This course has encouraged the teacher-student to become more aware of the human brain and how information is processed and retrieved. The theories presented are not new and while many teachers already utilize many similar theories and strategies in their class, the course has encouraged a refocusing that benefits both the teacher and student.
Understanding the Brain.
In his Dual Coding Theory (1986), Albert Pavio asserted that linguistic and non-linguistic associations help create the best scenario for recall. How often have we detected an aroma that conjured up a long forgotten memory or heard an old tune on the radio that caused the listener to think fondly of experiences long past. There is no doubt that as we learn more about how our brains process information, we adapt our teaching styles to ensure that establish the multi-sensory networking required for long-term memory retrieval.
As teachers, it is our job to create as many associations as we can, in hopes that our students will establish lasting and multiple recall networks. Based upon my recent studies, I have redoubled my efforts to stimulate as many senses as possible when teaching my physics class. I create human analogs of molecular models when studying solids, liquids and gases. I spin bicycle tires to simulate gyroscopes as student hold the handlebars to sense the effects. I race around the room to visualize the differences between velocity and acceleration. I fling metal spheres out our classroom window when we study projectile motion. Do these extraordinary efforts achieve greater recall? I think that without a doubt they do. Assessment scores seem to be higher and there seems to be a new level of interest. I’ve actually heard kids say my class is fun, which is not often heard in a math intensive physics course.
There have been two primary foci of this course. The first was an understanding of how students process and recall information. The second has been a focus on technology to enhance learning. Based upon my studies, I have endeavored to enhance my course using VoiceThread tutorials. Several have been developed and posted on my WEB page. The initial reaction from my fellow teachers, parents, and students has been outstanding. Encouraged by the reaction and as a long-term goal, I intend to offer math tutorial in support of my physics class as well as a complete library of physics topics which mirror my in class work.
Another use of technology involves our new Platt High School WEB Radio Station. Our school has limited funds and consequently we do not encourage the arts. When the call came down asking for ideas and volunteers to establish new student clubs, I immediately thought of a WEB Radio. We now have 15 students on board and will be launching our News, Drama, Poetry and Commentary Segments within the next few weeks.
References
Paivio, A. (1986). Mental Representations. New York: Oxford University Press
Sunday, February 28, 2010
Why a Multi Sesory Approach to Learning Works
Understanding the Brain.
In his Dual Coding Theory (1986), Albert Pavio asserted that linguistic and non-linguistic associations help create the best scenario for recall. Imagine walking along a wooden peer next to an ocean when your sense of smell detects an aroma from a time long past. Your brain fires into action to associate the smell with stored information long left un-retrieved, not forgotten, just not accessed. As the process of retrieval begins, other associations seem to pop up. Soon, your mind’s eye displays a pink cloud of fluffy fibers and your mouth begins to water as you recall the fluffy fibers as a sweet delight. Perhaps you begin to hear a calliope screaming out a merry tune as wooden horses bob in an endless circular path. Next to the horses is a stand where a man with a huge mustache peddles his famous Atlantic City Salt Water Taffy and peddlers in their little shops implore you to come in and take advantage of a great deal soon to be lost if you pass their shop by. It is a beautiful day and you capture the moment on your Brownie Starmite Camera. What a beautiful July day in 1957.
In an instant, a faint aroma has conjured up memories from fifty years earlier. Memories you thought lost forever. This kind of thing happens on a daily basis and the more associations we can tie to an experienced, the better the chance of retrieving that memory long after the original event has passed. As teachers, it is our job to create as many associations as we can, in hopes that our students will establish lasting and multiple recall networks. Based upon my recent studies, I have redoubled my efforts to stimulate as many senses as possible when teaching my physics class. I create human analogs of molecular models when studying solids, liquids and gases. I spin bicycle tires to simulate gyroscopes as student hold the handlebars to sense the effects. I race around the room to visualize the differences between velocity and acceleration. I fling metal spheres out our classroom window when we study projectile motion. Do these extraordinary efforts achieve greater recall? I think that without a doubt they do. Assessment scores seem to be higher and there seems to be a new level of interest. I’ve actually heard kids say my class is fun, which is not often heard in a math intensive physics course.
