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www.learnercenteredteaching.wordpress.c
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"But boiling it down into a left brain 'logical' and right brain 'creative' approach does not follow from what we see in how the brain operates. It also suggests you could be using one hemisphere more than the other and that's not really how it works.
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www.virtualgalen.com/.../ neuronssmall.jpg
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It is the one who does the work who does the learning
2008).
( Doyle ,
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Growth Mindset
Students believe-
that your basic qualities are things you can cultivate through your efforts They believe that a persons true potential is unknown (and unknowable); 4/16/12
Growth Mindset
Students with a growth mindset take learning risks and view failure only as a message that they need to figure out what they did wrong and work harder to improve.
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Mindset-Fixed
In a fixed mindset students believe that intelligence is a fixed trait -- that some people have it and others don't -- and that their intelligence is reflected in their performance (Dweck,
2006).
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Fixed Mindset
Fixed mindsets believe they either shouldnt need to work hard to do well
or
putting in the effort wont make any difference in the outcome.
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Mindset
Fixed VS. Growth Intelligence is malleable and can be improved. Intelligence is unchangeable.
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Mindset
Fixed Look smart. vs. Growth Desire to learn is paramount.
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Mindset
Fixed Avoid challenges. to learn. VS. Growth Failure is seen as an opportunity
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Mindset
Fixed VS. Growth Effort is necessary for growth and success. Make excuses and try to avoid difficulties.
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Mindset
Fixed VS. Growth Criticism is directed at their current skills level. Students know they can improve.
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Part Two
Multisensory interactions may be exploited to render the processing of sensory information more effective in terms of encoding and learning as well
(Seitz, Kim & Shams, 2006).
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The more senses used in learning and in practicing what has been learned the more pathways are available for recall.
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Multisensory Learning
Those in multisensory environments always do better than those in unisensory environments. They have more recall with better resolution that lasts longer, evident even twenty years later. (Medina, 2008).
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20 ounces of Coke
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In a study done in 2003, learners were compared for their recall of correct answers using the sense of touch alone, sight alone and touch and sight combined. In the findings below we can see once again the advantage of a multisensory approach.
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Re-exposure to the odor during slowwave sleep (SWS) improved the retention of hippocampus-dependent declarative memories.
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Scent-based retrieval cues potentiate the facilitative effect of pictures on recall as well.
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192.107.108.56/.../m/murray_k/final/img004.jpg
Crammin g 4/16/12
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Cramming
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.
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Memory Rules
1. Repetition over time (distributive
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YES
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Review
Reviews may do more than simply increase the amount learned; they may shift the learners attention away from the verbatim details of the material being studies to its deeper conceptual structures(Dempster, 1986)
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Review is most effective when spread out over timeevery few days rather than two reviews in the same day is twice as effective and increases as the frequency of review increases.
(Dempster,1986)
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For better or worse, our recollections are largely at the mercy of our elaborations (Daniel
Schacter author of the Seven Sins of Memory)
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Step One. Step Two: Step Three: Step Four: Charts 4/16/12
Keeping Memories
The best way to minimize memory decay is to use elaborative rehearsal strategies
Blocking information stored but cant be accessed (Schacter, 2001) Misattribution attributing a memory to the wrong situation or source (Zola, 2002) Transience memory lost over time
1.
1. 4/16/12
When the amygdala detects emotions, it essentially boosts activity in the areas of the brain that form memories (S. Hamann & Emony, UN.)
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Which of the following slides would be easier to recall after two weeks?
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Slide One
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upload.wikimedia.org/wikipedia/commons/th umb/...
Slide Two
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www.operationsudan.org/images/darfur_chi ld_st...
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Facilitating Learning
The greatest sign of success for a teacher . . . is to be able to say, The students are now working as if I did not exist. (Marie Montessori)
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4. Lecture is expedient.
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Drawbacks to Lecturing
1. Lecture when unisensory makes it a much less effective way to learn than many other learning approaches.
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Drawbacks to Lecturing
2. Requires extended attention for the learner which is difficult for todays learners.
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Drawbacks to Lecturing
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Drawbacks to Lecturing
4. Students brains will begin to habituate the sound of our voice especially if it is unmodulated
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Drawbacks to Lecturing
5. Lecture doesnt cause the learners to do much work. Except multitasklistening and taking notes which diminishes the processing time needed for comprehension.
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Drawbacks to Lecturing
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1.
2. When will the learning be completed? 3. What will the students be able to do 4/16/12
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Do students need feedback on what they did in class before trying additional activities like homework?
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Now What?
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A. B. C. D.
Media 4/16/12
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Giving Feedback
Giving meaningful feedback that promotes improved learning is one of the greatest skills of an effective facilitator of learning.
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Giving Feedback
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Giving Feedback
Quality feedback is the difference between all of the hard work and planning that went into a great teaching activity paying learning dividends and the teaching activity being just a great show.
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Giving Feedback
The feedback process is most effective when both students and teachers are actively involved in the process. Students often see feedback as the sole domain of the teacher
(Taras, 2003).
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Giving Feedback
Assessments should be designed so that students can see the direct benefits of attending to the feedback.
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Divide assignments into stages and provide feedback that is essential to completing the next stage. Give students a provisional grade with opportunity to visit, discuss their work, and potentially earn a higher grade using the feedback.
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Giving Feedback
Give feedback that focuses more on instruction rather than correction. The message is how to improve.
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Giving Feedback
Link feedback to the specific assessment criteria. A rubric is helpful for this step.
