a new paradigm for student learners madison conference

7/25/2019 A New Paradigm for Student Learners Madison Conference

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A New Paradigm forStudent Learners

Developed by Professor Terry Doyle

Ferris State University

www.learnercenteredteacing.wordpress.com

doylet!ferris.edu
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/


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A New Paradigm for Student Lea

Slides from te presentation are available a

www.learnercenteredteacing.wordpress.com


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"ere is our Professional #bliga

$e must follow were teresearc on teacing andlearning leads us even if itma%es us uncomfortable or

results in ma&or canges inour teacing practices.


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"ere is #ur 'allenge(

$e as teacers can)t ma%einformed decisions aboutwic teacingapproaces or tools to use

if we don)t *rst understandow our students learn.


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"ere is #ur 'allenge(

To understand ow ourstudents learn we mustunderstand ow teir brainsta%e in+ process+ and retrieveinformation as well as tenumerous factors tat a,ecttese processes.


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- ey Teacing /uestions

0. $at 'ontent Sould $eTeac(

$at would ma%e usappy tat our students

still %new and could applyfrom te content and s%illsof our course a year later(


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1. $at can students doon teir own(

$at %nowledge and s%illsdo students need our elp

to learn and wat can teyloo% up and learn on teirown(


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-. $at is te best use of our

time(

$at teacing actionsoptimi2e te opportunitiesfor students to master te

learning outcomes of ourcourses(


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An #ld $orld 3iew of Learni

4uido Sarducci Five 5inute University


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6ducating for Life Long Learn

'ramming and forgetting will not cut it in todworld and in te future our students are faci


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Te "uman 7rain

Te uman brain weigsabout tree 8-9 pounds

'ontains :; billion neurons

Tese neurons can ma%euadrillion connections

8?atey+ 1==0+ 4oldberg+ 1==@9


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$e are 7orn to Learn

Te brain was meant to eplore and learn


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Te De*nition of Learning

Learning is a cange inte neuronBpatterns ofte brain.

84oldberg+ 1==@9

www.virtualgalen.comC...C neuronsBsmall.&pg


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Teacers) De*nition of Learning

Learning is te ability to use information aftersigni*cant periods of disuse

and

it is te ability to use te information to solveproblems tat arise in a contet di,erent 8ifonly sligtly9 from te contet in wic teinformation was originally taugt.

8?obert 7&or%+ Memories and Metamemories, 0@@


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A New Paradigm for Student Learis Needed

0. Students need to prepareteir brains for learningeac day.

1. Students need to followte new brain researc forow to ta%e in+ process andretrieve information.


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Preparing to Learn

Te simple but importantsift in our understandingis BBBtat if te brain isprepared to learn greatersuccess occurs.


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Preparation for Learning 5eans Students"ave Addressed tese Four Areas

Te brain needs tofunction e,ectively

0. "ydration

1. Proper Diet 8glucose9

-. 6ercise


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"ydration and te 7rain

#ne of te most fascinatingaspects of neurons is tattey store water in tinyballoonBli%e structures calledvacuoles.

$ater is essential for optimalbrain ealt and function

8Norman +1=019


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$ater is needed for te brainsproduction of te ormones andneurotransmitters wic %ey tebrain)s communication system.

Nerve transmission re>uires oneB

alf of all te brain)s energy.

8Allen+ Advanced Learning and Development Gnstitute9


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$en you lose too mucwater your brain cells loseeHciency.

84owin1=0=9


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$y te 7rain Needs $ater

Deydration can impairsortBterm memoryfunction and te recall oflongBterm memory.

84owin+ 1=0=9


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6ven mild levels ofdeydration can impactscool performance.

8 Norman+ 1=019


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Symptoms of Deydration

0. Tirsty

1. Dry mout

-. $ea%ness


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6asy Solutions

0.Understand you lose 1 lbs ofwater wile you sleep so youneed to ydrate wen youwa%e up.

1. $ater is bestKdrin% wen

tirsty.

-. Soda+ iced tea+ co,ee or oterdrin%s li%e 4atorade are 1ndbest.


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Too 5uc $ater is Dangerous

$e don)t need to drin% :glasses of water a day.

Drin% wen tirsty.

Too muc water puts addedpressure on your eart andblood vessels and on your%idneys.

8Dr. 7en im9


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Diet and Learning

Neurons are living cellswit a metabolism+ andtey need glucose in orderto function.M

4lucose is te fuel of tebrain &ust li%e gasoline iste fuel of your car.