Behaviorist Learning Theory
This theory states that we condition our students through a “carrot and stick” approach to learning. In recent years, this theory has lost some support from those who consider it detrimental or harsh. I disagree. Each time our high school graduates apply for a scholarship, job, placement in a university, etc, they are either being accepted or rejected based upon some kind of standard. This is life and sometimes we have to reap the rewards of our efforts and decide whether we give up or try again. When we grade, A+ or F is a form of reward or rejection.
Cognitive Learning Theory
Cognitive Learning Theory states that long-term memory requires associations to provide the needed networking for memory recall. The theory states that seemingly disassociated snippets of information can enhance these networks as noted in my “cotton candy” example mentioned earlier. This theory forms the basis of my personal learning theory and accounts for my linguistic and non-linguistic teaching style. With regard to using technology as a means of facilitating cognitive learning, I remain guarded. I believe that educational games designed for the grammar school students may be useful, but similar tool may loose their benefit when applied to a 16 or 17 year old. Therefore, I use technology as a tool to enhance physics lesson, but generally do not use technology as a self tutor.
Constructionism
I teach physics in a technical high school. My students are hands on learners and as consequence constructionist learners. Visuals cues and demonstrations, as well as hands on labs are essential to the processing of information and I strive to include these activities as often as possible.
Social Learning
I find that my students tend to work best as teams when all students are at a common level or ability. It is essential, therefore, that the teams be assembled carefully and monitored closely. All to often, unless I am monitoring very closely, dominant personalities can lead the group in the wrong direction with convincing assertiveness and in the blink of an eye, all on the team are convinced that the earth is flat.
References
Paivio, A. (1986). Mental Representations. New York: Oxford University Press
In his Dual Coding Theory (1986), Albert Pavio asserted that linguistic and non-linguistic associations help create the best scenario for recall. Imagine walking along a wooden peer next to an ocean when your sense of smell detects an aroma from a time long past. Your brain fires into action to associate the smell with stored information long left un-retrieved, not forgotten, just not accessed. As the process of retrieval begins, other associations seem to pop up. Soon, your mind’s eye displays a pink cloud of fluffy fibers and your mouth begins to water as you recall the fluffy fibers as a sweet delight. Perhaps you begin to hear a calliope screaming out a merry tune as wooden horses bob in an endless circular path. Next to the horses is a stand where a man with a huge mustache peddles his famous Atlantic City Salt Water Taffy and peddlers in their little shops implore you to come in and take advantage of a great deal soon to be lost if you pass their shop by. It is a beautiful day and you capture the moment on your Brownie Starmite Camera. What a beautiful July day in 1957.
In an instant, a faint aroma has conjured up memories from fifty years earlier. Memories you thought lost forever. This kind of thing happens on a daily basis and the more associations we can tie to an experienced, the better the chance of retrieving that memory long after the original event has passed. As teachers, it is our job to create as many associations as we can, in hopes that our students will establish lasting and multiple recall networks. Based upon my recent studies, I have redoubled my efforts to stimulate as many senses as possible when teaching my physics class. I create human analogs of molecular models when studying solids, liquids and gases. I spin bicycle tires to simulate gyroscopes as student hold the handlebars to sense the effects. I race around the room to visualize the differences between velocity and acceleration. I fling metal spheres out our classroom window when we study projectile motion. Do these extraordinary efforts achieve greater recall? I think that without a doubt they do. Assessment scores seem to be higher and there seems to be a new level of interest. I’ve actually heard kids say my class is fun, which is not often heard in a math intensive physics course.
Behaviorist Learning Theory
This theory states that we condition our students through a “carrot and stick” approach to learning. In recent years, this theory has lost some support from those who consider it detrimental or harsh. I disagree. Each time our high school graduates apply for a scholarship, job, placement in a university, etc, they are either being accepted or rejected based upon some kind of standard. This is life and sometimes we have to reap the rewards of our efforts and decide whether we give up or try again. When we grade, A+ or F is a form of reward or rejection.
