judy willis mcds faculty presentation
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TRANSCRIPT
With thanks to Margie Schwartz and the committee for excellent guidance
What does current brain research tell us about effective strategies for teaching?
How can curiosity and prediction promote and sustain attention so students want to know what they have to learn? How can prepare the brain to optimize memory acquisition?
Essential Questions
•! How does the brain !pay attention"? •! What gets through the brain#s !attention filter" • How can sustain attentive focus?
R = REACH ATTENTION Essential Questions
Attention & Memory
!! Learning begins with sensory information
!!Input not attended to, can#t become memory
REACHING ATTENTION
Prefrontal Cortex
a basil gimlet Ray of Light
Only
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Millions of bits of sensory data available every second
Reticular Activating System: RAS
A primitive low brain structure !Programmed" to select intake based on survival value
What#s New?
Can it hurt me?
Where’d you come from?
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Students are always
paying attention
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They are paying attention to sensory input, just not always to the sensory input teachers want them to select
Millions of bits of sensory information are available each second
The RAS, an involuntary filter, gives priority to novelty
Perceived threat before curiosity
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!! Sound (voice volume, pitch, cadence)
!! Color
!! Movement
!! Placement of objects
!! Your appearance (hat, clothing)
!! Curious Items
For CURIOSITY
Walk backwards
before teaching negative numbers, past tense, or going !back"in history
!
Student Distress
Students distressed by change or the unexpected?
Plan and partner with them!
ADVERTISE to promote
CURIOSITY
!Promos" for a coming unit
Videos For Curiosity & Relevance
Advertising
Sign up as educator-you’ll get code Access to their video clips, photos, music, or your own Your students can use your code and make animotos to summarize understanding
Animoto.com
Draw Attention With Cues
RAS Intake Strategy
Curiosity + Prediction =
Sustained Attention
Prediction
Does your brain !need to know" if a prediction it makes is correct?
Why Did You Need to Know?
"! wants to predict
"! needs to know if predictions are correct
"! learns from feedback
Your brain seeks the pleasure of accurate predictions so it:
When the brain predicts (selects & !bets")
•! Increases curiosity
•! Sustains attention
•! Promotes memory
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A song related to the day#s lesson
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•! Visual images related to lesson • Unusual objects
Through novelty, curiosity, and prediction, children are motivated to want to know what they have to learn.
Accountability
Wait time
Lower mistake and participation fear
You get feedback on mastery or needs
Predict with individual response tools: white boards, magic pads, clickers
Use the power of *prediction*
to promote and sustain curiosity:
All Students Respond to All
Questions
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To change passive inattention to sustained attention and participation
Novelty and Curiosity promote intake by attention intake (RAS) Prediction sustains focus
•! How can input be propelled through the brain#s !emotional filter" to reach the thinking brain?! • What strategies reduce stress & negativity
Essential Questions
PREFRONTAL CORTEX
Wang, Jiongjiong et al. (2005) Proc. Natl. Acad. Sci 102, 17804-17809.
PFC Reflective
brain
Reactive! brain
Stress blocks flow through Amygdala
Amygdala
Teachers !
React !to Stress Also!
Images of faces seen before memory task
Group B
Group A
A B
Hamman, et al., Cog NS 2007Neuroscience 2007
A: Positive emotional state: PFC passage & better memory
B: Stressed state: no PFC passage = low memory
AMYGDALA
Scans During Memory Task
"
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Stress State Lower reactive brain in control
Fight Flight
Freeze
Fight: Disruptive Flight: Create own brain stimulation Freeze: Zone out
Stress State Behavior Outputs
82
•! Unprepared for class
•! Peer relationships
•! No personal relevance
•! Boredom from material already mastered
•! Frustration due to previous failure
•! Test-taking anxiety and oral presentations
•! Physical, clothing, language differences
Causes of Stress in School
•! One’s intelligence and skills are predetermined, limited,
unchangeable •! Effort is fruitless after repeated
failure
Fixed Mindset Beliefs
Carol Dwerk’s research
Repeatedly expending effort when there is a low probability of success promotes: "
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Fixed Mindset & Survival
•! Survival in animals
•! !Drop out"$emotional/physical in students
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The amygdala is an !emotional filter"$
High or sustained stress blocks PFC flow
Failure to reach PFC: Information cannot become long-term memory
Behavioral outputs from lower brain: reactions to stress: fight/flight/freeze
The PULL of the Video Games Model to Promote PFC Passage of Information:
"! 80% of the time failure
"! buy-in to goal
"! persevere with challenge
"! use immediate feedback to improve
Characteristics of Video Gamers
Correlations from Neuroscience to Classroom
"! achievable challenge
"! goal buy-in
"! timely & frequent feedback
"! acknowledgment of incremental goal progress
The Pull is powered by Dopamine
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Intrinsic reinforcement from making correct predictions
"! pleasure "! decreased stress "! curiosity "! attention "! motivation
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Dopamine Promotes
perseverance & memory
Moving Enjoying music Being read to Interacting well with peers Experiencing humor Choice Optimism
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BOOSTERS
Scientific
Am Mind
8/2010!
