stephanie golski, ph.d. [email protected]. survey says: the good old days 1. indicate your major...

Stephanie Golski, [email protected]


Survey Says: The Good Old DaysSurvey Says: The Good Old Days1. Indicate your major field of study1. Indicate your major field of study2. What % of your academic pursuits is currently dedicated to 2. What % of your academic pursuits is currently dedicated to

that field of study?that field of study?3. Thinking back, what % of your academic pursuits in 3. Thinking back, what % of your academic pursuits in

________ was devoted to this major field of study?________ was devoted to this major field of study?a. Graduate schoola. Graduate schoolb. Undergraduate schoolb. Undergraduate school

Did you attend a liberal arts school for undergrad?Did you attend a liberal arts school for undergrad?

c. High schoolc. High school

4. What disciplinary evidence predominates in your major 4. What disciplinary evidence predominates in your major field?field? Describe format of this evidence (e.g. research article published in Describe format of this evidence (e.g. research article published in

journal with intro, methods, results, and discussion)journal with intro, methods, results, and discussion)

5. What should a paper in your discipline from an upper-level 5. What should a paper in your discipline from an upper-level undergrad include? (in-text citation of sources? Quotes? undergrad include? (in-text citation of sources? Quotes? Data? MLA syle? New hypotheses/analyses?)Data? MLA syle? New hypotheses/analyses?)


Us vs. ThemUs vs. ThemUsUs ThemThem

Perceptual Capabilities (i.e. Filters)Perceptual Capabilities (i.e. Filters)

Expert – easily see what is Expert – easily see what is importantimportant

Novice – process signal and Novice – process signal and noisenoise

Disciplinary AllocationDisciplinary Allocation

100% of academic pursuits to 100% of academic pursuits to one discipline (aka GEEKs!)one discipline (aka GEEKs!)

~20-60% of academic pursuits ~20-60% of academic pursuits to any one disciplineto any one discipline

Disciplinary RulesDisciplinary Rules

11 ~2-5~2-5


A moment in their shoes…A moment in their shoes…

Exemplars from other disciplinesExemplars from other disciplines


As you can see from this chart As you can see from this chart supply clearly affects demandsupply clearly affects demand


Clearly erosion and transport vary Clearly erosion and transport vary based on several factorsbased on several factors


Note the difference in connectivity here Note the difference in connectivity here for song learning versus productionfor song learning versus production


The differing factors for star The differing factors for star classification are described on the classification are described on the

H-R diagramH-R diagram


Clearly, this scan reveals normal Clearly, this scan reveals normal resting brain activity in grey and resting brain activity in grey and

white matter and CSFwhite matter and CSF


What type of neuroimaging scan produced this What type of neuroimaging scan produced this slide? How do the pseudo colors relate to brain slide? How do the pseudo colors relate to brain activity? Where do the eyes go on this brain? activity? Where do the eyes go on this brain?

Orient yourself to the cortical lobes. Identify grey Orient yourself to the cortical lobes. Identify grey and white matter. Identify CSF. Does the activity and white matter. Identify CSF. Does the activity

appear as you would expect?appear as you would expect?


What do we need to know about What do we need to know about brains to teach undergrads?brains to teach undergrads?

Brains changeBrains changeBrains filterBrains filter

Students vary in expertise from us, and Students vary in expertise from us, and encounter more disciplines than usencounter more disciplines than us

Brains have an arousal level at which Brains have an arousal level at which they function bestthey function best

And their brains are still growing!And their brains are still growing!


