behind your forehead. Working Memory is like your brain’s “scratch pad”- it’s your consciousness- what you’re consciously thinking about at any point in time. It’s very limited- only holding information for 18-20 seconds- unless something is “done” with the information. The only way to get most information into long-term memory is by practicing it - rehearsing it- until it finds it’s way. Only then, can it be “ retrieved” when needed, and brought back into Working Memory for more processing. So… with this brief overview- the first question that we need to address is “ how do we get students to pay attention to us in the first place? How do we get them to move the information we’re providing for them from their Sensory Memory System- into their Working Memory System?
All information enters the brain through the 5 senses. (This is the ONLY way that information can enter the brain.) The brain takes in EVERYTHING in its environment- at every moment. It is bombarded with information at all times! This is a key survival process in the brain! ALL information from the environment must be fed into the brain- because any one piece of that information COULD be a threat to safety--- or necessary for survival. The senses thus bring EVERYTHING IN to the brain. Small structures deep in the center of the brain (first the Thalamus, and then the Amygdala) scan all of the incoming information. The thalamus is somewhat of a relay station that sends each piece of information off to the appropriate lobe of the brain for processing. As it sends each bit of information, however, it DUPLICATES it, and also sends it to the Amygdala. (The quick and dirty path- as the two structures are in very close proximity to one another, so that the message arrives at the amygdala almost immediately) The amygdala scans the information and in essence, determines what should be “paid attention to” and what should be discarded. The determining factors: 1. novelty , 2. whether or not the information has meaning/relevance, and 3. whether the information has an emotional component or “hook” TRY THIS: Everyone count out loud 1, 2, 3, 4, 5, 6, 7, ...10 Count our loud: A, B, C, D, E, F, G, H, I, J Now combine the two and count: 1A, 2B, 3C, 4D, 5E, 6F, 7G, 8H, 9I, 10J Question: At what point did you start getting lost? 5? 6? 7? 8? Even though the counting and number systems are in our long term memory, even though we know them like the back of our hand, put them together and we're lost after 6 or 7. Anyone able to go further? OK... why don't you try starting from 26Z and go backwards? Let's see what happens. The point is that even highly educated, intelligent teachers like all of us cannot do what we so often ask our students to do. And we wonder why our students have difficulties or become problems or just don't like school.
First: The amygdala will always alert the brain to pay attention to something that is novel- different- out of the ordinary. Why do you think this might be so, in terms of the brain’s primary function- survival? (The answer? It’s because if something is different in the environment- out of the ordinary, or novel- the amygdala alerts the brain to pay attention to it- because there is a chance that it could be a threat to survival.) So…. As a classroom teacher, using Novelty to get students to pay attention will work---- but most likely will only work ONCE, maybe TWICE! That’s the thing about novelty– it doesn’t last! A teacher who relies on novelty only will wear him/herself out! (The brain term for this phenomenon is ‘habituation’- something that is once novel, when repeated, will no longer be novel, as the brain that experiences it will “habituate”- or “get used to” the stimulus, thus- no longer viewing it as “novel”. Second: The amygdala will alert the brain to pay attention to any sensory information that it deems to have meaning/relevance. Of course, anything that has the potential to threaten safety would be paid attention to. More broadly, sensory input that is from the “real-world”, in a real-world context, and or is “authentic” automatically carries meaning/relevance. (Remember that “relevance” does not equate to “interest”. Interest is unique to an individual. Relevance is common to all humans, as it refers to authenticity in terms of the real world.) Additionally, information that can be hooked to a learner’s prior knowledge will always (at least temporarily) be considered meaningful/relevant. After all, if something has “made it” into a person’s long-term memory, there may Third: The amygdala will also automatically alert the brain to pay attention to any sensory information that activates the emotional system. This is because anything that activates the emotional system most likely does so because it is meaningful and relevant (authentic), related to the real-word, and/or is either a threat to survival- or could enhance the chances for survival.
Because the brain’s #1 job is that of survival, it continuously scans the environment, trying to make sense (find meaning) in whatever it encounters. Every encounter with something new, requires the brain to fit the new information into an existing category or network of neurons. If it can’t, the information will have no meaning. Think of it like this: Imagine that your students enter your classroom on any given day dragging behind them their own personal “trunk” that contains all of their prior experiences and knowledge. (Use the trunk as a metaphor for the brain.) You begin to present a lesson to them- brand new information- and as you are talking, all of your students turn, open their trunks, and “dive in”- searching for ANYTHING familiar that they might be able to “hook” the new information to. This is kind of how the brain operates- it will pay attention to something that is new- or novel- but it will immediately begin trying to fit the new information into an existing category or network of neurons. If it can’t find an existing category to fit the new information into, then the information will have no meaning. This scenario presents a huge dilemma for a classroom teacher. Each student’s trunk is filled with a different set of knowledge and experiences---- and some students have a great deal more in their trunks to draw upon than other students. Every encounter with something new requires the brain to fit the new information into an existing category, or network of neurons. If it can’t, the information will have no meaning.
