Here is another resource from the "Funderstanding" website located at the following URL: http://www.funderstanding.com/about_learning.cfm. This is a great quick reference for teachers on learning theories, and something I think you would want to bookmark for future reference. It covers constructivism, behaviorism,and learning styles theories plus some other useful learning theories. Let me know what you think about the information. See ya Tuesday.
This site has an interesting article that goes perfectly with the reading we did in Zull for this week. Here are a few of the words of wisdom from this article: 1. Neurons are like pianos not organs - they respond to patterned and repetitive, rather than sustained, continuous stimulus. 2. Only 4-8 minutes of pure factual lecture can be tolerated before the brain seeks other stimuli. 3. Information is easiest to digest when there is emotional seasoning. 4. For the most effective presentation, bob and weave among facts, concepts and narration.
This article in Sunday's New York Times goes along with the Skinner and Pavlov behavioral theories we have been discussing. The article reviewed a study that found as people age, their brains respond less strongly to rewards. The main difference is the response of the brain to dopamine, a naturally occurring chemical messenger that plays a central role in the reward system. One of the authors of the study, Dr. Karen Faith Berman of the National Institutes of Health said, "It may explain anecdotal evidence that people are mellower, that they may not get the same highs from certain experiences, but they may not get the same lows either."
As a Kindergarten teacher, I guess I should take advantage of the opportunity to use rewards while they are young and still respond with excitement to rewards!
In light of our discussion last week regarding the book “In Search of Understanding: The Case for Constructivist Classrooms,” I found the following website that I think is a great reference for educators: http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3const.htm It includes twelve research-based principles for constructivist teaching (and learning). I will print out several (edited) copies and bring them to our next class. This ‘simple’ list can be used to remind each of us of the key beliefs behind the constructivist view on learning. In addition, many of the principles listed support the readings from our James Zull textbook (“The Art of Changing the Brain”).
This worked in to my Ch. 5 reading about long-term and short-term memory.
Big surprise, cramming before a test does not help with long term retention of the information. However, spacing study sessions apart does help commit information to long term memory.
If you want to remember for a week, space study sessions 2 days apart.
If you want to remember for a year, space study time out over a month.
If you want to remember for a lifetime, spread study time out over years.
Let me try this again! I have been having major computer issues at home this week. My resource is from today's Oprah show. I happened past it flipping channels today, and she and Dr. Oz were discussing memory with a woman who remembers everything. I was just reading about this in Zull chapter 5 over the weekend, so I thought it good timing. Hopefully the link works this time
Check out this article! http://www.sciencenews.org/view/generic/id/38691/title/This_is_the_teenager%E2%80%99s_brain_on_peer_pressure
there arer other great articles here as well, but this one has to do with the effect of peer pressure on the adolescent brain. By Science News StaffWeb edition : Tuesday, November 18th, 2008 Text Size Highlights from day four of the Society for Neuroscience annual meetingWASHINGTON — Tuesday, November 18, 2008, was the fourth day of the Society for Neuroscience annual meeting, and topics remained diverse: What happens in the brain when teenagers feel peer pressure, a study in mice suggesting a new way to treat depression, the best way to relearn walking after a stroke, and the long lasting effects of disrupted sleep.
All too often, teenagers act recklessly and even dangerously around their friends. A new study suggests that this rash behavior feeds off the teen brain’s sensitivity to social and emotional influences, which is substantially unbridled because a cognitive and behavioral control network is not yet mature.
The brain’s control network doesn’t coalesce until the early 20s, a change that enables the network to communicate better with neural pathways that handle social and emotional responses, propose Jason Chein of Temple University in Philadelphia and his colleagues. As a result, hazardous behavior around friends declines, they say.
The researchers studied nine teenagers, ages 15 to 19, and eight young adults, ages 20 to 28. Each volunteer completed two tasks while reclining in an functional MRI machine. On some trials, participants were alone; during others, two of their same-sex friends watched the proceedings.
One task involved using a driving simulator to direct a virtual car as quickly as possible down a straight road, trying to avoid getting in crashes at intersections. The other task required participants to blow up balloons for cash rewards. Big balloons yielded more money than small ones did, but popped balloons were worthless.
Teens, but not adults, got in more car crashes and popped more balloons when they had an audience. In those trials, the teens’ brains displayed enhanced activity in predominantly right brain areas that handle social and emotional information. With friends watching, young adults’ brains showed especially pronounced activity in mainly left brain areas that have been implicated in controlling thoughts and actions. — Bruce Bower
I found this great resource. . . It's FREE mind mapping software (with other cool stuff) Be sure to check it out! http://www.edrawsoft.com/freemind.php
Here are some resources from a website I found. http://www.lowellinstitute.com (click on the "Resource" button, look for the "Brain & Learning" downloads.
10 comments:
Hey Everyone,
Here is another resource from the "Funderstanding" website located at the following URL: http://www.funderstanding.com/about_learning.cfm. This is a great quick reference for teachers on learning theories, and something I think you would want to bookmark for future reference. It covers constructivism, behaviorism,and learning styles theories plus some other useful learning theories. Let me know what you think about the information. See ya Tuesday.