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

In Psych terms those translate to:In Psych terms those translate to:


In Pedagogical terms these In Pedagogical terms these translate to: Backward designtranslate to: Backward design

Allows us to Consider:Allows us to Consider:Brains, especially adolescent onesBrains, especially adolescent onesCourse goals/Learning outcomesCourse goals/Learning outcomes


Psychology and NeuronsPsychology and Neurons

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

~ 100 billion neurons in your NVS~ 100 billion neurons in your NVS

Each neuron has many connections (w/in brain M Each neuron has many connections (w/in brain M = 10K)= 10K)

Connections are changed through use and Connections are changed through use and importance of signalimportance of signal


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


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


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


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

No, but may experience No, but may experience

thethe

= Faster relearning as= Faster relearning asconnections are re-connections are re-

established and strengthenedestablished and strengthened


Maximize SavingsMaximize Savings

Assignment DesignAssignment Design Manage timing Manage timing

review and reuse of critical conceptsreview and reuse of critical concepts Increase frequencyIncrease frequency Include practice with smaller chunksInclude practice with smaller chunks Increase meaning of reading assignments Increase meaning of reading assignments

Ungraded assignment sheet (did it?), can use during Ungraded assignment sheet (did it?), can use during examsexams

USE critical termsUSE critical terms Key term webKey term web


You talkYou talk

Share an assignmentShare an assignment Include maximization of savings?Include maximization of savings?Revisions useful?Revisions useful?


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


Processing what comes in: Processing what comes in: Top-Down FiltersTop-Down Filters

Association Cortex for integrationAssociation Cortex for integration

Primary Cortical Primary Cortical nucleinuclei

Thalamic nucleiThalamic nuclei

Receptor to transduce energyReceptor to transduce energy


There’s a bathroom on the rightThere’s a bathroom on the right

Row,row,row your boat,Row,row,row your boat,gently down the stream…gently down the stream…merrily, merrily, merrily, merrily,merrily, merrily, merrily, merrily,life’s a butter dreamlife’s a butter dream

Early exposure to materialEarly exposure to materialwill enhance ability towill enhance ability to“hear”“hear” Inquiry-based activitiesInquiry-based activities Reading before lectureReading before lecture


1.Orient

2.Familiarity alters processing


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


RealityReality

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


Time for some demos…Time for some demos…


Gossip by George WitherspoonGossip by George Witherspoon


Satan Also Came by George Satan Also Came by George WitherspoonWitherspoon


Go beyond “cool”…Go beyond “cool”…

Make the connection explicitMake the connection explicit HOW you saw the item was influenced by your HOW you saw the item was influenced by your

““preparationpreparation”” Once you see it one way it is difficult, but not Once you see it one way it is difficult, but not

impossible, to see other waysimpossible, to see other ways Reading ahead of time, slides/outlines available Reading ahead of time, slides/outlines available

can prime students to get the lecturecan prime students to get the lecture Previous knowledge (or rules of other Previous knowledge (or rules of other

disciplines) can impact how they view the info disciplines) can impact how they view the info you teach themyou teach them


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


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


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”


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


You reflect:You reflect:

What are likely to be problem areas of What are likely to be problem areas of understanding?understanding?

How can you think like a novice?How can you think like a novice?


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


Arousal Helps Us Pay Arousal Helps Us Pay Attention- to a pointAttention- to a point

Tasks of avg.

difficulty


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

Tasks of low difficulty: lecture, driving


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

Tasks of high

difficulty: stressful

exam


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 REFLECTIONBlackboard excellent tool for journaling or Blackboard excellent tool for journaling or

discussion discussion Games as review for testGames as review for test

List topics strongest/weakest inList topics strongest/weakest in Sensory illusionsSensory illusions

Use vocab words to summarize what was Use vocab words to summarize what was demonstrateddemonstrated


Managing AttentionManaging AttentionAssignment DesignAssignment Design

Know what is important and make that apparent = Know what is important and make that apparent = backward designbackward design

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

Influence student perceptions of valueInfluence student perceptions of value practice and homework valued?practice and homework valued? What happens when you assign work that isn’t What happens when you assign work that isn’t

completed?completed?

Class notes/ppts on BlackboardClass notes/ppts on Blackboard


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, procedure, pointsprocedure, points

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]


You share:You share:

Syllabus modificationsSyllabus modificationsPoint valuePoint valuedescriptionsdescriptions


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

What’s our excuse?What’s our excuse?


