main premise: 2016 building expertise orlando, fl · source: lenhart , a. (2015). teens, social...
TRANSCRIPT
Slide 1
Building Expertise 2016
Orlando, FL
June 15-17
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Slide 2 Main Premise:
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Slide 3 What do we mean by “prewired”?
Broca’s area (language)
Wernicke’s area (language)
Motor cortex (immediate movements)
von Economo neurons (social)
Attention systems (focus)
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Slide 4 Brain’s Plasticity
Its ability tocontinually learn and reorganizeitself as a result of inputfrom the environment
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Slide 5
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Slide 6
56%
24%
12%
5%2% 1%
Percentage & Frequency of Internet Use Among Teenagers
Several times adayAlmostconstantlyOnce a day
Several tmes aweekLess than once aweekOnce a week
Source: Lenhart, A. (2015). Teens, social media and technology overview 2015. Washington, DC: Pew Research Center.
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Slide 7
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Slide 8
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Slide 9
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Slide 10 What Drives Attention?
Stimulus-driven(emotional)
• Internal influences, i.e., building self-concept, need for peer acceptance
Goal-driven(cognitive)
• External influences, i.e., achieving certain cognitive goals or skills
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Slide 11
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Limbic
Frontal
Development of the Brain’s Limbic Area and Frontal Lobes
Age in Years
% D
eve
lop
me
nt
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Slide 12
. . . students today have had very little practice in sustained attention.
Because of technology . . .
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Slide 13
. . . students want to be active participants in their learning.
Thanks to technology . . .
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Slide 14
Studies show our minds wander about 47% of the time. Students’ minds wander when they are not engaged with their teacher or learning.
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Slide 15 Is technology affecting students’ attention span?
Homework
Gaming
iPod
Cell phone
etc…
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Slide 16 Digital natives are accustomed to rapidly changing events. Stimulus most likely to maintain brain’s interest?
NOVELTY!The unexpected. Anything the brain perceives as not fitting the pattern
of its current environment
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Slide 17 Because technology provides so many options, the brain is more
consciously acclimated to novelty than ever before.
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Slide 18 What implications does this have for instruction and learning?
• Teachers need to vary their strategies to keep some element of novelty in each lesson
• Use technology strategically to advance novelty and extend learning
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Slide 19 What implications does this have for instruction and learning?
• Use flipped classroom strategy for some content units
• Integrate the arts in lessons to enhance creativity
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Slide 20
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Slide 21 One thing I learned in this session so far is:___???____
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Slide 22
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Slide 23
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Slide 24
Incominginformation
WORKING MEMORY:
Cognitive Capacity :5-13 years: 5 ±2 Chunks ????14+ years: 7 ±2 Chunks ????
Working memory(minutes to ?) Long-term memory
(days to ?)OUT Long-term storage
more likely with:
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Slide 25
Let’s see: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune
Here it is: Names of the planets in order from the sun. Perfect!
Recall the 8 planets in order from the sun
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Slide 26 Visual working memory
Studies suggest that playing video games increases the capacity of visual working memory.• _____________
• _____________
• _____________
• _____________
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Slide 27 Three Main Areas of the Brain
1
2
3
Hippocampus & Amygdala
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Slide 28 Strategies for Engagement with Emotions:
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Slide 29 Strategies for Engagement with Emotions:
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Slide 30
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Slide 31 • 75 children exposed to TV, average of 67 minutes before age 2
• Excessive according to American Academy of Pediatrics
• Risked 18-24 months delay of cognitive, language, and motor development compared to non-watchers.
• The more television they watched, the longer the delay.
Source: Lin, L-Y, et al. (2015, Feb). Effects of television exposure on developmental skills among young children. Infant Behavior and Development, 38, 20-26.
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Slide 32 Brains of children watching cartoons operated with about one-half of their executive function capacity compared to children who watched educational games or were drawing.
Source: Christakis, D. A. (2011). The effects of fast-paced cartoons. Pediatrics, 124(4), 772-774.
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Slide 33 How much informationis enough?
Too much information
hinders cognitive processing . . .
. . . Emotionstake over
Frontal lobe(prefrontal
cortex) Limbic area
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Slide 34 Capacity limit
De
gre
e o
f R
ati
on
al P
roce
ssin
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Increasing Number of Items in Working Memory
Rational Processing vs. Working Memory Capacity
Source: Dimoka et al., (2011), NeuroIS: The Potential of Cognitive Neurosciencefor Information Systems Research, Inform. Syst. Res., 22(4), pp. 687-702.
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Slide 35 Practice “Satisficing”Coping strategy:_____________________________________________________________________________________________________
Source: Schwartz et al. (2011), What makes a good decision? Robust satisficing as a normative standard of rational decision making. Jour. Theory Soc. Behav., 41, pp. 209-227.
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Slide 36
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Slide 37
• Frees up cognitive and memory resources to allow for ____________
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YES
• Need for ______________________________________
• First __________________________________________
• Get ___________________
NO
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Slide 38 What activities increase student engagement, raise
motivation, focus on relevant issues, and, most
importantly, develop creativity?
Integrating arts-related skills into STEM and other
courses is an effective way to enhance student
interest, creativity, and achievement.
STEAM
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Slide 39
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Slide 40 Two things I learned in this session are:___???____ &___???____
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