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Stephanie Golski Dept. of Psychology

Applying Cognitive Neuroscience to Intentional Teaching. Stephanie Golski Dept. of Psychology. plasticity. top-down processing. brain development. Changing Brains. Neuronal response is enhanced if: Stimulation is repeated Distributed practice Saturation avoided Smaller chunks

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Stephanie Golski Dept. of Psychology

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  1. Applying Cognitive Neuroscience to Intentional Teaching Stephanie Golski Dept. of Psychology

  2. plasticity top-down processing brain development

  3. Changing Brains • Neuronal response is enhanced if: • Stimulation is repeated • Distributed practice • Saturation avoided • Smaller chunks • Making connections • Depth of processing • Highlighters and flash cards don’t cut it • Overlearned/overlapping savings effect

  4. Bottom-Up • Association Cortex for integration • Primary Cortical nuclei • Thalamic nuclei • Receptor to transduce energy

  5. Top-Down • Association Cortex for integration • Primary Cortical nuclei • Thalamic nuclei • Receptor to transduce energy

  6. Seated to the LEFT? Check out picture Close eyes When asked, open eyes and blink quickly Seated to the RIGHT? Close eyes When asked, check out picture Then blink repeatedly for final slide Try It…

  7. blink rapidly

  8. You know these are intact people, even though the raw sensory info does not tell you this Bottom-Up (Bottom = sense organs; signal gets put together up in brain) Top-Down (Top = brain/past experiences; influences incoming signal)

  9. Top-Down Processing • Looking at a brain end of semester vs. first week • Expertise • Recognizing your friend from really far away b/c you knew she would be here • Expectations • Hearing the words to the song so clearly once you read the lyrics • 20-20 Hindsight

  10. Reality • Raw sensory (biological) info • + past experiences • + context • + motivation • + expectations...

  11. “The Last Supper is supposed to be thirteen men. Who is this woman?” Although Sophie had seen this classic image many times, she had not once noticed this glaring discrepancy. “Everyone misses it,” Teabring said. “Our preconceived notions of this scene are so powerful that our mind blocks out the incongruity and overrides our eyes.” Dan Brown, Da Vinci Code

  12. Switching improves w/experience

  13. Now you see it...

  14. Information please...

  15. Top-down and Teaching • Be aware of biases, prior info • Can we think like Novices? • The obvious is NOT obvious • Framework, knowledge reminders • Point out patterns, themes • Encourage/reward reading before class

  16. Attention: More Filters • The Brain sees what it wants to see, not just what you put in front of it • Same stimuli can be on retina- only cause brain response when attended to • Optimal level of arousal • Engagement/rewards • Depth of processing again

  17. Selective Brain Development • Still have some growing to do • Problem is, it is in the region that manages: • Planning • Response inhibition • Emotional regulation • Organization

  18. PFC and Teaching • Encourage planning • Interim deadlines • Model applications/abstractions • Encourage metacognition • Knowing what you know

  19. BRIDGing our teaching with the brain • Content Coverage vs. Mastery • Novice vs. Expert

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