Mind, Brain, and Education: How Cognitive & Neuro Science Inform Educational Practice. Kurt W. Fischer, Harvard G.S. Education ! Relating Mind, Brain, & Education (MBE) < Need for Sound Science, Not Mere Brain Claims < Brain Plasticity! Using Cognitive & Neuro Science To Inform Educational Practice. < Different Pathways for Learning ! Research Schools: Studying Learning and Teaching in Schools Barcelona, 26 Nov 2012
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Mind, Brain, and Education:How Cognitive & Neuro Science
Inform Educational Practice.Kurt W. Fischer, Harvard G.S. Education
! Relating Mind, Brain, & Education (MBE)< Need for Sound Science,
Not Mere Brain Claims< Brain Plasticity!
Using Cognitive & Neuro Science To InformEducational Practice.
< Different Pathways for Learning
! Research Schools:Studying Learning and Teaching in Schools
Barcelona, 26 Nov 2012
The Brain - is wider than the Sky -For - put them side by side -The one the other will containWith ease - and You - beside -
The Brain is deeper than the sea -For - hold them - Blue to BlueThe one the other will absorb -As Sponges - Buckets - do -
The Brain is just the weight of God -For - Heft them - Pound for PoundAnd they will differ - if they do -As syllable from Sound -
Emily Dickinson 1862
Brain: Most Complex Object in Universe
Minister ofEducation in aEuropeanCountry
Creating New Field of Mind, Brain, & Education
! International MBE Society & University Programs< Harvard U., Cambridge U., U. Texas at Arlington,
East China Normal University
! Journal & Books< Wiley-Blackwell, Cambridge U. Press, Guilford.....
! Collaboration withOther International Groups< OECD < Pontifical Academy of Sciences 400th< Learning & Brain< Japanese Baby Science
! Beyond the Fad to Build a Field< Building a Network of Research Schools
AAP Award
Neuroplasticity: The Adaptive Brain
• Learning experiences literally shape how neurons in the brain connect with one another.
• Connectivity patterns influence how the brain processes new information.
OECD, 2007
Dendrites
Axon
Cell body
Learning a New Skill Requires Growing a New Neural Network.
XWorldPlugInBrainBucketVTS_05_1.VOB.lnk
But School Is [Students Fill in].
BORING!Treating Students asDisembodied Brains into WhichWe Pump Knowledge!
Better Model: ActiveIntelligence –Grasping & Building with the Mind
! There Are Left-Brain and Right-Brain People –NOT.
! We Only Use Half (or Less) of Our Brains – NOT.
! Boys & Girls Have Fundamentally Different Brains– NOT.
Response to Seeing a WordFlashed
dog º
Visual Area
What Other RegionsParticipate in Network forSeeing a Word?
Front of Head
Parietal lobe:Touch,Spatial, etc.
Occipital lobe:Vision, etc.
Temporallobe:Hearing, etc.
Brain Stem,Cerebellum
Frontal lobe:Motor action,Executive,Emotion,etc.
Seeing Word
Speech: Broca’s Area & Wernicke’s Area
Shortcut to meg_word_readingSld20PoldrackVideoEHalgren.mpeg.lnk (Command Line)
Inflating the Brain Image (throughComputer Processing) to Make More
Areas Visible.Watch the Brain Activity Pattern Several Times.
Duration: Less Than a Second(Halgren, Poldrack)
Need for Research Schools:Research and Development for Schools
! Research and development are commonplace inmost industries and fields.< Cosmetics, Chemicals, Agriculture....< Traffic Safety: National Data Base< We Need Research and Development in Education!
! Educational theory should be tested by itsconsequences in action (Dewey, 1896, 1938).
! Research informs practice, and practice informsresearch.
Prime Example Is Sesame Street: Research on Practice Every Day
! Ongoing Assessment of Practice
! Tool for Improving Learning andTeaching.
! Gerald Lesser, Children andtelevision: Lessons from SesameStreet. Random House
Doing Research in Schools: Establishing Partnershipbetween Schools and Universities to Study Learning.
Educating All Children: Many Different Pathways to Learning.
Tower of Babel: Different Languages, Different LearningPieter Brughel the Elder
Educating 25% of Our Students SuccessfullyIs Not Good Enough!
Learning Pathways Involve Webs,Not Ladders.
Standard Model of ReadingWith an Alphabetic System:
3 Domains to Integrate
! 1. Meaning of Words (Definition)
! 2. Sound Analysis, especially Rhyme
! 3. Visual-Graphic (Letters Spell Words)
! Standard Model: Child Must Integrate TheseDomains to Read Effectively.
Developmental Webs, with Coordinationof Separate Domains