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‚Welcome to the human brain, your three-pound throne of wisdom with the whoopee cushion on

the seat.‛ (Natalie Angier, NYT)Look at the chart that follows,

and read (out loud)

each COLOR (not each word).

YELLOW BLUE ORANGEBLACK RED GREEN

PURPLE YELLOW REDORANGE GREEN BLACK

BLUE RED PURPLEGREEN BLUE ORANGE

LOGICAL LEFT Hemisphere

Lists

Lines

Logic

Words

Numbers

Order

EMOTIONAL RIGHT Hemisphere

Imagination

Color

Rhythm

Day-Dreaming

Space

Emotion

‚Learning Taxonomies‛(Benjamin Bloom)

CognitiveAffective

Psychomotor

Teaching Strategies Modalities (groups or categories) of learning(In what ways do we learn?)

Brain + Heart + Body(or, Left Hemisphere + Right Hemisphere + Kinesthetic Learning)[or, Cognitive + Affective + Psychomotor Taxonomies]

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The Cognitive Taxonomy (‚How the brain learns‛)

“ Remember (remembering previously-learned factual answers)“ Understand (grasping or extrapolating the meaning of material)“ Apply (utilizing newly-learned material in concrete situations)“ Analyze (breaking into parts to understand organizational structure)“ Evaluate (judging material according to some set of criteria)“ Create (creating, by combining elements into a new pattern or structure)

The Affective Taxonomy(‚How the heart learns‛)

“ Receiving (attending to a particular phenomenon or stimuli)

“ Responding (active participation involving reacting to material)

“ Valuing (attaching a worth or value to an object, phenomenon, or behavior)

“ Organization (building an internally consistent value system)

“ Characterization by a value (developing a characteristic lifestyle)

The Psychomotor Taxonomy(‚How the body learns‛)

“ Perception (using sense organs to obtain clues that guide motor activity)

“ Set (readiness to take a type of mental, physical, or emotional action)

“ Guided response (learning a complex skill by imitation or trial & error)

“ Mechanism (confident and proficient habitual learned performance)

“ Complex overt response (skillful complex motor movements)

“ Adaptation (skills so well-developed that movement patterns are modified)

“ Origination (creating new movement patterns to fit a particular situation)

The ‚deeper‛ you go in any taxonomy, the more you need to assess by rubric.

What about:“ Originality“ Fluency“ Curiosity“ Flexibility“ Imagination“ Elaboration“ Risk-taking“ Complexity“ Reasoning

And maybe we should also take into consideration factors such as:

“ Motivation“ ‚Spirit‛

Early Learning Theory

‚VAK‛

VISUAL: Think in detailed pictures; prefer face to face meetings; remember faces; enjoy TV and movies; pause when reading to visualize the action; see words in your mind; like to see demonstrations, charts, and diagrams; notice people's facial expressions; prefer to teach by showing.

AUDITORY: Think in sounds and voices; prefer the telephone for intense conversations; remember people's names; enjoy radio and music; sound out words to spell them; like verbal instructions; enjoy talking about readings; talk out loud to self; notice voice tone; prefer to teach by telling.

KINESTHETIC: Distracted by too much activity, sound, or conversation; think in movements; use gestures in conversation; talk while walking; remember actions; enjoy sports and handiwork; write a word in the air to see if the spelling ‚feels‛ right; assemble things without reading the directions; notice body language; teach by asking others to do it.

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Howard Gardner

‚Multiple Intelligences‛ (Ways of Knowing)

Other Theories Modalities

Metaphorical = The ability to create metaphor. Existential = Awareness of the meaning of human existence.

SLIMNBIL

patial/Visualinguistic/Verbal

nter-personal

usical/Rhythmicaturalist

odily/Kinestheticntra-personalogical/Mathematical

Thinking in mental images & pictures

‚Word-smart‛/‛book-smart‛

Person-to-person ways of knowing

Sound and vibration knowing

Awareness of the natural world

Body awareness / knowing by doing

Awareness via self-reflection

Awareness of patterns/relationships

Eight Different Ways of Knowing (‚Multiple Intelligences‛)

Metaphorical = The ability to create metaphor. Existential = Awareness of the meaning of human existence.

Basic Principles of ‚Whole-Brain Teaching‛(AKA ‚Power Teaching‛, Chris Biffle, wholebrainteaching.com)

Class ” YesTeach ” OKScoreboard

Micro-lectureSwitch

Hands and eyesComprehension check

Classical Conditioning:Stimulus > Response(Pairing of two stimuli.)

Ivan Pavlov

Paired Association

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Operant Conditioning:Reinforce desired

behavior.

