Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual...
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Transcript of Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual...
Professor Laura-‐Ann Pe./o Science Director, and Co-‐PI of the Na$onal Science Founda$on and Gallaudet University’s Science of Learning Center Visual Language and Visual Learning, VL2 OECD, Jan 23-‐24, 2012 Paris, France SEE: h@p://[email protected]/~peD@o/index/index.php for References and Downloadable PublicaDons
Diversity in Learning: Teaching Practices and Educational
Policies that Impact Students’ Visual Learning
Shared Goals
Center for Educa$onal Research and Innova$on
“Educa$onal Neuroscience” PeD@o, 2001
NSF Science of Learning Center Visual Language & Visual Learning
Dr. Thomas Allen Co-‐PI; Founder
Dr. Kristen Harmon Leader IntegraDon of Research & EducaDon
VL2 Center Questions
Knowledge
Visual Processing Visual Language Visually-‐Informed Social Experiences
Plas0city Visual Systems CogniDve Systems
Language Reading Literacy
Learning
Func0ons
New Lens
Human Learning Processes through the Widened Vantage Point of Deaf Individuals and Signed Languages as a new lens into plasDcity of brain structures & funcDons
Plan
1. Visual Processing & Visual Learning
2. Early Reading AcquisiDon
3. Bilingual Language Development
TranslaDonal / EducaDonal Policy
ImperaDves
1. Visual Processing & Visual Learning
QuesDon Can different early sensory experiences change the brain STRUCTURES, and, related higher cogniDve FUNCTIONS?
Visual Processing & Visual Learning
Answer YES different early sensory experiences do alter the human brain and its funcDons
Increased visual sensory input = higher cogniDve processing advantages
Visual Processing & Visual Learning
Visual A@enDon & Gaze Following Vital
Jenny Singleton
Findings – Changes in Visual Processing & Plasticity
Hearing Parents
Children Slower Rates of Spontaneous Looking, Language, Reading & Literacy Development
Children More advanced a@enDon Self-‐RegulaDons
Jenny Singleton
Children more frequently shid eye gaze in object naming and later booksharing. Stronger Vocabularies, Language, Reading, Literacy
Deaf Parents
Signing Children’s Developmental Strengths can be turned into Tools for
Teachers & Parents Early Sign Input Changes Vision =
Visual Strengths Impact on Brain’s Cogni0ve Systems
AnDcipatory Looking Turn Taking Gaze AlternaDon during object naming CoordinaDon of Gaze among mulDple tasks Working
Memory
Planning Problem Solving
CogniDve Flexibility
A@enDon Control and Eye Gaze Following Self-‐RegulaDon of Behavior/ Inhibitory Control
Jenny Singleton
Translational / Educational Policy Imperatives
Early Exposure to Sign Language ImperaDve Yields Brain-‐Based Enhanced Visual A@enDon & Processing CapaciDes
Yields Enhanced Higher CogniDve Language & Literacy Skills
2. Early Reading Acquisition
Vision, Visual Units
as a Gateway to Phonology in Early Reading
Early Reading Acquisition Discovery Young Readers DEAF Intermediate Level VISUALLY-‐BASED PHONOLOGY
Emmorey, Morford, Corina, Plaut, PeD@o
Early Reading Acquisition
PRINT “F + O + X”
Meaning
HEARING DEAF
Sound Based Phonology
?
Findings – Reading Acquisition
PRINT “F + O + X”
Meaning
Visual Phonology=
Sign Based
Orthography Based
HEARING DEAF
Sound Based Phonology
Cascading Impact of Discovery
Discovery Level between PRINT & MEANING=Visual
Phonological/Orthographic
Educa0on • TEACHERS – Use Fingerspelling & Sign Phonology in TranslaDonal Classroom Research
Transla0on Products • Learning Tools-‐Apps to Teach Reading, Melissa MALZKUHN
• Assessment Toolkit, Thomas ALLEN
• Parent EducaDon Package (MulDmedia), Kristen HARMON
Synergistic Discoveries
Theory • New Research QuesDons
Educa0on • “Early EducaDon Longitudinal Study” in Classroom, Allen
Transla0on • Public -‐ Call for knowledge of NormaDve development, Assessment tools
ToolKit for Schools
Translational / Educational Policy Imperatives
All Children
Phonological level of language processing Universal
Whole word Vs Phonics Debate
ImperaDve to teach Phonological decoding in all EARLY reading
Visual Learners ImperaDve to teach VISUAL-‐based phonological decoding
3. Bilingual Language Development
Age of FIRST Bilingual Language Exposure (AoE) as a Powerful Predictor of Dual Language Acquisi$on & Reading Success
PeD@o
Many Advances
Across Liefspand
Advanced FuncDonal Near-‐Infrared Spectroscopy
Babbling ~6mths, Hands, orå Tongue
First Vocabulary First Signs, or First Words ~12mths
First Sentences 2-‐Sign, or 2-‐Word combinaDons ~18mths
All Early-Exposed Bilinguals & Monolingual Longitudinal Milestones are the Same
PeD@o et al., 2001, J of Child Lang, PeD@to et al., 2001, Science, Pei$So et al., 2002, Nature,
Early Language Acquisition Milestones are the Same for Bilinguals & Monolinguals
• Same Milestones for Bilingual Children Acquiring 2 Spoken Languages • Same Milestones for Bilingual Children Acquiring 2 Signed Languages • Same Milestones for Bilingual Children Acquiring a Spoken & a Signed Language from birth as the video clip example shows here …
PeD@o et al., Journal of Child Language, 28 (2001), 453-‐496.
Findings – Age of Bilingual Exposure and Reading Words
Later Exposed Bilingual Children = Increased demands on ExecuDve FuncDons and language
processing, confirmed by BEHAVIORAL reading measures
Findings– Age of Bilingual Exposure and Processing Sentences
Early-‐exposed Bilinguals Later-‐exposed Bilinguals
Frontal Lobe
Led Hemisphere
Jasinska, Malkowski & PeD@o, Submi@ed
A Surprise Finding English
Monolingual Homes
English Monolingual Schooling
Bilingual Schooling
Lower Test Scores English
Higher Test Scores English
Kovelman, Baker, & PeD@o,2008(b)
Bilingual language schooling may ameliorate the deleterious impact of socioeconomic variaDon on literacy
Translational / Educational Policy Imperatives
Early Bilingual Exposure is imperaDve Early Sign & Spoken Bilingual Language Exposure is imperaDve
Old fears of language contaminaDon and/or language delay when exposing a child to a signed language early in life are scienDfically unfounded
Research Discoveries and Educational Policy
1. Visual Processing & Visual Learning – Early Visual Experiences can impact brain structures & func$ons
2. Early Reading AcquisiDon – Vision as a Gateway to Phonology
3. Bilingual Language Development
– Age (AoE) as a new predictor of Reading & Language Success
1. Early Exposure to Visual Sign Language = Brain benefits
2. Building Phonological Skills in all children is beneficial in early life 3. Early Bilingual Exposure OpDmal. Signed & Spoken Bilingual Exposure = Lifelong Language, Reading, & Literacy Benefits
Thank you! Merci!
NSF Grant SBE-0541953