Transcript
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Are making connections reallymaking connections?
Mary OliverGraduate School of Educationmary.oliver@uwa.edu.au
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Educational neuroscience: rationale
What is neuroscience?
Imaging, resources, what we have learned so far
Reflect on the survey data
Use and mis-use of neuroscience in education
Possible directions
Critical thinking about research
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6.2 Engage in professional learning
and improve practiceGraduate Proficient Highly Accomplished Lead
Understand therelevant and
appropriatesources ofprofessionallearning forteachers.
Participate in learningto update knowledge
and practice, targetedto professional needsand school and/orsystem priorities.
Plan for professionallearning by accessing and
critiquing relevantresearch, engage in highquality targetedopportunities to improvepractice and offer qualityplacements for pre-
service teachers whereapplicable.
Initiate collaborativerelationships to expand
professional learningopportunities, engagein research, andprovide qualityopportunities andplacements for pre-
service teachers.
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Teaching area (early childhood, primary,
secondary)Teaching area Numbers %
other, please specify 9 7 %
early childhood 11 9 %
primary 16 13 %
secondary 89 71 %
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What is your subject of your first degree?
Subject of firstdegree
Numbers %
English 22 %
Science 20 %
Mathematics 6 %
History, Geography 13 %
Human Movement 9 %
Languages other thanEnglish
7 %
Music, Art, Design 10 %
Religion, Philosophy 1 %
Law, Legal Studies 1 %
Other, please specify 36 %
Total %
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A childs educational achievement: genes,
environment, education?
Choice Average Value
Education 66 %Genes 38 %
Home environment 62 %
93 % think: Cognitive abilities are inherited and cannot be
modified by the environment or by life experience
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Levels of development
Classroom
Educational theory
Psychology
Cognitiveneuroscience
NeuroscienceTommerdahl, 2010
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What is neuroscience?
Neuroscience Cognitive neuroscience
Cellular processes Brain function
Chemical and electrical
signalling
Coordination of neural activity
Underpins all neural activity Concerned with cognition
Information transfer
mechanisms
Working memory, speech perception
Tommerdahl, 2010
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How do the following contribute to a childs
educational achievement? ( 100 is 100%)
93 % think: Cognitive abilities are inherited and cannot
be modified by the environment or by life experience
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Intelligence
Intelligence is a very general capability that,
among other things, involves the abi l i ty to
reason, plan, so lve problems , thinkabstract ly , com prehend com plex ideas,
learn quickly and learn from exper ience. It is
not merely book learning, a narrow academic
skill, or test-taking smarts.
(after Gottfredson 1997 in Deary, Penke & Johnson, 2010 p. 201).
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Scotland, 1993
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Does socioeconomic status effect school grades?
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2
2.5
3
3.5
4
4.5
5
5.5
6
6.5
7
750 800 850 900 950 1000 1050 1100 1150 1200 1250
MeanscoreforYear8s
tudents
n= 3250n= 1r=.87
Is there a relationship betweenICSEA and the baseline test score?
Index of Community Socio-Educational Advantage (ICSEA)
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Possible interventions
Hackman, Farah Meaney, 2010
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Tucker-Drob E M et al. Psychological Science
2010;0956797610392926
Copyright by Association for Psychological Science
Genes, shared, non shared environment
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Hackman, Farah Meaney, 2010
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Good neuroscience
Teenagers knowing about brain plasticity improves
their self concept, academic achievement
Brain regions for fingers and processing of numbersare proximal and has led to successful educationalintervention
Brain-related activity at birth can predict risk of
dyslexia
Deprivation may persist inter-generationallyPaul Howard-Jones, 2011
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Imaging, images and imagination
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We only use 10% of our brains
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MRI
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Measuring blood oxygen demand
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Brain imaging
social exclusion islinked with activation ofthe same brain areasactivated for physicalpain
whole brain activity
Eisenberger, Liberman, & Williams (2003)Kay, Naselaris, Prenger, & Gallant (2008)
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London taxi drivers
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Navigation expertise: positive outcomes
Woollett K et al. Phil. Trans. R. Soc. B 2009;364:1407-14162009 by The Royal Society
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Extended rehearsal of some mental processes canchange the shape and structure of some parts ofthe brain
Answer Response %
Agree 90 72 %
Don't know 27 22 %
Disagree 8 6 %
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Age-dependent difference.
