a brain-based approach to preschool using a language lens · 10/18/2019 · a brain-based approach...
TRANSCRIPT
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A Brain-Based Approach to Preschool Using a Language
Lens: A Look at Action Research Portland Public Schools Head Start Early Learning
Robert D. Cantwell, Principal and Co-Director Melissa Kolb, Preschool Teacher
Leslie Woodhouse, Preschool Teacher
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Get out your paper and pencils….
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Focus Concepts (Learning Objectives) After today’s learning session, participants will: • Describe the relationship of the theoretical frameworks of
neuroscience, cognitive psychology, and the Neurosemantic Language Learning Theory
• Understand one or two elements of a brain-based approach to teaching and learning in early childhood settings using a language function lens
• Understand that drawing stick people isn’t as simple as it looks
rdc/lw/mk;10.23.19
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How do you define learning?
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What is Brain-Based Learning?
Caine & Caine, 1991: “Education practice examined in light of findings of brain researchers” Methods and practices that are created with an understanding of how the brain learns
Draws from multiple fields of study
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Theoretical Frameworks
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Neuroscience
Cognitive Psychology
Language Function
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How do we learn?
Learning is acquired through practice of patterns & replicating adult products (Anderson, 2014)
Learning begins with neural firing, causing change at the cellular level (Baars, 2010)
Language is learned to express thinking and access neurologically stored concepts; learning is conceptual (Arwood, 2011) ac/ns/rdc;10.23.19
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In short….
Learning is neurobiological
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Why is language important?
• A child needs language to mediate literacy • We can’t expect children to acquire literacy without
adequate language • WHO, what, when, where, WHY, how
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A conundrum….
Brain imaging and research leads us to conclude that 85%-95% of all learners have a visual learning system. English is an auditory, time-based language.
What can we conclude from this?
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Leslie Clip 1
Cartooning Journal Time
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Leslie Clip 3
Story/“Can you see?”
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Melissa Clip 2
Turn and Talk/Share the News
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Melissa Clip 3
Students’ Language and Thinking About Birds
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Melissa Clip 4
Students Drawing, Hair = Feathers
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Melissa Clip 5
Students Drawing, Language and Thinking
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Interested in learning more about brain-based learning? ● www.apricotclinic.com
● MEd in NeuroEd: https://education.up.edu/graduate-
programs/med-neuro.html
● Post Master's program Neuroeducation Certificate: https://education.up.edu/graduate-programs/pmc-neuro.html
● EdD: https://education.up.edu/graduate-programs/doctor-of-education-portland.html
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References Anderson, J. R. (2014). Representation of knowledge. In Anderson (Eds.), Cognitive Psychology and Its Implications. New York, NY: Worth Publishers. Arwood, E. (2011). Language function: An introduction to pragmatic assessment and intervention for higher order thinking and better literacy. London: Jessica
Kingsley Publishers. Caine, R. N., & Caine, G. (1991). Making connections: Teaching and the human brain. Menlo Park, CA: Addison-Wesley. Dekker, S., Lee, N., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers. Frontiers in
Psychology, 3, 429. Golinkoff, R., Mervis, C., & Hirsch-Pasek, K. (1994). Early object labels: The case for a developmental lexical principles framework. Journal of Child Language,
21, 125–155. Howard-Jones, Paul A. (2014). Neuroscience and education: Myths and messages. Nature Reviews Neuroscience, 15(12), 817-81724. Jackendoff, R. (2002). Foundations of Language. New York, NY: Oxford Univ. Press Inc. Lashley, K. S. (1929). Brain mechanisms and intelligence. Chicago, IL: University Press. Macdonald, K., Germine, L., Anderson, A., Christodoulou, J., & McGrath, L. (2017). Dispelling the Myth: Training in Education or Neuroscience Decreases but
Does Not Eliminate Beliefs in Neuromyths. Frontiers in Psychology, 8, 1314. Organisation for Economic Co-operation Development. (2002). Understanding the brain : Towards a new learning science. Paris: Organisation for Economic
Co-operation and Development. Pavlov, I. P. (1927). Conditioned reflexes. Oxford, England: Oxford University Press. Skinner, B. F. (1953). Science and human behavior. New York, NY: Simon and Schuster. Sousa, D. (2011). Commentary: Mind, Brain, and Education: The Impact of Educational Neuroscience on the Science of Teaching. LEARNing Landscapes, 5(1),
37-43. Tokuhama-Espinosa, Tracey. Neuromyths : Debunking False Ideas about the Brain. First edition., W.W. Norton & Company, 2018. Tommerdahl, J. (2010) A model for bridging the gap between neuroscience and education. Oxford Review of Education, 36(1), 97-109. Vuontela, V., Reamae, A., Aronen, H., & Carlson, S. (1999). Selective dissociation between memory for location and color. Neuroreport: An International Journal
for the Rapid Communication of Research in Neuroscience, 10(11), 2235-2240. Wilis, J. (2007). Review of research: Brain-based teaching strategies for improving students’ memory, learning, and test-taking success. Childhood Education,
85(3), 310-315. Zull, J. E. (2004). The art of changing the brain. Educational Leadership, 62(1), 68-72.
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Notes
• Neuroeducation is a translational field that takes information from multiple disciplines (Cognitive Psychology, NeuroScience, and Language) to bridge the boundaries of the individual disciplines and provide greater insight into how learning happens.
• The principles of the Neurosemantic Language Learning Theory can allow us to help students learn better so they can do better.
• Tommerdahl article
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Handouts
• Tommerdahl article • Want to improve your kids’ writing? Let them draw article • Apricot, Inc. and UP info
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“I Story”: NsLLT and Racial Equity/Social Justice; What Is Learning? • James K. • Tuntutuliak
• Assigning meaning is the key! How we do this.
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DEATH BY PPT!