stephanie golski, ph.d. golski@rider.edu. plasticity plasticity brains change brains change use it...

Stephanie Golski, Ph.D.golski@rider.edu

Stephanie Golski, Ph.D.golski@rider.edu

PlasticityPlasticityBrains changeBrains changeUse it or lose itUse it or lose it

Top-down ProcessingTop-down ProcessingFit it in frameworksFit it in frameworksWhat are your/their expectations?What are your/their expectations?

Optimal ArousalOptimal ArousalDepends on taskDepends on task

Selective Brain DevelopmentSelective Brain DevelopmentWorks in progressWorks in progress

Stephanie Golski, Ph.D.golski@rider.edu

Try It…Try It…

Seated to the Seated to the LEFT?LEFT?

Check out pictureCheck out pictureClose eyesClose eyes

Seated to the Seated to the RIGHT?RIGHT?

Close eyesClose eyesWhen asked, When asked,

check out picturecheck out picture

Stephanie Golski, Ph.D.golski@rider.edu

Stephanie Golski, Ph.D.golski@rider.edu

Stephanie Golski, Ph.D.golski@rider.edu

Psychology and NeuronsPsychology and Neurons

Tying human behavior to neurons Tying human behavior to neurons is difficult. is difficult.

There may be 100 billion neurons in your There may be 100 billion neurons in your nervous system.nervous system.

Each neuron has many connections (within Each neuron has many connections (within brain average = 10K)brain average = 10K)

Stephanie Golski, Ph.D.golski@rider.edu

Changing BrainsChanging Brains

What changes can occur in synapses?What changes can occur in synapses?# (increases or decreases)# (increases or decreases)Strength and pattern of signalStrength and pattern of signalCharacter (excitation or inhibition)Character (excitation or inhibition)

Changed by:Changed by:UseUse Importance of signalImportance of signal

Stephanie Golski, Ph.D.golski@rider.edu

Long term potentiationLong term potentiation

Think about each termThink about each termChange in neuronal response due to Change in neuronal response due to

experienceexperienceCould be easier to fire Could be easier to fire Or release more chemicalsOr release more chemicalsAll because of previous firingAll because of previous firing

Stephanie Golski, Ph.D.golski@rider.edu

PlasticityPlasticity

Neuronal changes produced by Neuronal changes produced by experienceexperienceSpines on dendrites can appear within Spines on dendrites can appear within

minutes of stimulationminutes of stimulationExisting structure will play a role, be Existing structure will play a role, be

modifiedmodifiedWe’ll have to pay attention to existing We’ll have to pay attention to existing

knowledgeknowledge

Stephanie Golski, Ph.D.golski@rider.edu

Changing BrainsChanging Brains

Neuronal response is enhanced if:Neuronal response is enhanced if:Stimulation is repeatedStimulation is repeated

Distributed practiceDistributed practiceSaturation avoidedSaturation avoided

Smaller chunksSmaller chunks

Making connectionsMaking connectionsDepth of processingDepth of processing

Highlighters and flash cards don’t cut itHighlighters and flash cards don’t cut itOverlearned/overlappingOverlearned/overlapping

Stephanie Golski, Ph.D.golski@rider.edu

Will they remember everything Will they remember everything from intro?from intro?

No, but may experience theNo, but may experience theFaster relearning asFaster relearning as

connections are reestablishedconnections are reestablishedand strengthenedand strengthened

Stephanie Golski, Ph.D.golski@rider.edu

BRIDGE and the BrainBRIDGE and the Brain

Focus of BRIDGEFocus of BRIDGEScholarship of teachingScholarship of teachingDiscipline-based epistemologyDiscipline-based epistemologyClassroom experimentationClassroom experimentation

Themes across three yearsThemes across three yearsContent coverage vs. masteryContent coverage vs. masteryTransition from novice to expertTransition from novice to expertBackward designBackward design

Stephanie Golski, Ph.D.golski@rider.edu

Maximize SavingsMaximize Savings

Assignment DesignAssignment Design Manage the timing of Manage the timing of

assignments to assignments to include review and include review and reuse of critical reuse of critical conceptsconcepts

Increase the Increase the frequency of frequency of assignmentsassignments

Include practice with Include practice with smaller chunkssmaller chunks

BRIDGE examplesBRIDGE examples Increasing the Increasing the

meaning of reading meaning of reading assignments assignments Ungraded assignment Ungraded assignment

sheet (did it?), can use sheet (did it?), can use during examsduring exams

Learning to use Learning to use critical termscritical terms Key term webKey term web

Stephanie Golski, Ph.D.golski@rider.edu

Stephanie Golski, Ph.D.golski@rider.edu

Processing what comes in: Processing what comes in: Bottom-UpBottom-Up

Association Cortex for integrationAssociation Cortex for integration

Primary Cortical nucleiPrimary Cortical nuclei

Thalamic nucleiThalamic nuclei

Receptor to transduce energyReceptor to transduce energy

Stephanie Golski, Ph.D.golski@rider.edu

Processing what comes in: Processing what comes in: Top-DownTop-Down

Association Cortex for integrationAssociation Cortex for integration

Primary Cortical Primary Cortical nucleinuclei

Thalamic nucleiThalamic nuclei

Receptor to transduce energyReceptor to transduce energy

Stephanie Golski, Ph.D.golski@rider.edu

Try It…Try It…

Seated to the Seated to the LEFT?LEFT?

