Learning to teach in a world where 2+2 does not equal 4 my copy
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The document discusses how some students process information differently than others due to physical brain differences. It emphasizes the importance of understanding learning differences and developing inclusive classrooms that enable all children to learn and reach their potential. New technology has enabled greater understanding of the cognitive processes involved in learning and how this varies between individuals. The classroom should provide multi-sensory inputs, clarity on key points, and link to existing knowledge to help manage working memory and improve long-term memory, or "stickability", of the information.
Learning to teach in a world where 2+2 does not equal 4 my copy
- 1. Learning to teach in a world where 2+2 does not equal 4 David Crabtree
- 2. Yet all children in the class are DIFFERENT Batch production
- 3. Is the brain Leaky or Sticky?
- 4. What do we want our education system to do? Of those children who find classroom learning difficult, many have at least equal intellectual ability to the majority Strategic thinking
- 5. The contribution of those who find classroom learning difficult is that they tell us about learning By responding effectively to the needs of children who find classroom learning difficult we create an education system that enables all children to learn and reach their potential
- 9. The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain by Brock L. Eide M.D. M.A
- 10. •Some children process information differently than the majority, this is due to physical differences in various parts of the brain Can we use what we know about the brain to develop inclusive classrooms?
- 13. The nature of classroom learning And the case study of 2
- 14. •New technology has enabled researchers to explore the processes of cognition and map brain functioning and this has resulted in greater understanding about learning The importance on learning about learning differences Even the off task child?
- 15. Working memory and learning transfer The classroom – the learning arena
- 16. WORKING MEMORY Working memory and learning transfer Catastrophic Loss The classroom – the learning arena
- 17. www.britishcouncil.org 17 Working memory • Working memory acts as a kind of “holding area” • for temporary recall of the information which is being processed at any point in time e.g. classroom activity • Working memory holds a small amount of information (typically around 7 items or even less) in mind in an active, readily- available state for a short period of time (typically from 10 to 15 seconds, or sometimes up to a minute). • Working memory links into a “hook” in long term memory to help “place” the new memory in with other memories and be stored • Working memory has been shown to be important for successful classroom learning.
- 18. Opening up the super-highway
- 20. Linking the two hemispheres Visuo-spatial short –term memory* Verbal-short term memory * Ravens matrices Not compatible NO LINK
- 21. LLong term memory (Stickability)
- 22. Synapse (Stickability) • Synapse plays an important role in learning and memory • New information is absorbed and retained through a process characterized by changes in synaptic interconnections • This happens among neurons in the hippocampus and cerebral cortex, regions of the brain associated with memory.
- 23. The brain’s plasticity • Woollett K and Maguire EA. Acquiring 'the Knowledge' of London's layout drives structural brain changes. Curr Biol 2011 • Dr. Gottfried Schlaug, Music and Neuroimaging Laboratory • Research has shown that in fact the brain never stops changing through learning
- 24. WORKING MEMORY Working memory and learning transfer Catastrophic Loss The classroom – the learning arena And link this to other knowledge
- 25. Read the following text. Note any hesitations, errors or other tendencies. ehT .srehto eht fo ngis on llits saw erehT .pmac eht dehcaorppa yeht sa deppots dah gnignis yeht, nehT .nees eb ot eno on saw ereht woN taerg a sexob eht fo eno fo pot eht no was tuB .derbhguoroht on saw tI .god etihw eht ekilnu – tsop sti ot kcuts dah ti deraeppasid dah yehT .step rehto yeht woN .nageb tsrif elbuort eht nehw .deppart erew yehT .tops eht no erew
- 26. How do we improve stickability Relevant disposal and lack of clutter Multi sensory inputs Clarity of key learning points Link to existing knowledge Strategy for retrieval Manage Working Memory Active learning