PFC and TeachingPFC and Teaching Encourage planningEncourage planning

Interim deadlinesInterim deadlines Model applications/abstractionsModel applications/abstractions

Sounds like scaffolding doesn’t it?Sounds like scaffolding doesn’t it? Use action to complete learning cycleUse action to complete learning cycle

Group work to test ideas, promote outward use of Group work to test ideas, promote outward use of terms and conceptsterms and concepts

Encourage metacognitionEncourage metacognitionKnowing what you know, reflectionKnowing what you know, reflection


Long term planningLong term planning

Assignment DesignAssignment Design Use assignments that build on each otherUse assignments that build on each other

LinkedLinked Intermediate deadlinesIntermediate deadlines


Could you:Could you:Modify an existing assignment to include Modify an existing assignment to include

more scaffolding?more scaffolding?Repeat an assignment to allow for visible Repeat an assignment to allow for visible

improvement?improvement?Connect information across classes/units?Connect information across classes/units?Use action to complete learning cycle?Use action to complete learning cycle?


My Course goal: Increase My Course goal: Increase professionalismprofessionalism

Non-textbook sourcesNon-textbook sourcesPresentationPresentation InterestInterestApplicationApplication

Why is this course goal important in Why is this course goal important in teaching this course? teaching this course? Skills discipline-specific AND generalSkills discipline-specific AND general


Assignment: Article DissectionAssignment: Article Dissection

Step-wise assignment can be used as stand-Step-wise assignment can be used as stand-alone or as research for presentation/paperalone or as research for presentation/paper

Scaffolding can be through gradual Scaffolding can be through gradual completion, repeated completion, and/or completion, repeated completion, and/or revised completion of assignment revised completion of assignment

““Purpose:Purpose: To investigate primary resources To investigate primary resources relating to human cognitive neuroscience and relating to human cognitive neuroscience and practice summarizing scientific information in your practice summarizing scientific information in your own words.”own words.”


Potential readings for your Potential readings for your discipline….discipline….


ExecutionExecution““Procedure:Procedure: Use a search engine such as PsycLit,ScienceDirect, Use a search engine such as PsycLit,ScienceDirect,

or PubMed to search peer-reviewed articles (note: beware using or PubMed to search peer-reviewed articles (note: beware using a search engine that returns articles from sources like “USA a search engine that returns articles from sources like “USA Today” or “Newsweek”- those are not appropriate for this Today” or “Newsweek”- those are not appropriate for this assignment). Find a primary resource that has an assignment). Find a primary resource that has an Introduction, Introduction, Methods, Results, and Discussion section-Methods, Results, and Discussion section- an article that an article that reviews the literature is not acceptable. Readings assigned for reviews the literature is not acceptable. Readings assigned for class discussion cannot be used for dissections, although you class discussion cannot be used for dissections, although you can search for more articles by the same author or on the same can search for more articles by the same author or on the same topic. You will submit a summary in the format below- All in your topic. You will submit a summary in the format below- All in your own words, do not quote article. First page of article, own words, do not quote article. First page of article, not not abstractabstract, must be attached- if using an online article you only , must be attached- if using an online article you only need print the first page. need print the first page. You should also attach any previous You should also attach any previous article dissections so you can get credit for considering my article dissections so you can get credit for considering my editorial suggestionseditorial suggestions. Complete sentences may not be . Complete sentences may not be necessary- your article dissection should be a clear summary in necessary- your article dissection should be a clear summary in your own words- it should make sense to me and also serve as your own words- it should make sense to me and also serve as an aid for your comprehension. DISSECTIONS CAN BE an aid for your comprehension. DISSECTIONS CAN BE TURNED IN DURING CLASS OR PLACED UNDER MY OFFICE TURNED IN DURING CLASS OR PLACED UNDER MY OFFICE DOOR AT ANY POINT DURING THE DUE DATE.”DOOR AT ANY POINT DURING THE DUE DATE.”