Antecedent > Behavior > Consequence

B.F. Skinner

Behavior Modification

Social Learning:Vicarious learning.

Albert Bandura

Modeling

Miguel Sabido (The originator of ‚edutainment‛ )After reading Bandura’s work, the producer, playwright, and vice president of Televisa created his first telenovela (soap opera) that used actor role models to influence social values and behaviors. His first hit drama dealt with illiteracy, and

the day after one of the main characters visited a literacy office, 250,000 people in Mexico City did the same thing.

Sabido later developed and produced five other series tackling social issues such as the status of women and family planning. Following the latter, there was a 33% increase in attendance at family planning clinics around the country.

Cognitive Dissonance:The reduction of conflicting beliefs.

Leon Festinger

Effort, choice

It’s not that people don't believe in things.

It’s just that it’s very easy to hold contradictory beliefs at the same time.

Vygotsky:Scaffolding

andThe Zone of Proximal Development.

Lev Vygotsky

Sequencing, Grouping

Piaget’s four stages:Sensory-motorPreoperational

Concrete operationalFormal operational

Jean Piaget

Content Readiness

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Jean Piaget (notes largely from his book "The Child and Reality")

1. SENSORY-MOTOR:Birth to 24 months, at which point approx 75% of children understand:

“The notion of permanence (localization of an object)(up to transition, screened objects cease to exist, and everything centers on the body)

“The notion of symbolic function (speech, gestures, and "true" representative play)(up to transition, gestures and activity are purely motor experimentation)

2. PREOPERATIONS:Age 2 to 7 years, at which point approx 75% of children understand:

“Classification (are there more roses or more flowers?)(up to transition, the largest part of the whole is seen as greater than the whole)

“Transitivity (does A equal C if A equals B and B equals C?)(up to transition, you can't tell without directly comparing A to C)

“Displacements by representation (e.g. making a layout to model a real path)(up to transition, you can find your way to school, but not represent how you did it)

“Conservation of matter (is there the same amount of clay if it's formed into a roll?)(up to transition, there's the notion of "when you make it longer, it becomes more")

(Jean Piaget, continued)

3. CONCRETE OPERATIONS:Age 7 to 12 years, at which point approx 75% of children understand:

“Conservation of weight (does the weight remain the same if formed into a roll?)(up to transition, there's the notion of "when you make it longer, it weighs more")

4. FORMAL OPERATIONS:Beyond age 12, children gradually begin to understand:

“The logic of propositions (how to classify classifications)(up to transition, groupments are based on reciprocity, inversion, or reversibility)

“Conservation of volume (does the volume remain the same if formed into a roll?)(up to transition, the notion is "when you make it longer, it takes up more room")

“Verbal seriation ("E is lighter than S but darker than L; which is darkest?; ID a # 1-100)(up to transition, there is physical transitivity, but not verbal transitivity)

(Piaget continued)

Arguments which lead to conservation:“ Identity ("if nothing has been removed or added, it's the same")“ Reversibility ("if you can re-shape it, it's the same")“ Compensation ("an increase in length results in a decrease in width, so it's the same")

Factors which affect the rapidity and duration of development:“ heredity and internal maturation (genetic and biological proclivities)“ the physical experience (the action of objects)“ social transmission (the educative factor)“ equilibrium (compensate to outer disturbances)“ assimilation (interpret existing schemes), and accommodation (modify familiar schemes).

(All of the above ages and stages were based on Jean Piaget's observations during the 1930s. One recent study showed that fewer than 10% of high school students and fewer than 25% of college freshmen in the United States were able to think on a formal operational level at all, using Piaget's criteria.)

Erikson:0-1 Trust/Mistrust1-2 Autonomy/Doubt2-6 Initiative/Guilt6-12 Industry/Inferiority12-18 ID/Role Confusion18-40 Intimacy/Isolation40-65 Generativity/Stagnation65+ Integrity/DespairOuellette:0-8 Hardy personality9-12 Identity as achiever13-16 Self-esteem skills17-22 Self-sufficiency23+ Satisfaction

Erik Erikson

Finding a balance between alternatives.

Growth Motivation

Suzanne Kobasa Ouellette

0-8 = Developing the hardy personality9-12 = Identifying as an achiever13-16 = Developing self-esteem skills17-22 = Developing self-sufficiency23+ = Developing satisfaction

‚Hardiness‛ is a set of eight skills, which are obtained throughControl, Commitment, and Challenge

1. Recognize and tolerate anxiety, and act anyway; 2. Separate fantasy from reality, and tackle reality; 3. Set goals, and establish priorities; 4. Project into the future, and understand how today’s choices affect the future; 5. Discriminate and make choices consistent with goals and values; 6. Set boundaries and limits; 7. Ask assertively for wants and desires; 8. Trust self and own perceptions.