Imagine a scenario like this one: A father and a toddler- on a stroll- toddler points to something he sees ahead: a small, black, furry creature with 4 legs, 2 ears and a long tail- Father labels the creature a DOG . A moment later- toddler points to something else ahead: a large white, furry creature with 4 legs, 2 ears, and a short tail- Looks completely different than the first creature, yet the Father labels it a DOG . (The toddler is taking in all of this sensory input, and creating categories, or networks of information to draw upon later.) The story continues- toddler points to something up ahead: small, yellowish, furry creature with 4 legs, 2 ears, and a long tail- TODDLER says “DOG”, and FATHER corrects, “ no, that’s a CAT”. (Toddler adds this new bit of information to his developing network of “creatures”) Continuing: A group of dogs and cats--- father labels as ANIMALS Father says that this weekend, they will go to the zoo and see all of the ANIMALS. Yet at the zoo , they see NO dogs and NO cats , but see elephants, zebras, giraffes, etc. All the while, because of the experiences- and the sensory information that is being taken in, the toddler’s brain constructs “networks” of information, in an attempt to organize it, and store it in such a way that it will be “retrievable” at a later time. The toddler is in essence, “making meaning” of everything that is encountered- creating “networks” or “categories” of information that can be hooked to in the future, when new sensory information is encountered. This is what all brains do… continuously take in information, scan it, try to fit it into an existing category, or network of neurons… so that it has meaning and relevance.
So here is a question for you: What if there is no existing category to fit new information into? Is it possible to learn new information without context or connections? Talk with those at your tables. Is it possible? Yes? or No? (Ask for a show of hands… how many said Yes… how many said No? What is your rationale for each of those answers? (Share out very briefly) Let’s test this out. I’m going to present some new information to you- some information that I’m guessing you don’t have prior knowledge about, nor a context that would help you to make sense of the information. I’ll show the information to you on the next slide, will give you a minute or two to read and study the information, and then will give you a “quiz”. Are you ready to study?
Have them read the slide… leave it up for a minute or so…. Then announce that because they had so little time to study, the quiz will be an “open-book” quiz. The questions: What is traxoline? (a new form of zionter) Where is traxoline montilled? (Ceristanna) How is traxoline montilled? (large amounts of fevon are gristeriated and then bractered to make traxoline) Why is it important to know about traxoline? (traxoline may well be one of our most lukized snezlaus in the future, because of our zionter lescelidge.) So… you all did very well! Now… imagine that I had given you more time to study- say 15-20 minutes, and then administered the quiz without “the book”. Is it possible that you could still have done well, even if you had to do it “without the book”? The answer is most likely YES! What would your “mode of study” most likely have been under those conditions? MEMORIZATION…. ROTE REPETITION…. Through rote repetition and memorization, it surely WOULD be possible for you to do well on the test! So…. Here is yet another question for you:
Would it be possible for a student to learn something well enough to ace a test over it… without really understanding the material’s meaning or relevance? The answer is “YES”. Students do it all the time… and… it’s probable that all of YOU did a lot of that as you went through high school and college, as well! (Example… I see classes on my college transcripts- that I earned good grades in- yet I have no recollection of ever taking, and certainly no memory of what I might have “learned” in those classes! Yet, my transcript says that I passed… sometimes even with As!) The traxoline example is kind of like that… when a brain must rely on memorization in order to “learn” information, it very rarely “sticks”. Do you remember the illustration a few slides ago showing how the toddler was taking in information and categorizing it into existing networks? Using that “metaphor” for YOUR brain, do you know where your knowledge of traxoline is most likely stored right now?
(Click to bring in the “traxoline” oval) “Now… what is the problem with the information you’ve “learned” about traxoline?” The answer: It isn’t “connected” to anything! There is no way to “get back to it” when you try to retrieve the information later! It will eventually “go away”- as it isn’t a part of usable network of neurons that will be repeatedly accessed and/or used. When students must rely on memorization to “learn” information, because they have no way to hook it to prior knowledge, or because the new information is presented “out of context” from how the information will actually be used in the real world… the information is rarely “learned” beyond a surface level… and almost never is a “deep conceptual understanding” of the information attained.
Here’s a task that will test your ability to memorize: Study this “code” for a few seconds. (10-15 seconds) I’ll then “take it away” and ask you to remember- and reproduce- it on your paper. You aren’t allowed to write anything down- until the code “goes away”. After 10-15 seconds, “back up” the animation to hide the code. People attempt to reproduce it from memory. After a few seconds, ask how they think they did, and advance the animation to once again, show the code. Ask, “how many of you had at least a bit of trouble remembering the nine figures?” Then ask, “Would it have made any difference if I had shown the code to you in a different format…?” (CLICK several times to bring in the tic-tac-toe board with the letters) How long would you have had to study the code when shown as a tic-tac-toe board? (most likely one or two seconds!!!) WHY? Because you had something familiar to “hook” the new information to- the new information was presented within a “context” that was familiar to you, thus making it “easy” to learn! Spelling test: face, idea, chaf, beg, hedge
So…. The point is…. We need to do everything we can to help students understand the meaning and relevance in whatever we are trying to teach. In doing this, we have two options… 1. Find an experience they’ve had and hook the new information to it … OR… 2. Create a new experience WITH them. (Sometimes a new experience is necessary- in order for students to BEGIN building a network within their brains. After the initial experience, additional information and experiences can be provided for students that will enable them to “grow” their neural networks.)