8Levitin+1=0


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Diet and Learning

So by te end of teday+ if weve spent toomuc time on tas%s tatarent critical+ weeperience mentalfatigue+ and we dont ave te

energy left to do tetings tat really matter.

8Levitin+1=0


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Te 7rains 6nergy Source

7ecause neurons cannotstore glucose+ tey dependon te bloodstream todeliver a constant supply of

tis precious fuel.

8Te Fran%lin Gnstitute9


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Diet and Learning

Tis supply in te form ofblood sugar is obtained from abalanced diet and regular foodconsumption trougout teday.

8Te Fran%lin Gnstitute9


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Diet and Learning

Too muc sugar or re*nedcarboydrates at one time+owever+ can actuallydeprive your brain ofglucoseOdepleting its

energy supply andcompromising your brainspower to concentrate+remember+ and learn.8Te Fran%lin Gnstitute9


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Diet and Learning

For learners+ tis researcon diet implies tat tecontents and timing ofmeals may need to be

coordinated to ave temost bene*cial cognitivee,ects tat enancelearning.


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$eb 5D Food ?ecommendations"ealty 7rain Function

7lueberries Avocadoes

Dar% 'ocolate

Nuts and seeds

7eans

Fres brewed Tea

$ole 4rains

$ild Salmon


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6ercise+ Learning and 5emory


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5ovement and Learning

Natural selectiondeveloped a uman brainto solve problems ofsurvival in outdoor+unstable environmentswile in almost constantmotion.

85edina+ 1==:9


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5ovement and Learning

#ur brains were saped andsarpened by movement.

$e continue to re>uireregular pysical activity in

order for our brains tofunction optimally.

8?aiclen and Pol%+ 1=0-9


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6ercise and Learning

6ercise is te single mostimportant ting a personcan do to improve teirlearning.

8on ?atey+ 1==:+ Spar%+ Te?evolutionary New Science of 6erciseand te 7rain9


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6ercise and Learning

eercise as a direct impact on te brain.Tat)s because eercise wor%s directly onbrain tissue+ improving te connectionsbetween nerve cells+ creating newsynapses+ growing new neurons and blood

vessels+ and improving cell energyeHciency.M

4ordon ons "o %ins 5edical Gnstitutions

6 i Sti l t N


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6ercise Stimulates New'ell Production

$en we eercise+ newbrain cells are born in teippocampusB te brainsgateway to new memories.

Postal+ 1=0uences on mentalperformance and we li%elyfunction less well telonger we)ve been awa%e.

8'iara 'orelli+1=00+ Nature9

Less Sleep 6>uals Lower 4PA


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Less Sleep 6>uals Lower 4PA

1=01 study from te University

of Ar%ansas Sleep andLearning Lab concluded tatstudents tat consistently gotless tan te recommended JB: ours of sleep eac nigtad more tan a alf of grade

lower 4PA tan students witJB: ours of sleep.

No 6igt #)cloc% 'lasses


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No 6igt # cloc% 'lasses

Te University of Ar%ansasstudy went so far as torecommend tat collegesand universities considernot o,ering : am classes.

'an we ban% sleep(


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'an we ban% sleep(

7an% sleepKnot really

7ut wen sleep deprivedyou can catc up witrecovery sleep.

$en you %now you willave to be sleep deprivedit is valuable to sleep wellte day before.

Nigttime Ligt and Sleep


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Nigttime ligt eposure

especially to te blue ligtof T3+ computers+cellpones and iPadssuppresses melatonin Oteormone tat controls our

wa%e and sleep cycles



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#ne our of normal roomligting 80=== lu9 is enoug tosuppress melatonin.

84ooley+ 'amberlain+ and Loc%ley in ournal of 'linical 6ndocrinology and5etabolism

Study ?esults


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Study ?esults

'ompared wit dim ligt+

eposure to room ligtbefore bedtime suppressedmelatonin+ resulting in alater melatonin onset in@@.=R of individuals andsortening melatonin

duration by about @= min.

84ooley+ 'amberlain+ and Loc%ley in ournal of 'linical6ndocrinology and 5etabolism

Possible Solutions(


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Possible Solutions(

$earing a pair of amber lensedgoogles.

Tese blueBbloc%ing lenses are iglye,ective in reducing te e,ects ofblue ligt eposure.

New lenses for regular glasseswearers have been developedthat now bloc the blue l!ght"

$ood 70+ ?ea 5S+Plitnic% 7+Figueiro 54+1=0-

Naps 'an Gmprove Learning? di
http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Wood%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Wood%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476


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?eadinessTe newest researc

suggest a nap of @=minutes is ideal for truerefresment and improvedcognitive readiness forlearning.