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True/False Personal Quiz

1. True or False: Aside from personal choice, I never starve through lack of food. I have money to buy food, and ‚a roof over my head‛.

2. True or False: I feel generally safe and secure and protected from harm. My life has routine and structure. Uncontrollable chaos is rare.

3. True or False: I am a part of, and loved by, my family. I have good relationships with my friends, who accept me for who I am.

4. True or False: I am successful in life, satisfied with my roles and responsibilities, enjoy positive reputation, and have good self-esteem.

5. True or False: Improving self-awareness is one of my top priorities. The pursuit of knowledge and meaning is extremely important to me.

6. True or False: Above mostly everything else, I actively seek beauty, form and balance. My interest in culture and the arts is central.

7. True or False: Self-knowledge, enlightenment, and realizing ultimate personal potential is key. I seek and welcome ‘peak’ experiences.

8. True or False: The most important thing to me is to help others reach their ultimate potential, whatever that may be, even at my expense.

ANSWER KEY:

Q#1 (I have food) = Biological NeedsQ#2 (I feel secure) = Safety NeedsQ#3 (I am loved) = Belongingness and Love NeedsQ#4 (I enjoy status) = Esteem NeedsQ#5 (I seek knowledge) = Cognitive NeedsQ#6 (I seek beauty) = Aesthetic NeedsQ#7 (I seek self-knowledge) = Self-Actualization NeedsQ#8 (I am other-centered) = Transcendence Needs

Abraham Maslow

Needs, Priorities

Lawrence Kohlberg

Moral Development

Moral development through a fixed sequence of stages.

Choice, Conscience

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‚Do unto others as they would have you do unto them.‛

And:‚Do not do for others what they can do for

themselves.‛ (Al-Anon)

Psycho-sexual theory.

Sigmund Freud

Expression

Ego Defense Mechanisms(including projection and reaction formation)

Carl Jung

Altruistic surrender: fulfilling needs vicariously.Asceticism: the renunciation of needs.Denial: blocking events from awareness.Displacement: redirection of an impulse onto a substitute.Introjection: taking on another’s personality characteristics.Isolation: stripping emotion from memories/impulses.Projection: seeing your unacceptable desires in another.Rationalization: distorting facts to minimize a threat.Reaction formation: exaggerating the opposite tendency.Regression: moving back in psychological time under stress.Repression: not recalling threatening things.Sublimation: transforming impulses into acceptable forms.

Blame, Altruism, Cliques Spirituality

Age

Culture

Class

Dis/ability

Language

Nation

Ethnicity

Religion

Sexuality

Gender

Race

Diversity

These are all social constructions.

Gender is not a bimodal male or female dichotomy, but a matrix within the same individual.Sexual identity/behavior springs from five semi-independent androgen-mediated attributes:

1. Genetics (chromosomal inheritance)2. Physical Appearance (primary and secondary sexual characteristics)3. Brain Differentiation (functional structure of the brain along gender lines)4. Sexual Orientation (love/sex object "Love Maps")5. Gender Identity (subjective gender self-map)

It is possible for an individual to view oneself and to function as male or female to varying degrees in each of the five sub-categories, independent of the other sub-categories, and in any combination. Add to that the myriad of social constructions (like gender role expectations) and biological factors (like birth order), and you’ll see how complex this gets.

The above five factors usually remain relatively constant from childhood throughout one's life, but can be ambiguous and/or fluid. The female brain is nature’s default setting. At ten weeks, a testosterone surge in males kills off some of the cells in the communication

centers and grows the areas dedicated to sex and aggression.We move in and out of identities throughout our lives. Ambiguity and fluidity require cognitive effort to embrace.

From The Multi-Dimensionality of Gender, by Carl W. Bushong, Ph.D., LMFT, TSC / TGIPExcerpts from a paper presented at the 2nd International Congress on Sex & Gender, 1997, obtained from http://www.ren.org/Bushong.html

Most of these theories are complimentary.

They just measure different processes.

“ Freud psychosexual

“ Piaget cognitive

“ Kohlberg moral

“ Erikson psychosocial(etc.)

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Linguistic TheoriesWe are all born to recognize speech sounds from all the world’s languages.

Age learned Hindi / Percentage of people able to discriminate Hindi t’s:

0-6 mos.: 100%

6-8 mos.: 92%

8-10 mos.: 68%

10-12 mos.: 20%

Adults: 10%

Other Theories Other TheoriesReflective Listening

(Carl Rogers)

Listening, Reflecting