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Kenneth WessonEducational Consultant: Neuroscience
(408) 323-1498 (office)(408) 826-9595 (cell)
San Jose, CA [email protected]
If It’s Your Job To Develop The Mind, Shouldn’t You Know How The Brain Works?
How The Brain Works
• How the brain works and how it learns best
• How the brain makes its most critical cognitive connections (disciplines, conceptual, vocabulary, etc,.)
• Active learning for deep/long-lasting learning
• “I will’s…”
“Let me keep my mind on what matters,
which is my work, which is mostly
standing still and learning to be
astonished.”
-- “The Messenger” by Mary Oliver
1900 Workplace Demands
Highly skilled
Low skilled
• Avg. age to enter work force
• Avg. age to leave work force
14
47
• Life expectancy 47
2010 Workplace Demands
Highly skilled
Low skilled
• Avg. age to enter the workplace 21• Number of career changes 5-8• Est. Life expectancy in 2100 107 -124!
Today’s Kindergartners…
• Will retire in the year 2072 (?) • In what ways are you preparing them for
success in the years between 2012 and
2072?
• What foundations for learning must we
establish for them?
It is your job to prepare our students for
new occupations that
1. have yet to be created
2. for a future that we have neither
encountered nor envisioned in
detail
3. demanding the mastery of skills that
we cannot even imagine.
Preparing Students for YESTERDAY OR THE FUTURE?
Today: 30,000 to 35,000 new research fields
Newly hybridized scientific areas creating new disciplines:Neuropharmacology Neuro-oncology Neuroendrocrinlogy Environmental Toxicology Psychoneuroimmunology Protein Engineering Developmental Neurobiology Pharmacogenomics Bio-organic Chemistry Molecular EndocrinologyMolecular Biophysics Molecular PsychiatryCognitive Neuroscience Molecular GeneticsMicroelectronics Gene Therapy Microbiology Plasma Physics Evolutionary Biology Evolutionary PsychologyBiophysics Geothermal EngineeringGeophysics/Astrophysics Physical Chemistry Heteronuclear Isotopic labeling Behavioral pharmacology
21st Century Skills for Creative Thinkers Learners
• Agricultural Age → Industrial Age
→ Information Age
• Moving from the Information Age
→ The Innovation Age
Learning for the 21st Century
– Learning to learn in order to learn more, and to re-learn several times during one’s lifetime (“information explosion”)
– Flexibility in thinking
– Modifying one’s thinking/understanding based on new information
– Higher-order thinking
– Creative and innovative thinking (visualization)
– Working cooperatively
– Communicating within a diverse (multi-cultural, multi-ethnic, international) environment
– Living with new number sense/new Technologies
How far back was _____ seconds ago?
1 million secs. 1 billion secs. 1 trillion secs.
11.5 days
Living with Large Numbers
32 years ago 32,000 years
What Is A $14 Trillion Deficit?
The illiterates of the future are not those who cannot read or write, but those who cannot
learn, un-learn, and re-learn. --Alvin Toffler
New Information:The Knowledge Explosion
“The sum total of humankind’s knowledge doubled between 1750 and 1900. It doubled again between 1900 and 1950, again from 1950 to 1960, again from 1960 to 1965. It’s been estimated that the sum total of humankind’s knowledge has doubled at least every five years since then.
It’s been further projected that by the year 2020, knowledge or information will double every 73 days.”
Dr. James Appleberry - President, American Association of State Colleges and Universities
International Astronomical Union
... Jupiter's Moons
Jupiter has moons giving it the largest
retinue of moons with "reasonably secure"
orbits of any planet in the Solar System.
Saturn?
63
59
Technology will not replace the
need to be literate. --Rebecca Alber, UCLA
“The 21st Century”
We don't need more information; we
need more effective strategies for
1. retrieving just what we want
(memory or technology)
2. understanding it
3. managing information
How the Brain-body Works
Evolutionary biologists - the physiological transitions of a brain that has changed dramatically over the past 4 million years.
Developmental psychologists - the information-processing software (preloaded during the early stages of “brain building.”)
Experimental psychologists -dig deeper into “the roots” of human behavior.
Until the 1980s, brain research centered on diseases, abnormalities and dysfunction. Now neuroscientists are examining the brains of healthy individuals to understand average "normal" brains (cognitive enhancement).
Enhanced Cognition
Indentifying ways to improve cognition by enhancing the • Capacity of cognitive processing• Efficiency of processing• Endurance of memory• Facility of recall• Ability to apply stored cortical information in novel
situations.
The purpose of memory is not to recall the past, but to use stored memory resources to navigate the present world and to solve future problems.
