Clackamas CC presentatiion
-
Upload
terry-doyle -
Category
Documents
-
view
226 -
download
0
Transcript of Clackamas CC presentatiion
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 1/47
No Wrong Door
"A Shared Responsibility for Students' Success:
How the Entire Campus Facilitates Students' Learning".
Developed by Professor Terry Doyle
Ferris State [email protected]
www.learnercenteredteaching.com
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 2/47
Institutional Goals
As an institution what
skills, knowledge and
behaviors do we want
our students to have bythe time they graduate?
Who will teach them
these skills, knowledge
and behaviors?
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 3/47
Every Action Sends a Message to
Students
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 4/47
Everyone is a Teacher
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 5/47
What our Students Need
to Know is Changing
The meaning of knowing hasshifted from being able toremember and repeatinformation to being able tofind and use it.
The goal of education isbetter conceived as helpingstudents develop theintellectual tools andlearning strategies neededto acquire the knowledgenecessary to thinkproductively.
Nobel Laureate Herbert Simon 1996
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 6/47
An undergraduate college education gives
students their learners permit.
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 7/47
What do our graduates do for a living?
With few exceptions
they talk and listen to
people.
Helping them to
become good at this
vital skill is everyones
job.
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 8/47
International Federation of Library
Associations and Institutions (IFLA)
As many as one million
new books are
published worldwide
each year.
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 9/47
U.S. Department of Labor-2006
Students age 18 will by
age 38, on average have
10 different
jobs/positions.
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 10/47
Growth of Scientific Data
80% of all scientist thathave ever lived are alivetodaythis number is
95 % for neuro-scientist.
It is estimated these
scientist produce 2000pages of new data everyminute of every hour of every day. (countdown.org)
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 11/47
Definition of Learner Centered
Teaching
A Question---
Given the context of the learning situation( # of students, time of day, difficulty of material, admissions office,
financial aid office or physical plant)
will this teaching action/student interactionoptimize our students opportunity to learn?
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 12/47
How Do we Optimize each Learning
Situation?
Follow the research on how humans learn!
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 13/47
Where does the research come from?
What we know about the brain comes from
biologist who study brain tissue, experimental
psychologist who study behavior, cognitive
neuroscientist who study how the first relates
to the second and evolutionary biologist(Medina, 2008).
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 14/47
Learning is when Neurons Wire
Learning is a change
in the neuron-patterns of the
brain.(Ratey, 2002, Goldberg 2009)
www.virtualgalen.com/.../ neurons-small.jpg
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 15/47
Use it or Lose it
When new material is
not practiced the new
dendrite tissue is
reabsorbed by the brainto conserve resources.
(Dr. Janet Zadina, 2009)
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 16/47
Teachers Definition of Learning?
Learning is the ability to use information aftersignificant periods of disuse
and
it is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the information
was originally taught.
(Robert Bjork, Memories and Metamemories, 1994)
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 17/47
Learning Activates the Reward
Pathways
Real life, meaningful,
and authentic learning
activates the rewardpathways in the brain.
This is a key to learning.
(Dr. Janet Zadina, 2010)
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 18/47
Progress is Vital
A feeling of making
progress is what allows
students to deal with
tasks, especially tasksthey dont necessarily
like to do.
(James Zull, The Art of Changing the
Brain, 2002)
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 19/47
Basic Principle of the College Learning
Experience
It is the one who does
the work who does thelearning.
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 20/47
Students Need to Know WHY
We Want them to do the Work
A vital aspect of being a
learner centered
teacher is to remember
teaching is, in mostways, no different than
any other human to
human interaction.
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 21/47
WHY
If I dont know WHY
you want me to work
on a project or learn aconcept, or fill out some
paper work or if I cant
see how taking on a
certain task has some
benefit to me I am
hesitant to do it.
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 22/47
What can brain research tell us to help us meet
our students learning needs?
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 23/47
The Human Brain
The human brain weighs three (3) pounds but
uses 20-25% of the bodies energy (Ratey, 2002)
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 24/47
The Human Brain
The adult human brain has a 100 billion
neurons (It does grow thousands of new cells daily)
www.enchantedlearning.com/.../gifs/Neuron.G IF
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 25/47
The Human Brain
These 100 billion neurons
are capable of making40,000,000,000,000,000
(Forty quadrillion connections )
(James Ratey, Users Guide to the Brain, 2002)
www.bpkids.org/.../content/pagebuilder/10386.gif
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 26/47
The Brain and Learning
The human brain was
designed to solve
problems of survival in
outdoor, unstableenvironments while in
almost constant
motion.
( Dr. John Medina, Developmental Molecular
Biologist, University of Washington and Author
of Brain Rules)
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 27/47
The Brain and Learning
If educators had set
out to design a learning
environment that was
in complete oppositionto what the human
brain is good at they
would have designed
the schools of yesterdayand today.