L#67+ 1=0uent submission of assessable wor%.Assessment @ +valuation in


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7lig+ D. A. 81===9. hat-s the use of lectures;San Francisco+ 'alifornia osseyB7ass.7loom+ 7. S.+ Q ratwol+ D. ?. 80@I;9. axonomy of educational objectives: he classi)cation of educational goals, by a committee of college and university examiners"


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'risp+ 7. 81==J9. Gs it wort te e,ort( "ow feedbac% inWuences students) subse>uent submission of assessable wor%.Assessment @ +valuation in


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6bbingaus+ ". [email protected] contribution to ex!erimental !sychology. New or%+ New or% Teacer'olumbia University.

6dwards+ .+ Q Fraser+ . 80@:-9. 'oncept maps as reWections of conceptual understanding. 6ese+ducation, 35+ 0@B1;.

6B"ealt 5D. 81=009. hat is AG$S;?etrieved #ctober 0I+ 1=0= fromttpCCeealtmd.comClibraryCaidswomenCAGDYwatis.tml

6ri%sson+ P.+ Per*lieva+ 6.+ 7&or%B6ri%sson+ T.+ Alborn+ A. 5.+ Nordborg+ '.+ Peterson+ D.+ Q 4age+ FNeurogenesis in te adult uman ippocampus. 2ature Medicine+ 8009+ 0-0-B0-0J.

6well+ P. T. 80@@J9. #rganiKing for learning: A !oint of entry. Discussion proceedings at te 0@@J Academy at Snowbird. National 'enter for "iger 6ducation 5anagement Systems 8N'"65S9.

6amples of Autentic Assessment. Nortern Gllinois University. ?etrieved #ctober I+ 1=0= fromjove"geol"niu"edufacultyittsD+#*43in>uiryassessment43"!!

Fara+ 5. 81=009.AnalyKing successful 9ays to build better brains and im!rove cognitive !erformanuary =-+ 1=00 from ttpCCnetbigfuture.comC1=00C=0Canaly2ingBsuccessfulBwaysBtoBbuild.tm

Ferris+ S. 81==-.9 GnsuHcient memory 'an a pill boost your brain)s ability to old information( 2?etrieved #ctober 0J+ 1=0= from ttpCCwww.cognitiveliberty.orgCdllCmemoryYdrugsYnewsday.tm

Ferry+ 7.+ ervin+ L.+ 'arrington+ L.+ Q Prcevic+ . 81==J9. Te need for coice and control Prepageneration to be teacers. G: Providing choices for learners and learning"Proceedings AS'GLGTSingapore. ?etrieved #ctober 00+ 1=0= from ttpCCwww.ascilite.org.auCconferencesCsingapore=JC

7ibliograpy
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err+ N.L. 80@:@9. Gllusions of eHcacy Te e,ects of group si2e on perceived eHcacy in social dilemmas.1ournal of +x!erimental Social Psychology, &E,1:JB-0-.

atri+ P.+ 7lumental+ . A.+ 7abya%+ 5. A.+ 'raigead+ $. 6.+ "erman+ S.+ 7aldewic2+ T.+ 5adden+ D. .+ . . . risnan+ . ?. 81==09. 6,ects o f eercise training on cogndepressed older men and women.1ournal of Aging and Physical Activity+ F,


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Lombardi+ 5. 5. 81==J9. Autentic learning for te 10st century An overview" +*G Pa!er 3. ?etrieved November I+ 1=0= fromttpCCwww.educause.eduC6LGCAutenticLearningforte10st'enC0I;J;@

Lowinson+ .+ ?ui2+ P.+ 5illman+ ?.+ Q Langrod+ . 80@@J9. Substance abuse: A com!rehensive textboo 8-rded.9. 7altimore+ 5aryland $illiams Q $il%ens.

Lowman+ . 80@@I9. Mastering the techni>ues of teaching81nded.9. San Francisco+ 'alifornia osseyB7ass.

Lwin+ 5. #.+ 5orrin+ $.+ Q risna+ A. 81=0=9. 6ploring te superadditive e,ects of scent and pictures on verbal recall An etension of dual coding teory" 1ournal o-0JO-1;.

5acay+$. A. 81=0=9. 2euro 343+ neuro!hysiology 9ithout tears8;ted.9. Toronto+ #ntario Sefalote%.