Neurogenesis: 250K – 1M brain cells/minute Gender differences The “education” of the motor circuitry and sensory systems (touch,
taste, sight and sound) begins during fetal development. All human competencies become fine-tuned following birth depending on the richness of the environmental at which they find themselves (quality/quantity of subsequent stimulation and experiences.)
Fetal Origins: College preparation begins when?
How the Brain Learns
1. An emotional and biological brain
2. PERC3S
3. We learn through direct experience
Expanding the Traditional Model of Thinking and Learning
Stimulus Response
S R
Teaching Learning
Thinking and learning are neurobiological processes that take place inside the brain, just as digestion is another biological event that takes place in the pancreas and the stomach.
Does the name “Pavlov” ring a bell?
Factors Influencing Stimulus Response
In addition to desires, tendencies, appetites, instincts, inclinations… Genetics +Epigenetics and early nutrition
+Pre-natal care +Age
+Early development (0-3) +Emotions/emotional state
+Parenting +Gender
+Physical history +Perception/expectations
+Neuro-physiology +Memory
+Prior learning (situated L’) +Diet
+Prior experiences +Self-esteem
+Need state +Disability
+Strengths +Neural circuitry/plasticity*
+Formal Education +Stress factors
Learning/Behavior
* Neural plasticity: The flexible nature of the brain to modify structures, alter its functioning and re-route neural circuitry as a response to new stimuli and ongoing learning experiences.
Learning and memory can be positively or negatively impacted by the learner’s emotional environment.
“An emerging theme is the question of how emotions interact with and influence other domains of cognition, in particular attention, memory, and reasoning.”
Dolan, R. J. Emotion, cognition, and behavior. Science. 298(5596): 1191-1194 2002
Emotions
S.A.I.L.
The environmental preconditions that should be experienced by students prior to initiating formal instruction include...
S afetyA cceptanceI nclusion, interactions and involvement (interpersonal/social aspect of memory formation)
After satisfying these prerequisite neurophysiological and hierarchical conditions, students are biologically ready for
L earning (students feel their immediate environment is secure enough for them to take risks, explore and discover).
Source: Kenneth Wesson (2011). Education for the Real World; Six great ideas for parents and educators. Brain World, Issue 2, Volume II Winter 2011.
• Epstein: “We are what we read.”
• “We are what we experience.”
• Our experiences (or the lack there) change how
we respond, how we think (S = R), what we
think (connect), and whether our
background knowledge suggests that any
response to the stimulus is warranted (if we
respond at all.)
Learning and Experience
Brain-considerate Learning: PERC3S There are five BC elements that the human brain seeks while
processing incoming stimuli for personal “meaning,” which makes the information “memorable” and worth remembering.
(1) Patterns
(2) Emotions
(3) Relevance
(4) Context, Content, and Cognitively-appropriate
(5) Sense-making
Patterns, emotions, relevance, context, content and sense-making are critical factors in driving (1) attention, (2) motivation, (3) learning, (4) memory formation, and (5) recall. Collectively, these 5 factors are the primary criteria for transfer into long-term memory storage.
BC Attention-getting Teaching Strategies
• Humor Novelty• Change Prior knowledge
activation• Color Music• Movement Surprise• Discrepant events Personal relevance• Patterns• Emotions/social interactions• A…
suspenseful pause
Activate the intrinsic reward (dopamine-pleasure) systemNo attention = No engagement = No Learning
Cognitive Rehearsals
When playing with objects, learners are simultaneously manipulating and playing with ideas (using internal dialogues to attach words and meaning to actions)
Exploring and experimenting involve examining relationships, interactions and systems, where learners formulate their own personal “theories” (mental constructs)
Thinking is a rehearsal for discourse
Discourse is a rehearsal for writing
Cognitive Rehearsals
Playing with objects and ideas, exploring and experimenting, thinking, talking, and writing become rehearsals (background knowledge) for reading.
Writing and reading clarify one’s thoughts, generate coherent thinking, and cultivate precision in expressing one’s inner thoughts
Discourse and writing become rehearsals for assessment
Source: Kenneth Wesson (2011). Education for the Real World: six great ideas for parents and teachers.Brain World, Issue 2, Volume 2.
• Human beings were (and still are) engaged in
STEM experiences before we called them
STEM.
• Our human advances have nearly always been
dependent on an improved understanding
of science (“knowing”)
The STEM Initiative is not NEW
The Heritage of the Human Brain
• Human beings have always been naturally explorers/scientists and have been so inclined for the last 4.5 to 5M years.
• In their quest to respond to danger and opportunities, and the most important of all cognitive tasks -- survival.
