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Rider University Faculty Development Day, May 20, 2004
Stephanie Golski, [email protected]
Changing BrainsChanging Brains
Neuronal response is enhanced if:Neuronal response is enhanced if: Stimulation is repeatedStimulation is repeated
Distributed practiceDistributed practice Saturation avoidedSaturation avoided
Smaller chunksSmaller chunks
Making connectionsMaking connections Depth of processingDepth of processing
Highlighters and flash cards don’t cut itHighlighters and flash cards don’t cut it Overlearned/overlappingOverlearned/overlapping
Rider University Faculty Development Day, May 20, 2004
Stephanie Golski, [email protected]
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
Rider University Faculty Development Day, May 20, 2004
Stephanie Golski, [email protected]
Top-DownTop-Down Association Cortex for integrationAssociation Cortex for integration
Primary Cortical nucleiPrimary Cortical nuclei
Thalamic nucleiThalamic nuclei
Receptor to transduce energyReceptor to transduce energy
Rider University Faculty Development Day, May 20, 2004
Stephanie Golski, [email protected]
Try It…Try It…
Seated to the Seated to the LEFT?LEFT?
Check out Check out picturepicture
Close eyesClose eyes When asked, When asked,
open eyes and open eyes and blink quicklyblink quickly
Seated to the Seated to the RIGHT?RIGHT?
Close eyesClose eyes When asked, When asked,
check out picturecheck out picture Then blink Then blink
repeatedly for repeatedly for final slidefinal slide
Rider University Faculty Development Day, May 20, 2004
Stephanie Golski, [email protected]
Bottom-Up (Bottom = sense organs; signal gets put together up in brain)
Top-Down (Top = brain/past experiences; influences incoming signal)
You know these are intact people, even though the raw sensory info does not tell you this
Rider University Faculty Development Day, May 20, 2004
Stephanie Golski, [email protected]
Top-Down ProcessingTop-Down Processing
Looking at a brain end of semester vs. first Looking at a brain end of semester vs. first weekweek ExpertiseExpertise
Recognizing your friend from really far away Recognizing your friend from really far away b/c you knew she would be hereb/c you knew she would be here ExpectationsExpectations
Hearing the words to the song so clearly Hearing the words to the song so clearly once you read the lyricsonce you read the lyrics 20-20 Hindsight20-20 Hindsight
Rider University Faculty Development Day, May 20, 2004
Stephanie Golski, [email protected]
RealityReality
Raw sensory (biological) infoRaw sensory (biological) info + past experiences+ past experiences + context+ context + motivation+ motivation + expectations...+ expectations...
Rider University Faculty Development Day, May 20, 2004
Stephanie Golski, [email protected]
““The Last Supper is supposed to be The Last Supper is supposed to be thirteen men. Who is this woman?” thirteen men. Who is this woman?” Although Sophie had seen this classic Although Sophie had seen this classic image many times, she had not once image many times, she had not once noticed this glaring discrepancy. noticed this glaring discrepancy. “Everyone misses it,” Teabring said. “Everyone misses it,” Teabring said. “Our preconceived notions of this scene “Our preconceived notions of this scene are so powerful that our mind blocks out are so powerful that our mind blocks out the incongruity and overrides our eyes.” the incongruity and overrides our eyes.” Dan Brown, Dan Brown, Da Vinci CodeDa Vinci Code
Rider University Faculty Development Day, May 20, 2004
Stephanie Golski, [email protected]
Switching improves Switching improves w/experiencew/experience
Rider University Faculty Development Day, May 20, 2004
Stephanie Golski, [email protected]
Top-down and TeachingTop-down and Teaching
Be aware of biases, prior infoBe aware of biases, prior info Can we think like Novices?Can we think like Novices?
The obvious is NOT obviousThe obvious is NOT obvious
Framework, knowledge Framework, knowledge remindersreminders Point out patterns, themesPoint out patterns, themes
Encourage/reward reading before Encourage/reward reading before classclass
Rider University Faculty Development Day, May 20, 2004
Stephanie Golski, [email protected]
Attention: More FiltersAttention: More Filters
The Brain sees what it wants to see, The Brain sees what it wants to see, not just what you put in front of itnot just what you put in front of it
Same stimuli can be on retina- only Same stimuli can be on retina- only cause brain response when attended cause brain response when attended toto
Optimal level of arousalOptimal level of arousal Engagement/rewardsEngagement/rewards Depth of processing againDepth of processing again
Rider University Faculty Development Day, May 20, 2004
Stephanie Golski, [email protected]
Selective Brain Selective Brain DevelopmentDevelopment
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: PlanningPlanning Response inhibitionResponse inhibition Emotional regulationEmotional regulation OrganizationOrganization
Rider University Faculty Development Day, May 20, 2004
Stephanie Golski, [email protected]
PFC and TeachingPFC and Teaching
Encourage planningEncourage planning Interim deadlinesInterim deadlines
Model applications/abstractionsModel applications/abstractions Encourage metacognitionEncourage metacognition
Knowing what you knowKnowing what you know
Rider University Faculty Development Day, May 20, 2004
Stephanie Golski, [email protected]
BRIDGing our teaching BRIDGing our teaching with the brainwith the brain
Content Coverage vs. Content Coverage vs. MasteryMastery
Novice vs. ExpertNovice vs. Expert