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Giving Feedback
Give feedback as soon as possible once students have made every effort to complete the task on their own
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Giving Feedback
Use language that the students can understand and that relates directly to the task and its improvement . Focus on the effort and the strategy used. Avoid references to their intelligence. 4/16/12
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Research on Feedback
The feedback needs to be very specific to the task and how the task can be improved.
--------Research shows that this type of feedback can have a significant effect on learning enhancement.
(Hattie &Timperley, 2007).
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Research on Feedback
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Research on Feedback
Feedback should be related to the learning outcomes. The feedback should reduce the gap between current levels of understanding and performance, and the ultimate learning outcome. (Hattie &
Timperley, 2007)
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SLIDE ONE
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Click to edit Master subtitle style 4/16/12
Slide Two
(491) 580-2979
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Slide One
NRAFBINBCUSAMT V
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Slide Two
Familiar Patterns
Clustering is used to organize related information into groups. Information that is categorized becomes easier to remember and recall. In Teaching Reading Topic Main Ideas-concepts, issues Significant Details Important Examples Lists Names, Dates, Places Terms, Definitions 4/16/12
References/Bibliography
Barkley, Elizabeth F., K. Patricia Cross, & Clair Howell Major. Collaborative Learning Techniques: A Handbook for College Faculty. JosseyBass, 2005. Bonwell, Charles C. Active Learning: Creating Excitement in the Classroom. Ashe-Eric Higher Education Reports, 1991.
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References/Bibliography
Gagnon, George W. & Michelle Collay. Designing for Learning: Six Elements in Constructivist Classrooms. Corwin Press, 2000. Gass, Michael A. Book of Metaphors. Kendall/Hunt Publishing Company. 1995.
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References/Bibliography
Piskurich , George M. Rapid Instructional Design: Learning ID Fast and Right. Jossey-Bass, 2000. Piskurich, George M. (Ed), et al. The ASTD Handbook of Training Design and Delivery. McGraw-Hill. 1999.
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References/Bibliography
Thousand, Jacqueline S., Richard A. Villa & Ann I. Nevin (Eds). Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers. Paul H Brookes Pub. 2001. Ukens, Lorraine L. All Together Now!: 4/16/12 A Seriously Fun Collection of Training
References
REFERENCES Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of
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References
Bligh, D. A. (2000). Whats the use of lectures? San Francisco, California: Jossey-Bass. Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York, New York: Longmans. 4/16/12
References
Crisp, B. (2007). Is it worth the effort? How feedback influences students subsequent submission of assessable work. Assessment & Evaluation in Higher Education, 32(5), 571-581. Cull, W. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive 4/16/12
References
Ebbinghaus, H. (1913). A contribution to experimental psychology. New York, New York: Teachers College, Columbia University. Edwards, J., & Fraser, K. (1983). Concept maps as reflections of conceptual understanding. Research in Science Education, 13, 19-26.
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References
Hart, P. (2006). How should colleges prepare students to succeed in todays global economy? Retrieved April 24, 2010, from http://www.aacu.org/advocacy/leap/d ocuments/Re8097abcombined.pdf Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112. Herrington, J., Oliver, R., & Reeves,
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References
Kerr, N.L. (1989). Illusions of efficacy: The effects of group size on perceived efficacy in social dilemmas. Journal of Experimental Social Psychology, 25, 287-313. Khatri, P., Blumenthal, J. A., Babyak, M. A., Craighead, W. E., Herman, S., Baldewicz, T., Madden, D. J., . . . Krishnan, K. R. (2001). Effects of exercise training on cognitive 4/16/12
References
Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. ELI Paper 1. Retrieved November 5, 2010 from http://www.educause.edu/ELI/AuthenticLe Lowinson, J., Ruiz, P., Millman, R., & Langrod, J.(1997). Substance abuse: A comprehensive textbook (3rd ed.). Baltimore, Maryland: Williams & Wilkens. 4/16/12
References
McKeachie, W. (1994). Teaching tips: Strategies, research, and theory for college and university teachers (9th ed.). Lexington, Massachusetts: DC Heath. McKeachie, W. J. (1978). Teaching tips: A guidebook for the beginning college teacher, (7th ed.). Lexington, Massachusetts: Heath. McKenzie, J. (1999). Scaffolding for
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References
North Central Regional Education Laboratory. (2011). Traits of Authentic Education. Retrieved October 14, 2010 from www.ncrel.org/sdrs/areas/issues/content/ Novak, J. D. (1990). Concept maps and vee diagrams: Two metacognitive tools for science and mathematics education. Instructional 4/16/12
References
Ribeiro, S., Gervasoni, D., Soares, E. S., Zhou, Y Lin, S. C., Pantoja, J., ., Lavine, M., Nicolelis, M. A. (2004). Long-lasting novelty-induced neuronal reverberation during slowwave sleep in multiple forebrain areas. PLoS Biology, 2(1): e24. doi:10.1371/journal.pbio.0020024. Ribeiro, S. (2004). Sleeper effects: Slumber may fortify memory, stir 4/16/12
References
Soanes, C., Stevenson, A., & Hawker, S. (2006). Concise Oxford English dictionary (computer software) (11th ed.). Oxford University Press. Entry mnemonic. Spiller, D. (2009). Assessment: Feedback to promote student learning. Retrieved Nov 1, 2010 from http://www.docstoc.com/docs/244368 89/Assessment-Feedback-to4/16/12
References
Underwood, B. J., & Postman, L. (1960). Extra-experimental sources of interference in forgetting. Psychological Review, 67, 73-95. Voss, J., Gonsalves, B., Federmeier, K., Tranel, D., & Cohen, Neal. (2010). Hippocampal brain-network coordination during volitional exploratory behavior enhances learning. Nature Neuroscience. doi: 4/16/12
The End
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