G Kempermann Science 2012;335:1175-1176
Published by AAAS
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Memory is stored in the brain much like as in a
computer. That is, each memory goes into a tinypiece of the brain
Answer Response %
Agree 55 44
Don't know 34 27
Disagree 35 28
Is the computer analogy useful?
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Learning to read English is difficult:
phonemes are the problem
bib
pip did
46 English
23 French 19 Italian
14 Hawaiian
... ough ....
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About 90% of children use primarily the left brain, which
is responsible for logic and analytical ability.
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Differences in hemispheric dominance (leftbrain, right brain) can help explain individualdifferences
Answer Response %
Agree 85 68 %
Don't know 26 21 %
Disagree 14 11 %
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MRI and PET scans overlaid
Activity in left cerebralhemisphere (languagecentre)
Extra activity in dyslexic
Reduced neuralconnection
http://www.sciencephoto.com/image/266969/large/M3600262-Dyslexic_and_normal_brain_during_reading-SPL.jpghttp://www.sciencephoto.com/image/266969/large/M3600262-Dyslexic_and_normal_brain_during_reading-SPL.jpg7/27/2019 2012 Neuroscience Lecture
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Learning to read
connecting 2 sets of brain regions
object recognition
language circuit 3 stages:
pictorial (photopgrahic) phonological orthographic (automatic)
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(Upper) Sample stimulus from the Graphogame (3) used to teach kindergarten children letter
speech sound associations.
McCandliss B D PNAS 2010;107:8049-8050
2010 by National Academy of Sciences
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Ramsden et al. Nature 479, 113-116. (2011)
Twice tested
Mean increase of 2points in 3 years
PIQ and VIQ correlated
( = g)
changes in IQ correlatedwith changes in localbrain structure.
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The developing brain
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Functional brain maturation curve: long range networks
strengthened, short range weakened
Dosenbach et al. Science 2010;329:1358-1361
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Intelligence during adolescence?
Considered to be stable across lifespan
Power of prediction
Ability and brain correlates
Strength of relationship
Ability and brain correlates
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Male and female brains
http://www.newscientist.com/data/images/archive/2802/28021401.jpg
http://www/.newscientist.com/data/images/archive/2802/28021401.jpghttp://www/.newscientist.com/data/images/archive/2802/28021401.jpghttp://www/.newscientist.com/data/images/archive/2802/28021401.jpghttp://www/.newscientist.com/data/images/archive/2802/28021401.jpg7/27/2019 2012 Neuroscience Lecture
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Male and female: different?
BOYS GIRLS NO DIFFERENCE
Boy toys 2.1
Height 2
Girls toys 1.8
Mathematical conceptsSAT verbalLeadership potential
Verbal fluency 0.5
Physical aggression 0.4-1.3
Empathy 0.3-1.3
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Male and female: all in the brain?
BOYS GIRLS NO DIFFERENCE
Boy toys 2.1
Height 2
Girls toys 1.8
Mathematical conceptsSAT verbalLeadership potential
Verbal fluency 0.5
Physical aggression 0.4-1.3
Empathy 0.3-1.3
2
Pfaff. 2010
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Can you wait and what does it mean if you
can?
Eat it now or wait 15
minutes and have 2 What would you
do?
