Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that...

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Brain-Based Learning

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Transcript of Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that...

Page 1: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Brain-Based Learning

Page 2: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Multiple Learners

• Multiple intelligences– Could do another workshop on that controversy

entirely– Sometimes tied to brain-based learning, but not

always

Page 3: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.
Page 4: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.
Page 5: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.
Page 6: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.
Page 7: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

So What is it?

• Seems to be whatever• There are some common themes

Page 8: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Origins

• Hart (1983). Human Brain and Human Learning

• Caine and Caine (1991) Making Connections: Teaching and the Human Brain

Page 9: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Common Themes

• Glucose levels• Synaptogenesis• Safety (importance of emotions)• The key is establishing patterns– The brain wants to make sense of patterns

• Everyone is different

Page 10: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Edutopia’s Six Tips

• Create a “safe climate” for learning• Encourage a growth mind-set• Emphasize feedback• Get bodies and brains in gear• Start early• Embrace the power of novelty

Page 11: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Brain-Based Learning Practices

• Just about everything– From candy to color

• Focused on K-12, though we do hear about it in higher ed.

Page 12: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

• Team building activities; rituals especially the physical

• High energy, multimedia rich classrooms• Students focus on “real” problems• Student customization and focus of curriculum

Page 13: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

So what’s the problem?

• Mix of practical, theoretical, etc.

Page 14: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Focus on Feelings

• Concern that students are coddled• Need to for positive emotions outweighs rigor• Some “Brain-based” learners do suggest a

balance (e.g. “Relaxed alertness”)

Page 15: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Example

• “The Instructor, rather than evaluating for correctness, provides feedback (an important distinction) on content and form, and answer questions like ‘How does this work make me feel?’ rather than ‘Does this work say what I want it to say?”

Keto, A. (2005). Integrating Brain-Based Learning in the College Composition Classroom

Page 16: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Focus on multimedia

• Clark’s grocery truck• Hard to separate medium and method• Time taken to develop

Clark, R. (1994). Media will never influence learning. Educational Technology Research and Development 42(2), 21-29. Retrieved from http://www.jstor.org/stable/30218684

Page 17: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Cognitive load

• The task of negotiating and exploring a domain is expensive– In other words, students focus more on the

logistics than the content• Experience does not give concepts meaning, if

anything ‘concepts give experience meaning’”

Page 18: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Financial motive

• For-profit companies like to use “Brain-based”• “There are no formal guidelines to which

researchers, curriculum publishers, or private educational consultants must adhere when they make claims about brain-based educational strategies.” – Judy Willis M.D.

Page 19: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Brain chemistry unknowns

• Correlation between synapse density and glucose level established– But that doesn’t imply a casual inference

Page 20: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Synaptogenesis

• Brain has been shown to be flexible– Not necessarily a small window

Goswami, U. (2006). Neuroscience and education: from research to practice?.Nature Reviews Neuroscience, 7(5), 406-413.

Page 21: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Neural density

• Exact relationship between neural density is not understood

• Neural density may not tie to particular learning outcomes

Page 22: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

• We know which parts of the brain are active during learning but not the interaction– Still true but we have more precise images

Bruer (1997). Education and the Brain: A Bridge Too Far. Educational Researcher 26(8), 4-16

Page 23: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Which leads us to the problem…

Page 24: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

• “People have been sold a bill of goods that there is enough here to make curricular decisions.” – Kathryn Hirsh-Pasek, Temple University

http://www.thedailybeast.com/newsweek/2007/10/13/the-case-for-chutes-and-ladders.html

Page 25: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

In search of…

Results of neuroscience

Generalized practiceElvis

Page 26: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

• “…the current fashion for brain-based learning, in which value-laden claims about learning are grounded in neurophysiology.”

Davis, A. (2004). The credentials of brain based learning. ‐ Journal of Philosophy of Education, 38(1), 21-36.

Page 27: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Example

• Stress shown to affect later learning development

• So what does that mean for the classroom?

Page 28: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Another Example

Page 29: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Is there anything there?

• Some of the things we encourage are promoted by “brain-based” learning

Page 30: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Active learning

• Students doing more than rote learning when possible

Page 31: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Real Problems

• “Engaged” learning

Page 32: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Encouraging students

• “Threat” vs. “Challenge”

Page 33: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Basic needs

• Who is going to argue against eating right?

Page 34: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Conclusion

• Research is interesting but there is a gap between conclusions and what becomes practices

• Those which are the safest practices have been suggested without brain ties

Page 35: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

What’s the solution?

• Tommerdahl, J. (2010). A model for bridging the gap between neuroscience and education. Oxford Review of Education, 36(1), 97-109.

Page 36: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.
Page 37: Brain-Based Learning. Multiple Learners Multiple intelligences – Could do another workshop on that controversy entirely – Sometimes tied to brain-based.

Questions or comments?


Brain. Multiple intelligences

Brain. Multiple intelligences

USE YOUR BRAIN - Multiple Intelligences Howard Gardner 1983.

USE YOUR BRAIN - Multiple Intelligences Howard Gardner 1983.

USE YOUR BRAIN - Multiple Intelligences

USE YOUR BRAIN - Multiple Intelligences

USE YOUR BRAIN - Multiple Intelligences Who is intelligent?

USE YOUR BRAIN - Multiple Intelligences Who is intelligent?

Multiple Intelligences

Multiple Intelligences

Multiple Intelligences

Multiple Intelligences

Theory of Multiple Intelligences Multiple Intelligences.

Theory of Multiple Intelligences Multiple Intelligences.

Multiple Intelligences,

Multiple Intelligences,