Check out pictureCheck out pictureClose eyesClose eyesWhen asked, open When asked, open

eyes and blink eyes and blink quicklyquickly

Seated to the Seated to the RIGHT?RIGHT?

Close eyesClose eyesWhen asked, When asked,

check out picturecheck out pictureThen blink Then blink

repeatedly for final repeatedly for final slideslide

Stephanie Golski, Ph.D.golski@rider.edu

Stephanie Golski, Ph.D.golski@rider.edu

Stephanie Golski, Ph.D.golski@rider.edu

Stephanie Golski, Ph.D.golski@rider.edu

Go beyond “cool”…Go beyond “cool”…

Make the connection explicitMake the connection explicitHOW you saw the second item was HOW you saw the second item was

influenced by your “influenced by your “preparationpreparation””Once you see it one way it is difficult, but Once you see it one way it is difficult, but

not impossible, to see other waysnot impossible, to see other waysReading ahead of time, slides/outlines Reading ahead of time, slides/outlines

available can prime students to get the available can prime students to get the lecturelecture

Stephanie Golski, Ph.D.golski@rider.edu

Top-Down ProcessingTop-Down Processing

Looking at a brain end of semester vs. first weekLooking at a brain end of semester vs. first week ExpertiseExpertise

Recognizing your friend from really far away b/c you Recognizing your friend from really far away b/c you knew she would be hereknew she would be here ExpectationsExpectations

Hearing the words to the song so clearly once you Hearing the words to the song so clearly once you read the lyricsread the lyrics 20-20 Hindsight20-20 Hindsight

Stephanie Golski, Ph.D.golski@rider.edu

RealityReality

Raw sensory (biological) infoRaw sensory (biological) info+ past experiences+ past experiences+ context+ context+ motivation+ motivation+ expectations...+ expectations...

Stephanie Golski, Ph.D.golski@rider.edu

““The Last Supper is supposed to be thirteen The Last Supper is supposed to be thirteen men. Who is this woman?” Although men. Who is this woman?” Although Sophie had seen this classic image many Sophie had seen this classic image many times, she had not once noticed this glaring times, she had not once noticed this glaring discrepancy. “Everyone misses it,” discrepancy. “Everyone misses it,” Teabring said. “Our preconceived notions Teabring said. “Our preconceived notions of this scene are so powerful that our mind of this scene are so powerful that our mind blocks out the incongruity and overrides our blocks out the incongruity and overrides our eyes.” eyes.” Dan Brown, Dan Brown, Da Vinci CodeDa Vinci Code

Stephanie Golski, Ph.D.golski@rider.edu

Top-down and TeachingTop-down and Teaching

Be aware of biases, prior infoBe aware of biases, prior infoCan we think like Novices?Can we think like Novices?

The obvious is NOT obviousThe obvious is NOT obviousWe see details, students need to be We see details, students need to be

SHOWNSHOWNFramework, knowledge remindersFramework, knowledge reminders

Point out patterns, themesPoint out patterns, themesEncourage/reward reading before Encourage/reward reading before

classclass

Stephanie Golski, Ph.D.golski@rider.edu

Existing neural Existing neural networks/knowledge= networks/knowledge= Top-down processingTop-down processing

Use for:Use for:Examples…concrete, interestingExamples…concrete, interestingVocabulary breakdownVocabulary breakdownGroup work, explanations from studentsGroup work, explanations from studentsTeaching approachTeaching approach

Memory of own student habitsMemory of own student habits

Stephanie Golski, Ph.D.golski@rider.edu

Existing neural Existing neural networks/knowledgenetworks/knowledge

• • Help students find their own networksHelp students find their own networksWhat does this make you think of?What does this make you think of?What makes this memorable to you?What makes this memorable to you?Use from one semester to another and/or one Use from one semester to another and/or one

class session to another (supplemental class session to another (supplemental instructor/tutor)instructor/tutor)

Language and/or technology barriersLanguage and/or technology barriers ““comparing apples to oranges”comparing apples to oranges” ““I can do it on my computer at home”I can do it on my computer at home”

Stephanie Golski, Ph.D.golski@rider.edu

1.Orient

2.Familiarity alters processing

Stephanie Golski, Ph.D.golski@rider.edu

What if their “top” is wrong?What if their “top” is wrong?