The Human Brain Evolved As…
1. An emotional2. A pattern-seeking device 3. Finely tuned to solve problems in the context
of the real-world4. While moving about outdoors 5. In largely unpredictable conditions in order to
survive to the next day or beyond. (brain-compatible schools?)
• Lived → passed on the genes that carried those successful adaptation strategies (inquiry)
• Failed → a “final” exam
What does a modern scientist look like when he is working?
Relevant questions, imagination, predictions, inferences, patterns, hunches, experimenting (trial/error) skepticism, thinking, memory, curiosity, minimize errors, sense-making, a quest for knowledge →
Survival
What is the difference between
knowing and understanding?
1. Experiencing/doing
2. Distinguishing “what” from “why?”
3. Adaptation and application
Can we distinguish exposure from
experience?
Thinking Scientifically
Kelly: Personal Construct Theory
…everyone and every student is an “Intuitive Scientist,” formulating hypotheses about the world, collecting data that confirm or disconfirm these hypotheses, and then altering his/her conception of the world to include this new information. In this way, everyone operates in a manner similar to the scientist.
The goal is to synthesize data and information not to memorize it.
Information must be taught in a way
that emphasizes use. Motivation is
stimulated by the expectation of
use.
-- Paul Hurd
Balance
Transfer
• Transfer is facilitated by knowing the multiple contexts under which an idea applies
(i.e., effective transfer is inextricably linked to the conditions for applicability; rote
learning rarely transfers.)
• New learning depends on prior learning and previous learning can often interfere with new content that is being taught.
• Have you ever designed and built a cantilever
bridge model?
• How far can our bridge extend without toppling?
• Agree on a distance with your tablemates.
Engineering: The Cantilever Bridge Challenge
Balance and Engineering: The Cantilever Bridge Challenge
= washers
Table2 inches
1 inch
= 12 inch ruler
How far?
= washers
Table 2 inches
1 inch
= 12 inch ruler
2020
2012
4
1 inch
Balance and Engineering: The Cantilever Bridge Challenge
The cantilever bridge will extend 28+ inches from the edge of the table with no hinges
6 more rulers =21 in total
Balance
History of toys; different toys used by children around the world = S.S.
Bridges
Toys, playground equipment, amusement parks = balance and motion (physical science)
Physics/systems
The geometric shape used most in construction?
Structural engineers, architects and scientists
experiment with various models asking,
“What makes this one strong(er)?”
“What makes parts of a bridge weak?”
“How can we design the most reliable
structure?”
Engineering: The Cantilever Bridge Challenge
Good thinking is a matter of making connections, and knowing what kinds of connections to make.
---David Perkins
• What are some of the obstacles preventing our students and children from making viable, reliable and flexible connections?
Obstacles to Successful S.T2.R.E.A.M. Learning
1.A weak foundation in concrete learning and working memory formation – prerequisites for complex and abstract thinking
2.Reading, writing, discourse, argumentation and mathematics are taught as subjects rather than as tools we use in the pursuit of knowledge (in science).
3.↑ time memorizing facts (and testing) instead of on viable curricular connections - S.T2.R.E.A.M.
Obstacle:
Conceptual “holes” in a student’s thinking
caused by a lack of clear connections
and practice knowing (finding, seeing
and understanding) where the
connections are and what the
connection is.
The Hole Illusion
• Roll a sheet of paper lengthwise into a tube shapeapproximately 2 inches in diameter. • Hold the tube up to your left eye with your left hand.• Focus on an object 12-15 feet away with both eyes,
with the left eye still looking through the tube. • Hold right hand 8-10 inches in front of right eye -- with right hand open/palm facing towards you.• Move your right hand towards side of the paper tube
until your little finger touches the edge • With both eyes open you should see a strange sight. • What happened?
A Hole in Your Hand Illusion
Both of your eyes see the same thing, but from two slightly different visual fields. Your brain must combine two slightly different viewpoints in order to see depth, 3 dimensions and to judge distances. We have interfered with that process.
X
A Hole in Your Hand Illusion
• We gave your brain two different images to process.
o Your right eye sees the palm of your right hand.
o The left eye is looking at a distant object.
• When combining the two images, information is merged in order to “perceive” what is in front of you.
• A significant portion of the information entering from your left eye is blocked by the interior tube walls. So your brain processes more information from your right eye
• The limited amount of information coming in from your left eye is combined with a disproportionate amount of information entering from the right eye. When combined, they produce what appears to be a hole in your right hand.
I find that the great thing in this world
is not so much where we stand
as in what direction we are
headed. -- Oliver Wendell Holmes
Reflect and Connect
At some point within the next 24 hours, write: • What did you learn from tonight’s conversation?
• Write down two “I will” statements from tonight’s conversation