(John Medina, Brain Rules, 2008)
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 28/47
Things We Know for sure about the
Human Brain
1. Exercise
significantly
enhances brainfunction
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 29/47
Newest Findings
Exercise increases
production of
neurotransmitters that help:1.Focus and attention
2.Motivation
3. Patience
4. Mood (more optimistic)
(Ratey, 2008)
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 30/47
Exercise and BDNF
(Brain-derived neurotrophic factor )
Exercise produces BDNF( Miracle Grow for the Brain)
Improves brain health
Enhances the wiring of neurons
Is a stress inoculator
Makes the brain cellsmore resilient
(Ratey, 2008)
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 31/47
The Brain is Social
2. Survival is accomplished
by working with other
brains.
Groups of brains
almost always
outperform a single
brain.
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 32/47
Multitasking is not Possible
3. The brain can
only pay
attention to onething at a time.
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 33/47
Memory
4. Memory
Repetition and
elaboration are
necessary for
memory formation
and recall.Daniel Schacter, Seven Sins of Memory, 2002
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 34/47
Cramming does not Produce
Long Term Memories
Intensive study for a
short period of time
fails to produce much
(if any)long term
memories.
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 35/47
Emotion and Memory
Emotional arousalorganizes andcoordinates brain activity
(Bloom, Beal & Kupfer 2003)
When the amygdaladetects emotions, itessentially boosts activityin the areas of the brainthat form memories (S.
Hamann & Emony, UN.)
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 36/47
Multiple Senses
5. The brain works
best when
multiple sensesare involved.
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 37/47
Using all Our Senses to Learn
Those in multisensory
environments always do
better than those in
unisensory environments.
They have more recall with
better resolution that lasts
longer, evident even 20
years later.
(John Medina, Brain Rules)
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 38/47
Vision Trumps All
The more visual the
input becomes the
more likely it is to be
recognized and recalled.
This is called the
Pictorial Superiority
Effect.
Paivio, A. (1986). Mental representations:
A dual-coding approach.
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 39/47
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 40/47
Patterns and Learning
6. The brain is a pattern
seeking device.
The brain relates
whole concepts to one
another and looks for
similarities, differences,
or relationships
between them. (Ratey, 2002,
pg.5)
Sociology
Psychology
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 41/47
Looking for Patterns
We know humans learn
through recognizing
patterns - all knowledge is
embedded in otherknowledge - learners look
for meaningful patterns.
(Antonio R. Damasio, M.D. and M.W. VanAllen, Professor and Head of Neurology,
University of Iowa)
www.norfacad.pvt.k12.va.us/ puzzles/illusion8.gif
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 42/47
Sharing Power with Students
Having choices in what
and how to learn and
having some control
over the learningprocess are key
elements of Learner
Centered Teaching.
(Weimer, 2002)
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 43/47
Having Some Say
Having some say in what
happens in the learning
process is intricatelytied to a willingness to
engage in the activity.(James Zull, Art of Changing the Brain, 2003)
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 44/47
Choice and Control are part
of Being Human
Getting students to
accept the
responsibilities that
comes with choice andcontrol is an authentic
expression of how the
work place and the
home place operate.
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 45/47
Helping Our Students Learn Responsibility
One of the reasons we
all need to ask studentsto take on moreresponsibility for theirown learning is becausethey will be responsiblefor it the rest of theirlives.
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 46/47
A Gift for My Students
You must take personal responsibility.
You cannot change the circumstances,
the seasons, or the wind, but you can
change yourself. That is something
you have charge of.Jim Rohn
8/8/2019 Clackamas CC presentatiion
http://slidepdf.com/reader/full/clackamas-cc-presentatiion 47/47
References
Medina, John, Brain Rules, Pear Press, 2008
Sylwester, R. A Celebration of Neurons An Educator¶s Guide to the Human Brain, ASCD:1995
Sprenger, M. Learning and Memory The Brain in Action by, ASCD, 1999
.How People Learn by National Research Council editor John Bransford, National Research Council, 2000
Goldberg, E. The Executive Brain Frontal Lobes and the Civilized Mind ,Oxford University Press: 2001
Ratey, J. MD. Spark: The New Science of Exercise and the Brain, 2008, Little Brown
Ratey, J. MD :A User¶s Guide to the Brain, Pantheon Books: New York, 2001
Zull, James. The Art of Changing the Brain.2002, Stylus: Virginia
Weimer, Maryellen. Learner-Centered Teaching. Jossey-Bass, 2002
Sousa, David. How the Brain Learns(Corwin Press, Inc., 1998),
Long-Lasting Novelty-Induced Neuronal Reverberation during Slow-Wave Sleep in Multiple Forebrain AreasSidarta Ribeiro,Damien Gervasoni, Ernesto S.Soares, Yi Zhou, Shih-Chieh Lin, Janaina Pantoja, Michael Lavine, Miguel A. L. Nicolelis , 2004
(Foerde, K., Knowlton, Barbara J., and Poldrack, Russell A. 2006. Modulation of competing memory systems by distraction. Proc. Nat. Acad. Sci. 103: 11778-11783.)
3 Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. Isolation of a Central Bottleneck of Information Processing with Time-Resolved fMRI. Neuron.
52 (6): 1109-1120Leamnson,R.(1999)Thinking about Teaching and learning: developing habits of learning with first year college and university students. Sterling , VA: Stylus
U.S. Department of Education. (2001)National Commission on the High School Senior Year www.ecs.org/html/Documents.asp?chouseid=2929