INCLUDE THE FOLLOWING HEADINGS:INCLUDE THE FOLLOWING HEADINGS: 1)APA format citation1)APA format citation- list the author, title, - list the author, title,

and source using appropriate American and source using appropriate American Psychological Association (APA) format Psychological Association (APA) format (http://www.lesley.edu/library/guides/citation/(http://www.lesley.edu/library/guides/citation/apa_basic.html#article)apa_basic.html#article)


2) Why we should care2) Why we should care - summary in - summary in your words of importance or relevance- your words of importance or relevance- why should such a study even be done?; why should such a study even be done?;


3) Three 3) Three backgroundbackground facts/findings facts/findings - -these are NOT results of the current study these are NOT results of the current study but background info from intro section; but background info from intro section;


4) Research Question4) Research Question(s): what is the (s): what is the question the researchers are trying to question the researchers are trying to investigate?; investigate?;


5) Primary Methodology- 5) Primary Methodology- are they using are they using human neuroimaging? Drug studies in human neuroimaging? Drug studies in rats? Is it a correlational study or rats? Is it a correlational study or controlled experiment?; controlled experiment?;


6) Three specific results- 6) Three specific results- use good use good descriptive language and the original descriptive language and the original variables of interest (make sure your variables of interest (make sure your research questions in #2 and results are research questions in #2 and results are related); related); try completing these phrases in try completing these phrases in your results “this is important because…”, your results “this is important because…”, “this means…”“this means…”; offset each point so that ; offset each point so that three distinct results can clearly be discerned three distinct results can clearly be discerned rather than mushing it all into one paragraphrather than mushing it all into one paragraph


7) Take Home Message-7) Take Home Message- what should we what should we walk away knowing; do not present new walk away knowing; do not present new results here!;results here!;


8) Critique8) Critique- - potential biases, confounds, potential biases, confounds, unclear presentation, AND at least 2 lingering unclear presentation, AND at least 2 lingering questionsquestions – include suggested improvements – include suggested improvements (such as, “intro could begin with more ‘why (such as, “intro could begin with more ‘why we should care’ and a graph instead of table we should care’ and a graph instead of table would improve data presentation”); in would improve data presentation”); in confounds/critiques specifically mention confounds/critiques specifically mention internal and external validity and reliability; internal and external validity and reliability; include these specific subheadings: a) 2 include these specific subheadings: a) 2 lingering questions, b) confounds/critiques, lingering questions, b) confounds/critiques, c)suggestions c)suggestions


9) Content Tie-in9) Content Tie-in – discuss relevance – discuss relevance to class information, topics, vocabulary to class information, topics, vocabulary (don’t just refer to text pages, remind (don’t just refer to text pages, remind me and yourself about these concepts)- me and yourself about these concepts)- even if it is obvious to you- state it!; this even if it is obvious to you- state it!; this is like the word webbing we do for the is like the word webbing we do for the reviews- make connections and include reviews- make connections and include explanations- this should be a explanations- this should be a substantial section substantial section


Points: Points: 4 article dissections(30) = 120 points 4 article dissections(30) = 120 points possible (no skipping without penalty)possible (no skipping without penalty)

Proper format, including headings and attachments Proper format, including headings and attachments 2 pt.2 pt.

Article a primary source not lit reviewArticle a primary source not lit review2 pt.2 pt.

Headings 1,2,4,5,7Headings 1,2,4,5,7 2 pt. each2 pt. each 5(2)5(2) Headings 3,6,8,9Headings 3,6,8,9 4 pt. each4 pt. each 4(4)4(4)

You may ask to see sample article dissections.You may ask to see sample article dissections.


OutcomesOutcomes

Students learn to read discipline-specific Students learn to read discipline-specific materials for understandingmaterials for understanding Structured format requires them to identify background Structured format requires them to identify background

vs current research qsn, etcvs current research qsn, etc

Plagiarism almost completely eliminatedPlagiarism almost completely eliminated Biggest improvement across 3 to 4 dissections is Biggest improvement across 3 to 4 dissections is

in #6, 8, 9in #6, 8, 9


Maximize savings, LTP, distributed processing

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


And remember…And remember…

OUR brains are plastic too!OUR brains are plastic too!Benefit of teaching is opportunity to Benefit of teaching is opportunity to

change as a result of experiencechange as a result of experience

stephanie golski, ph.d. [email protected]. survey says: the good old days 1. indicate your major...

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stephanie golski

csf slide

production slide

demand slide

best brains

plasticity plasticity

academic pursuits

hr diagram slide