Focus on factually and conceptually Focus on factually and conceptually correct informationcorrect informationAsterisks in notesAsterisks in notesError in previous thinking- show how it fits inError in previous thinking- show how it fits in

FreudFreudNegative correlation, negative reinforcementNegative correlation, negative reinforcementPolygraphPolygraph

Stephanie Golski, Ph.D.golski@rider.edu

Attention: More FiltersAttention: More Filters

The Brain sees what it wants to see, not The Brain sees what it wants to see, not just what you put in front of itjust what you put in front of it

Same stimuli can be on retina- only cause Same stimuli can be on retina- only cause brain response when attended tobrain response when attended to

Optimal level of arousalOptimal level of arousalEngagement/rewardsEngagement/rewardsDepth of processing againDepth of processing again

Stephanie Golski, Ph.D.golski@rider.edu

Managing AttentionManaging Attention

Assignment DesignAssignment Design Know what is Know what is

important and make important and make that apparentthat apparent

Match course Match course contingencies to real contingencies to real value of activities value of activities

Influence student Influence student perceptions of valueperceptions of value

BRIDGE examplesBRIDGE examples Should students have Should students have

class notes on class notes on Blackboard (web)?Blackboard (web)?

Value of practice and Value of practice and homeworkhomework

What happens when What happens when you assign work that you assign work that isn’t completed?isn’t completed?

Stephanie Golski, Ph.D.golski@rider.edu

Teacher sees important details, students Teacher sees important details, students need to be shownneed to be shown

E.g. purpose of assignments (“busy E.g. purpose of assignments (“busy work!”) syllabus design can work!”) syllabus design can include(w/recurring patterns) purpose, include(w/recurring patterns) purpose, points, procedurepoints, procedure

10 Minute Reading Reinforcers (RR)10 Minute Reading Reinforcers (RR)

Purpose: Reinforce review of correct quiz answers and previous class notes as well as active reading of current chapter.

Procedure: Twice during each unit several questions (usually multiple choice) will be projected during the first 10 minutes of class. Please bring a pencil to class everyday (there is a sharpener just outside the classroom on counter in TLC office space). Notes can be used; the text book cannot. Latecomers will miss that day’s reinforcer. Answers will be discussed immediately afterwards. Because this is not intended to take more than 10 minutes of class time, if you have an Individual Education Plan (IEP) through Rider Learning Center that recommends longer time on assessments please advocate for yourself by discussing this with me early in the semester. You should plan regular times throughout the week to read the text and review your notes. Plan on reading about 30 pages per class session on average.

Points: 9(5) = 45 points possible (can skip one w/out penalty or drop lowest) [12.7% of grade]

Stephanie Golski, Ph.D.golski@rider.edu

Stayed Aroused Helps Us Stayed Aroused Helps Us Pay AttentionPay Attention

Tasks of avg.

difficulty

Stephanie Golski, Ph.D.golski@rider.edu

Optimal arousal level high for easy or Optimal arousal level high for easy or passive taskspassive tasks

Tasks of low difficulty: lecture, driving

Stephanie Golski, Ph.D.golski@rider.edu

Optimal arousal level low for difficult Optimal arousal level low for difficult taskstasks

Tasks of high

difficulty: stressful

exam

Stephanie Golski, Ph.D.golski@rider.edu

So Why Doesn’t Fun So Why Doesn’t Fun Stuff Always Work?Stuff Always Work?

Increase arousal but students can miss Increase arousal but students can miss the pointthe point

Improvements= add REFLECTIONImprovements= add REFLECTION Games as review for testGames as review for test

List topics strongest/weakest inList topics strongest/weakest in

Sensory illusionsSensory illusionsUse vocab words to summarize what was Use vocab words to summarize what was

demonstrateddemonstrated

Stephanie Golski, Ph.D.golski@rider.edu

Stephanie Golski, Ph.D.golski@rider.edu

Selective Brain DevelopmentSelective Brain Development

Still have some growing to do Still have some growing to do Problem is, it is in the region that Problem is, it is in the region that

manages:manages:PlanningPlanningResponse inhibitionResponse inhibitionEmotional regulationEmotional regulationOrganizationOrganization

Stephanie Golski, Ph.D.golski@rider.edu

PFC and TeachingPFC and Teaching

Encourage planningEncourage planning Interim deadlinesInterim deadlines

Model applications/abstractionsModel applications/abstractionsPiagetPiaget

Use action to complete learning cycleUse action to complete learning cycleGroup work to test ideas, promote outward Group work to test ideas, promote outward

use of terms and conceptsuse of terms and conceptsEncourage metacognitionEncourage metacognition

Knowing what you know, reflectionKnowing what you know, reflection

Stephanie Golski, Ph.D.golski@rider.edu

Long term planningLong term planning

Assignment DesignAssignment Design Anticipate needs for Anticipate needs for

long term planninglong term planning Use assignments that Use assignments that

build on each otherbuild on each other

BRIDGE examplesBRIDGE examples Adding pre-Adding pre-

professional activities professional activities to assignmentsto assignments interviewinterview

Linked assignments Linked assignments that create planningthat create planning Intermediate deadlinesIntermediate deadlines

Stephanie Golski, Ph.D.golski@rider.edu

Maximize savings, LTP, distributed processing

Models at our fingertips, FPOT, synapse

Be aware of and use existing knowledge, obvious is not!, maintain arousal and direct attention

Selective, Promote and model abstraction, long-term planning, active use of material

The Art of Changing the Brain: The Art of Changing the Brain: Enriching the practice of teaching by Enriching the practice of teaching by

exploring the biology of learningexploring the biology of learning

James E. Zull 2002James E. Zull 2002

http://Styluspup.comhttp://Styluspup.com