Dopamine-Reward Center (Nucleus Accumbens)
Memory Predicting Network
Dopamine-Reward System
Steady state of dopamine to PFC except when a prediction (choice, decision, answer) is made
Prefrontal Cortex Where Prior Knowledge is pulled to make a prediction
!!!! !
Correct predictions increase dopamine pleasure
The prefrontal cortex really loves its dopamine pleasure, so the networks used to make the correct prediction are reinforced
!!!! !
Less dopamine is released when a a prediction is incorrect The prefrontal cortex wants to avoid the drop in dopamine
+ Corrective feedback
= Revised networks (neuroplastic changes) + Practice (fire together)
"! Buy-in to goal "! Achievable challenge "! Frequent feedback "! Incremental progress
Video Game Model for Motivation and Memory
Growth mindset beliefs:
One’s intelligence and skill
have the potential to grow
Effort and practice can
increase ability
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Growth Mindset
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Relevance: YouTube and other downloads to show relevance…
Preassessment
Differentiation (individualization) i.e. scaffolding, flexible groups
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Achievable Challenge
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Awareness of Incremental Goal Progress
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gr
Analytic Rubrics Reveal multiple criteria to be used in assessment Students can select from a range of quality levels Provide informative feedback about their incremental progress Rubicon.com .
Rubrics Help Students
Incremental Progress
Effort to goal
progress graphs
TOTAL TIME PRACTICED
Number of successful attempts
Video Game Model
Goal “buy-in”
Achievable Challenge: e.g. pre-assessment, scaffolding, enrichment
Awareness of Incremental Goal Progress
Participation and Mistakes The Keys to Long-term
Memory
The neuroplasticity of strong accurate memory is fueled by DOPAMINE-PLEASURE
"!Intrinsic satisfaction from making correct predictions
MAKING A MISTAKE IN WHOLE
CLASS SETTING
How can we increase active participation when students are worried about making mistakes in front of classmates?
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Reduce !
Mistake !
Fear!
!Decrease the fear of participation!!
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Point out your own mistakes Example and non-example column Repeat correct part of their answer
Reduce Participation Fear
Use questions with no wrong answers (see optical illusion website)
Reduce Participation Fear
Mystery story
Riddles
Estimation
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1.! Meaningful goals
2.! Achievable Challenge (scaffolding, enrichment) 3.! Help students acknowledge incremental goal progress (frequent assessment & feedback)
Neuro-logical Success Cycle
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Growth of self-confidence/
competence (growth mindset)
3
Effort to Progress Experiences
Increase “risks” of participation and creative innovation
Motivated to persevere through challenge and setbacks
Short-term (working) Memory
Pattern
Matching
Two Big Ideas of Neuroscience
The brain seeks
Patterns
Pleasure
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Growing Up Digital, Wired for Distraction "
Computers offer a constant stream of stimuli,
new challenge to focusing and learning.
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! Where is memory made? What makes something stick in working memory?
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Essential Questions
Pattern Matching For Working Memory
The brain interprets new information based on existing patterns.
If there is no pattern waiting…
new input is misinterpreted, rejected, or
disappears!
When there is a successful pattern match…
The hippocampus encodes sensory input into working memory
Patterning is the basis for literacy & numeracy
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Patterning is the brain’s process for linking new learning to existing knowledge !
Patterns are Passageways for Memories to Follow
Activate Prior Knowledge for Successful Pattern Match
The hippocampus encodes sensory input into working memory
Activated Prior Knowledge
Pattern Activation With Prior
Knowledge Bridges
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Bulletin boards that preview
Pre-unit assessments
Show videos or images that remind students of prior knowledge
Remind students about previous exposures (cross-curricular, spiraled curriculum)
Activation of Prior Knowledge
Predict/KWL
Graphic Organizers
Activate prior knowledge
Relate new to existing memory
Venn Diagram
New information must link (encode) with existing memory to become working memory
Frequently activated patterns promote automatic responses (milk, cow, white)
Patterning strength promotes automaticity for literacy and numeracy
Prior knowledge activation and graphic organizers increase pattern matching for memory encoding
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www.RADTeach.com
Judy Willis’ Books & Website