1. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004

2. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004

3. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004 Changing Brains Neuronal response is enhanced if: Neuronal response is enhanced if: Stimulation is repeated Stimulation is repeated Distributed practice Distributed practice Saturation avoided Saturation avoided Smaller chunks Smaller chunks Making connections Making connections Depth of processing Depth of processing Highlighters and flash cards don’t cut it Highlighters and flash cards don’t cut it Overlearned/overlapping Overlearned/overlapping

4. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004 Bottom-Up Association Cortex for integration Association Cortex for integration Primary Cortical nuclei Primary Cortical nuclei Thalamic nuclei Thalamic nuclei Receptor to transduce energy Receptor to transduce energy

5. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004 Top-Down Association Cortex for integration Association Cortex for integration Primary Cortical nuclei Primary Cortical nuclei Thalamic nuclei Thalamic nuclei Receptor to transduce energy Receptor to transduce energy

6. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004 Try It… Seated to the LEFT? Seated to the LEFT? Check out picture Check out picture Close eyes Close eyes When asked, open eyes and blink quickly When asked, open eyes and blink quickly Seated to the RIGHT? Close eyes When asked, check out picture Then blink repeatedly for final slide

7. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004

8. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004

9. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004

10. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004 Bottom-Up (Bottom = sense organs; signal gets put together up in brain) Top-Down (Top = brain/past experiences; influences incoming signal) You know these are intact people, even though the raw sensory info does not tell you this

11. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004 Top-Down Processing Looking at a brain end of semester vs. first week Looking at a brain end of semester vs. first week Expertise Expertise Recognizing your friend from really far away b/c you knew she would be here Recognizing your friend from really far away b/c you knew she would be here Expectations Expectations Hearing the words to the song so clearly once you read the lyrics Hearing the words to the song so clearly once you read the lyrics 20-20 Hindsight 20-20 Hindsight

12. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004 Reality Raw sensory (biological) info Raw sensory (biological) info + past experiences + past experiences + context + context + motivation + motivation + expectations... + expectations...

13. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004 “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 “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

14. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004 Switching improves w/experience

15. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004

16. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004

17. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004 Top-down and Teaching Be aware of biases, prior info Be aware of biases, prior info Can we think like Novices? Can we think like Novices? The obvious is NOT obvious The obvious is NOT obvious Framework, knowledge reminders Framework, knowledge reminders Point out patterns, themes Point out patterns, themes Encourage/reward reading before class Encourage/reward reading before class

18. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004 Attention: More Filters The Brain sees what it wants to see, not just what you put in front of it 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 Same stimuli can be on retina- only cause brain response when attended to Optimal level of arousal Optimal level of arousal Engagement/rewards Engagement/rewards Depth of processing again Depth of processing again

19. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004 Selective Brain Development Still have some growing to do Still have some growing to do Problem is, it is in the region that manages: Problem is, it is in the region that manages: Planning Planning Response inhibition Response inhibition Emotional regulation Emotional regulation Organization Organization

20. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004

21. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004 PFC and Teaching Encourage planning Encourage planning Interim deadlines Interim deadlines Model applications/abstractions Model applications/abstractions Encourage metacognition Encourage metacognition Knowing what you know Knowing what you know

22. Stephanie Golski, Ph.D. golski@rider.edu Rider University Faculty Development Day, May 20, 2004 BRIDGing our teaching with the brain Content Coverage vs. Mastery Content Coverage vs. Mastery Novice vs. Expert Novice vs. Expert