5arra+ T. 81=0=9.Authentic learning environments. ?etrieved November 0=+ 1=0= from

(

5attson+ 5. P.+ Duan+ $.+ $an+ ?.+ Q 4uo+ V. 81==


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5ceacie+ $. 80@@


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Payne++ 5attew A. Tuc%er+ e,rey 5. 6llenbogen+ 6rin . $amsley+ 5attew P. $al%er+ Daniel L. Scacter+ ?obert Stic%gold. (e$or) for Se$ant!call) #elated and :Infor$at!onF 4he +ene8t of Sleep/ the =ost of ae. P*oS #2++ 1=01 J 8-9 e--=J@ D#G0=.0-J0C&ournal.pone.==--=J@

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?ibeiro+ S.+ 4ervasoni+ D.+ Soares+ 6. S.+ Vou+ .+ Lin+ S. '.+ Panto&a+ .+ Lavine+ 5.+ Nicolelis+ 5. A. 81==


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Soanes+ '.+ Stevenson+ A.+ Q "aw%er+ S. 81==;9. oncise #xford +nglish dictionary (com!uter soft9are= 800 ed.9. #ford University Press. 6ntry mnemonic.

Spiller+ D. [email protected]: .eedbac to !romote student learning"?etrieved Nov 0+ 1=0= from ttpCCwww.docstoc.comCdocsC1


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Underwood+ 7. .+ Q Postman+ L. 80@;=9. 6tra eperimental sources of interference in forgetting. Psychological

3oss+ .+ 4onsalves+ 7.+ Federmeier+ .+ Tranel+ D.+ Q 'oen+ Neal. 81=0=9. "ippocampal brainBnetwor% coordinavolitional eploratory beavior enances learning"2ature 2euroscience. doi 0=.0=-:Cnn.1;@-.

$agner+ U.+ 4ais+ S.+ "aider+ ".+ 3erleger+ ?.+ Q 7orn+ . 81==


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7a%er+ '. 81==09. .oundations of bilingual education and bilingualism. 'levedon _6ngland` 5ultilingual 5a

"organ+ . 81==@9. Te myt of mind control. $iscover Presents the Brain+ $illiam '. "ostetter+ N.

oenig+ #.+ ?eiss+ L. P.+ Q osslyn+ S. 5. 80@@=9. Te development of spatial relation representations 6videnof cerebral laterali2ation.1ournal of +x!erimental hild Psychology+ I=+ 00@B0-=.

Lindsay+ D.+ "agan+ L.+ ?ead+ .+ $ade+ .+ Q 4arry+ 5. 81==


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Do you ever complain tat your students can t tin% critSome recent researc indicates tat frontal lobes don)t f

develop until around ages 0:B1I. ust li%e oter brain proowever+ eperience is necessary to develop tis regionof epecting your students to &ust ave tis ability+ elp develop it troug sca,olding and eplicit instruction. Ain mind tat many of te activities we give students areactivities involving wor%ing memory 8wat can be eld for a sort period of time9. Gf students fail to compreendirections or long sentences or passages+ it may not be or language compreension problem+ but a wor%ing memproblem. Sorter sentences can be elpful.

Net is te Language patway #f


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Net is te Languagepatway. #fcourse we are using it in our languageclassrooms Neuroscientists are

convinced tat te earlier a secondlanguage is learned in scool te better+and epress concern tat te *eld ofeducation as not canged signi*cantlyin response to tis information. $e %nowtat becoming Wuent enoug in asecond language to perform academictas%s in tat language actually enances

one)s overall tin%ing+ wit improvedcognition in classi*cation s%ills+ conceptformation+ analogical reasoning+ visualBspatial s%ills+ and creativity 87a%er+1==09.

"ow muc sleep is enoug+ varies from person to person. Gts usually si to eigt


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"ow muc sleep is enoug+ varies from person to person. Gt s usually si to eigt could range from *ve to 0= ours.

Te %ey is *nding te rigt amount of sleep tat allows your brain to complete its

before rebooting for te net day. Gf you get tired during te day+ lose concentration or focus+ even occasionally+ eac

cances are youre not getting enoug sleep.

U$B5adison sleep researcer Dr. 'iara 'irelli said.

'irelli as been called a roc% star of sleep. Ses one of te leading sleep researceworld

?ead morettpCCwww.wisn.comCnewsCsleepBisBmoreBaboutBrestingBbrainBtanBbodyBuwBresearc


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Te 6nd

a new paradigm for student learners madison conference

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