Gerald
http://teacher.scholastic.com/professional/bruceperry/brainlearns.htm
This site has an interesting article that goes perfectly with the reading we did in Zull for this week. Here are a few of the words of wisdom from this article:
1. Neurons are like pianos not organs - they respond to patterned and repetitive, rather than sustained, continuous stimulus.
2. Only 4-8 minutes of pure factual lecture can be tolerated before the brain seeks other stimuli.
3. Information is easiest to digest when there is emotional seasoning.
4. For the most effective presentation, bob and weave among facts, concepts and narration.
This article in Sunday's New York Times goes along with the Skinner and Pavlov behavioral theories we have been discussing. The article reviewed a study that found as people age, their brains respond less strongly to rewards. The main difference is the response of the brain to dopamine, a naturally occurring chemical messenger that plays a central role in the reward system. One of the authors of the study, Dr. Karen Faith Berman of the National Institutes of Health said, "It may explain anecdotal evidence that people are mellower, that they may not get the same highs from certain experiences, but they may not get the same lows either."
As a Kindergarten teacher, I guess I should take advantage of the opportunity to use rewards while they are young and still respond with excitement to rewards!
nytimes.com/2008/09/23/health/research/23beha.html?ref=research
In light of our discussion last week regarding the book “In Search of Understanding: The Case for Constructivist Classrooms,” I found the following website that I think is a great reference for educators: http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3const.htm
It includes twelve research-based principles for constructivist teaching (and learning). I will print out several (edited) copies and bring them to our next class. This ‘simple’ list can be used to remind each of us of the key beliefs behind the constructivist view on learning. In addition, many of the principles listed support the readings from our James Zull textbook (“The Art of Changing the Brain”).
http://www.sciencedaily.com/releases/2008/11/081118141708.htm
This worked in to my Ch. 5 reading about long-term and short-term memory.
Big surprise, cramming before a test does not help with long term retention of the information. However, spacing study sessions apart does help commit information to long term memory.
If you want to remember for a week, space study sessions 2 days apart.
If you want to remember for a year, space study time out over a month.
If you want to remember for a lifetime, spread study time out over years.
Let me try this again! I have been having major computer issues at home this week.
My resource is from today's Oprah show. I happened past it flipping channels today, and she and Dr. Oz were discussing memory with a woman who remembers everything. I was just reading about this in Zull chapter 5 over the weekend, so I thought it good timing. Hopefully the link works this time
http://www.oprah.com/slideshow/oprahshow/20080918_tows_mysteries/7
Check out this article!
http://www.sciencenews.org/view/generic/id/38691/title/This_is_the_teenager%E2%80%99s_brain_on_peer_pressure
there arer other great articles here as well, but this one has to do with the effect of peer pressure on the adolescent brain.
By Science News StaffWeb edition : Tuesday, November 18th, 2008 Text Size Highlights from day four of the Society for Neuroscience annual meetingWASHINGTON — Tuesday, November 18, 2008, was the fourth day of the Society for Neuroscience annual meeting, and topics remained diverse: What happens in the brain when teenagers feel peer pressure, a study in mice suggesting a new way to treat depression, the best way to relearn walking after a stroke, and the long lasting effects of disrupted sleep.
--------------------------------------------------------------------------------
Peer pressure on the brain
All too often, teenagers act recklessly and even dangerously around their friends. A new study suggests that this rash behavior feeds off the teen brain’s sensitivity to social and emotional influences, which is substantially unbridled because a cognitive and behavioral control network is not yet mature.
The brain’s control network doesn’t coalesce until the early 20s, a change that enables the network to communicate better with neural pathways that handle social and emotional responses, propose Jason Chein of Temple University in Philadelphia and his colleagues. As a result, hazardous behavior around friends declines, they say.
The researchers studied nine teenagers, ages 15 to 19, and eight young adults, ages 20 to 28. Each volunteer completed two tasks while reclining in an functional MRI machine. On some trials, participants were alone; during others, two of their same-sex friends watched the proceedings.
One task involved using a driving simulator to direct a virtual car as quickly as possible down a straight road, trying to avoid getting in crashes at intersections. The other task required participants to blow up balloons for cash rewards. Big balloons yielded more money than small ones did, but popped balloons were worthless.
Teens, but not adults, got in more car crashes and popped more balloons when they had an audience. In those trials, the teens’ brains displayed enhanced activity in predominantly right brain areas that handle social and emotional information. With friends watching, young adults’ brains showed especially pronounced activity in mainly left brain areas that have been implicated in controlling thoughts and actions. — Bruce Bower
I found this great resource. . . It's FREE mind mapping software (with other cool stuff) Be sure to check it out!
http://www.edrawsoft.com/freemind.php
Here are some resources from a website I found. http://www.lowellinstitute.com (click on the "Resource" button, look for the "Brain & Learning" downloads.
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