Download - Brain Research: Creating A Model for Learning. “But I knew a lot of stuff that wasn’t on the test”
One Month Later...
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Hearing
Seeing
Demonstration
Sensory Redundency
Movies of the Mind
Challenging Activities
Teaching Others
• Left loves school.
• Right hangs around hoping.
• Left does verbal things.
• Right does visual things.
• Left likes sequences.
• Right likes random patterns.
• Left sees the trees.
• Right sees the forest.
• Left likes structure.
• Right is fluid and spontaneous.
Males
• Don’t read anymore.
• Are victims of organization.
• 42.6% (only) graduate on time.
• 73% of all learning disabled.
• 75% of all behavior problems.
• 90% of all ADHD.
40% of neurons run toward the emotional centers
60% from emotional mid-brain to thinking center
(Begley)
Effects of Self-Generated vs. Instructor Generated Examples on Retention
Instructor Generated 75.9%
Self-Generated 90.8%
“Relative Ethics”
A cheek
Rubbing Dr. Chris’s cheek
Sent him to heaven.
A passionate kiss
Planted on my lips
Remains a routine.
The powder on his cheek
Stayed for a week.
The saliva on my lips
Is washed down the drain.
Thirty years later
I’d rather dance
With a ruler held between us.
• Activity
Ask learners to illustrate what a lesson was all about. For example, if lesson was on types of government, have students draw an illustration of what a particular government form (e.g. democracy) means to them.
rather -
“learners are left to present and analyze several student initiated possibilities”
(essence of Critical Thinking)
“If I am just learning facts, I only get the book’s position, which only serves the purpose of passing the test. If there is controversy, I get emotionally involved, and automatically process the information instead of memorizing it.”
(Josh)
Death Tolls in Iraq:• U.S. Service Members – 4,217
• Iraqi Citizens – 600,000+(as of 19 Jan 2009)
Cost: $250 million/ day
Student generated questions = purpose
Purpose = importance for learning
Importance = self-analysis for correct
answer
(cycle of teaching … 92% retention)
The Future of Classical Education
10 – 15%
Acquisition ofOrganized Knowledge
DIDACTIC
60 – 70% 15 - 20%
Development of Intellectual Skills
COACHING
Increased Understanding of Ideas and Values
SEMINAR
The Three Types of Teaching That Should Occur In Our Schools are Didactic Teaching of Subject Matter, Coaching that Produces the Skills of Learning, and Socratic Questioning In Seminar Discussion (Paideia Principle #7)
Group Multiple Choice
• How would life be different if fossil fuels were not available?
a. Transportation and travel would be limited.b. Solar energy development would be a priority.c. Nuclear power would not be as resisted, but
further developed.d. Small scale hydropower would be prevalent at
the community level.
“By engaging students only in the quest for the correct answer, rather than for the interesting question, we condemn them to live inside other men’s discoveries.”
- Pricilla Vail
Applying Brain ResearchTo The Classroom
7. Provide time for student reflection
(Writing brings 70 % retention)
Traditional
Plan – Teach – Test – Mark
Mastery
Plan – Teach – Check – Reteach – Test-
(Mark) – Analyze Data – Plan – Teach …
Intelligence is not predetermined !!!
Housing project kids, by age 15, have heard 30,000,000 fewer words than the children of professors.