Cognitive Learning Theory
Cognitive Learning Theory states that long-term memory requires associations to provide the needed networking for memory recall. The theory states that seemingly disassociated snippets of information can enhance these networks as noted in my “cotton candy” example mentioned earlier. This theory forms the basis of my personal learning theory and accounts for my linguistic and non-linguistic teaching style. With regard to using technology as a means of facilitating cognitive learning, I remain guarded. I believe that educational games designed for the grammar school students may be useful, but similar tool may loose their benefit when applied to a 16 or 17 year old. Therefore, I use technology as a tool to enhance physics lesson, but generally do not use technology as a self tutor.
Constructionism
I teach physics in a technical high school. My students are hands on learners and as consequence constructionist learners. Visuals cues and demonstrations, as well as hands on labs are essential to the processing of information and I strive to include these activities as often as possible.
Social Learning
I find that my students tend to work best as teams when all students are at a common level or ability. It is essential, therefore, that the teams be assembled carefully and monitored closely. All to often, unless I am monitoring very closely, dominant personalities can lead the group in the wrong direction with convincing assertiveness and in the blink of an eye, all on the team are convinced that the earth is flat.
References
Paivio, A. (1986). Mental Representations. New York: Oxford University Press
Saturday, February 6, 2010
Technology and Social Learning Strategies-They are NOT Panaceas
As I said in my post regarding "Connectivism", "....many of my students seek out the “more knowledgeable other” in the period prior to coming to my physics class. They seek out that “other” and copy his homework".
There is merit to the Connectivism Theory, but I believe that it should not be an instructors foremost emphasis, less we loose our entrepreneurial spirit. We need students that can analyze a problem, hypothesize a solution and only then propose that solution to his team members for constructive criticism and enhancement.
As a former engineer, I can attest to the benefits of a good team. There is often a contagious excitement that results in a product that is greater than the sum of the individual engineering ideas. But, these engineering teams are comprised of people with like abilities and similar aspirations. In a class room with students having diverse abilities and interests, there will be leaders, followers and "..I wonder what's for lunch?" students. In fact, this is becoming more of an American problem than a global problem as U.S. schools lower the educational bar to accommodate the average abilities of a very diverse class room. In contrast, European/Asian schools continue to group by abilities and as a result, the team effort succeeds because each group is comprised of equal abilities striving to excel.
I am a technologist and love my digital toys. As I have said before, when something is gained, often times, something is lost. Software tools that make our lives and work easier, will continue to enhance productivity, provided that we do not allow these tools to become a crutch. We must never loose our tenacious, good old fashioned, never say “die” hard individual effort, and must teach that a logical strategy is the first step in every solution.
There is merit to the Connectivism Theory, but I believe that it should not be an instructors foremost emphasis, less we loose our entrepreneurial spirit. We need students that can analyze a problem, hypothesize a solution and only then propose that solution to his team members for constructive criticism and enhancement.
As a former engineer, I can attest to the benefits of a good team. There is often a contagious excitement that results in a product that is greater than the sum of the individual engineering ideas. But, these engineering teams are comprised of people with like abilities and similar aspirations. In a class room with students having diverse abilities and interests, there will be leaders, followers and "..I wonder what's for lunch?" students. In fact, this is becoming more of an American problem than a global problem as U.S. schools lower the educational bar to accommodate the average abilities of a very diverse class room. In contrast, European/Asian schools continue to group by abilities and as a result, the team effort succeeds because each group is comprised of equal abilities striving to excel.
I am a technologist and love my digital toys. As I have said before, when something is gained, often times, something is lost. Software tools that make our lives and work easier, will continue to enhance productivity, provided that we do not allow these tools to become a crutch. We must never loose our tenacious, good old fashioned, never say “die” hard individual effort, and must teach that a logical strategy is the first step in every solution.
Friday, February 5, 2010
APP5 and "AnyTime Physics Tutor"
Please visit my VoiceThread and provide feedback.
http://voicethread.com/share/895736/
Also, please visit these VoiceThreads. They provide a look at my attempt to provide "Any Time Physics Tutorials".
http://voicethread.com/share/885941/
http://voicethread.com/share/875224/
http://voicethread.com/share/895827/
http://voicethread.com/share/895736/
Also, please visit these VoiceThreads. They provide a look at my attempt to provide "Any Time Physics Tutorials".
http://voicethread.com/share/885941/
http://voicethread.com/share/875224/
http://voicethread.com/share/895827/
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