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Decision, decisions and self control
rational thoughts,such as If I wait, I
get the secondsweet, take placein the pre-frontalcortex
urgent decisionstake place in the
more primitiveventral striatum
These decisionsthat connect todeeper desire andreward depend onthe environmentaround us
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Sort out hot and cool cues: can we learn to
be more rational?Hot cues
Impulse
Anger
Sadness
Happiness
Limbic, primitive system
Cool cues
Planning
Problem solving
Working memory
Reasoning
Activate cognitive system
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A stable trait? ... 40 years laterfMRI, delay tasks, hot and cool stimuli
Hot cues
Reduced self-control
Addiction
Weight control Mental health
Cool cues
Better social andemotional coping
B. J. Casey, L. H. Somerville, I. H. Gotlib, O. Ayduk, N. T. Franklin, M. K. Askren, J. Jonides, M. G. Berman, N. L. Wilson,
T. Teslovich, G. Glover, V. Zayas, W. Mischel, Y. Shoda. Behavioral and neural correlates of delay of gratification 40years later. Proceedings of the National Academy of Sciences, 2011 vol. 108 no. 36 14998-15003
Adolescence a timewhen cognitive controlvulnerable to alluringenvironmental cuesp.15001
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BrainU (http://brainu.org/)
Inquiry-based pedagogy and neuroscience
Synaptic plasticity
Creating new connections turns on genes Alters teachers perceptions of students Motivates students to apply themselves in school
Dubinsky, 2010
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The parallel world of pseudo-neuroscience in
schools 82% think learning styles help children learn
20% think you need to drink 6-8 glasses of water a
day to prevent shrinkage of the brain 75% think we use only 10% of the brain at a time
90% of children use primarily the left brain
Brain Gym helps children learn
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To learn how to do something, it is necessary to
pay attention to it.
Answer Response %
Agree 65 53 %
Don't know 5 7 %
Disagree 49 40 %
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What colour are the words?
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Ovaysikia, S., Chan, J. L., Tahir, K., & DeSouza, J. F. X. Word wins over Face: Emotional Stroop effect activates the frontal
cortical network. [Original Research]. Frontiers in Human Neuroscience, 4.
Conflict evidence in the brain
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Visuo-spatial capacity over a life span
0
1
2
3
4
5
6
7
8
0 5 10 15 20 25 30 35 40 45 50 55 60
WMCapacity
Age in years
Data from Swanson (1999) in Klingberg
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Individual learners show preferences for the mode in whichthey receive information (e.g. visual, etc)
Answer Response %
Agree 119 96
Don't know 4 3
Disagree 1 1
children and adults will, if asked, express preferencesabout how they prefer information to be presented to
them
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles. Psychological Sciencein the Public Interest, 9(3), 105-119.
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How to evaluate brain-based products
Focus Action
Goals Identify educational goals and studentpopulation
Match Between educational goal and purpose ofproduct
Research Evidence, methods of evaluating merits,theory base of research
Pros and cons PMI
Impact onbehaviour
Better attention, memory, learning, jugglingSylvan &Christodoulou, 2010
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The Hattie Effect
Hattie, 2009
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Halfway throughthe exam, hepulls out a bigger
brain .
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Intervention?
To explain how xxx works, the xxx describe
human brain function in terms of threedimensions: laterality, focus, and centering.
Successful brain function requires efficientconnections across the neural pathwayslocated throughout the brain. Stress inhibitsthese connections, while the xxx
movements stimulate a flow of informationalong these networks, restoring the innateability to learn and function with curiosityand joy.
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International renowned program
XXX structures are aligned with the principles ofbrain compatible learning. They provide a safe teamcontext and interpersonal support, so students feel
secure. Reduced threat is a hallmark of braincompatible learning. Because of the stimulatinginteraction and intelligence shifts, the XXXstructures create high stimulation and novelty which
are conditions for brain compatible learning.
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Summary
What you do can change yourbrain (plasticity)
Use of learning styles is not justified (Pashler, 2008)
Focus, pay attention
Deprivation / SES: issues of social justice
Critically examine programs:
Theoretical basis, evidence, worthwhile
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Teachers responsibilities
authentic consumers of research
evaluate research findings
discriminate relevant information from neuromyths
understand research and potential implications forpractice
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Future possibilities
Brain science a useful partner in improving knowledge diagnosis and remediation
The best age to start school for early education?
Regular exercise throughout the day?
Are there critical ages for development innumeracy and literacy?
Tommerdahl, 2010
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Evaluate
The de Bono Institute, Melbournehttp://www.thinkplus.info/
BrainGym at
http://www.braingym.com.au/About-Brain-Gym-pg6639.html
Learning styles and school children at
http://extension.missouri.edu/publications/DisplayPub.aspx?P=GH6127
S f
http://www.thinkplus.info/http://www.braingym.com.au/About-Brain-Gym-pg6639.htmlhttp://www.braingym.com.au/About-Brain-Gym-pg6639.htmlhttp://extension.missouri.edu/publications/DisplayPub.aspx?P=GH6127http://extension.missouri.edu/publications/DisplayPub.aspx?P=GH6127http://extension.missouri.edu/publications/DisplayPub.aspx?P=GH6127http://extension.missouri.edu/publications/DisplayPub.aspx?P=GH6127http://www.braingym.com.au/About-Brain-Gym-pg6639.htmlhttp://www.braingym.com.au/About-Brain-Gym-pg6639.htmlhttp://www.braingym.com.au/About-Brain-Gym-pg6639.htmlhttp://www.braingym.com.au/About-Brain-Gym-pg6639.htmlhttp://www.braingym.com.au/About-Brain-Gym-pg6639.htmlhttp://www.braingym.com.au/About-Brain-Gym-pg6639.htmlhttp://www.braingym.com.au/About-Brain-Gym-pg6639.htmlhttp://www.thinkplus.info/7/27/2019 2012 Neuroscience Lecture
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Some references Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit Theories of Intelligence Predict
Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. ChildDevelopment, 78(1), 246-263.
Crossland, J. (2008). The myths surrounding brain-based learning. School Science Review (90) 330,119-121
Dubinsky, J. M. (2010). Neuroscience Education for Prekindergarten-12 Teachers. J. Neurosci. ,
30(24), 8057-8060.
Eisenberger, N.I., Liberman, M.D., & Williams, K.D. (2003). Does rejection hurt? An fMRI study of socialexclusion. Science, 302, 290 - 292.
Howard-Jones, P. (2011). From Brain Scan to Lesson Plan. The Psy cholo gis t, 24(2), 110-113. Kay, K. N., Naselaris, T., Prenger, R. J., & Gallant, J. L. (2008). Identifying natural images from human
brain activity. Nature, 452(7185), 352-355.
Oliver, M. (2011). Towards an understanding of neuroscience for science educators. Studies in ScienceEducation 47(2), 207-231.
Ramsden, S., Richardson, F. M., Josse, G., Thomas, M. S. C., Ellis, C., Shakeshaft, C., et al. (2011).Verbal and non-verbal intelligence changes in the teenage brain. Nature, 479, 113-116.
Tommerdahl, J. (2010). A model for bridging the gap between neuroscience and education. OxfordReview of Education, 36(1), 97 - 109.
Tucker-Drob, E. M., Rhemtulla, M., Harden, K. P., Turkheimer, E., & Fask, D. (2010). Emergence of aGene Socioeconomic Status Interaction on Infant Mental Ability Between 10 Months and 2 Years.Psychological Science.
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Go boldly
Try this out at http://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.html
Neuroscience for Kids is at:http://faculty.washington.edu/chudler/neurok.html
http://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://faculty.washington.edu/chudler/neurok.htmlhttp://faculty.washington.edu/chudler/neurok.htmlhttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeurosciencehttp://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.htmlNeuroscience7/27/2019 2012 Neuroscience Lecture
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