1. Stephanie Golski, Ph.D. golski@rider.edu

2. Survey Says: The Good Old Days 1. Indicate your major field of study 2. What % of your academic pursuits is currently dedicated to that field of study? 3. Thinking back, what % of your academic pursuits in ________ was devoted to this major field of study? a. Graduate school b. Undergraduate school Did you attend a liberal arts school for undergrad? Did you attend a liberal arts school for undergrad? c. High school 4. What disciplinary evidence predominates in your major field? Describe format of this evidence (e.g. research article published in journal with intro, methods, results, and discussion) Describe format of this evidence (e.g. research article published in journal with intro, methods, results, and discussion) 5. What should a paper in your discipline from an upper-level undergrad include? (in-text citation of sources? Quotes? Data? MLA syle? New hypotheses/analyses?)

3. Stephanie Golski, Ph.D. golski@rider.edu Us vs. Them UsThem Perceptual Capabilities (i.e. Filters) Expert – easily see what is important Novice – process signal and noise Disciplinary Allocation 100% of academic pursuits to one discipline (aka GEEKs!) ~20-60% of academic pursuits to any one discipline Disciplinary Rules 1~2-5

4. Stephanie Golski, Ph.D. golski@rider.edu A moment in their shoes… Exemplars from other disciplines Exemplars from other disciplines

5. Stephanie Golski, Ph.D. golski@rider.edu As you can see from this chart supply clearly affects demand

6. Stephanie Golski, Ph.D. golski@rider.edu Clearly erosion and transport vary based on several factors

7. Stephanie Golski, Ph.D. golski@rider.edu Note the difference in connectivity here for song learning versus production

8. Stephanie Golski, Ph.D. golski@rider.edu The differing factors for star classification are described on the H-R diagram

9. Stephanie Golski, Ph.D. golski@rider.edu Clearly, this scan reveals normal resting brain activity in grey and white matter and CSF

10. Stephanie Golski, Ph.D. golski@rider.edu What type of neuroimaging scan produced this slide? How do the pseudo colors relate to brain activity? Where do the eyes go on this brain? Orient yourself to the cortical lobes. Identify grey and white matter. Identify CSF. Does the activity appear as you would expect?

11. Stephanie Golski, Ph.D. golski@rider.edu What do we need to know about brains to teach undergrads? Brains change Brains change Brains filter Brains filter Students vary in expertise from us, and encounter more disciplines than us Students vary in expertise from us, and encounter more disciplines than us Brains have an arousal level at which they function best Brains have an arousal level at which they function best And their brains are still growing! And their brains are still growing!

12. Stephanie Golski, Ph.D. golski@rider.edu Plasticity Plasticity Brains change Brains change Use it or lose it Use it or lose it Top-down Processing Top-down Processing Fit it in frameworks Fit it in frameworks What are your/their expectations? What are your/their expectations? Optimal Arousal Optimal Arousal Depends on task Depends on task Selective Brain Development Selective Brain Development Works in progress Works in progress In Psych terms those translate to:

13. Stephanie Golski, Ph.D. golski@rider.edu In Pedagogical terms these translate to: Backward design Allows us to Consider: Brains, especially adolescent ones Brains, especially adolescent ones Course goals/Learning outcomes Course goals/Learning outcomes

14. Stephanie Golski, Ph.D. golski@rider.edu Psychology and Neurons Tying human behavior to neurons is difficult. ~ 100 billion neurons in your NVS Each neuron has many connections (w/in brain M = 10K) Connections are changed through use and importance of signal

15. Stephanie Golski, Ph.D. golski@rider.edu Plasticity Neuronal changes produced by experience Neuronal changes produced by experience Spines on dendrites can appear within minutes of stimulation Spines on dendrites can appear within minutes of stimulation Existing structure will play a role, be modified Existing structure will play a role, be modified We’ll have to pay attention to existing knowledge We’ll have to pay attention to existing knowledge

16. Stephanie Golski, Ph.D. golski@rider.edu Long term potentiation Think about each term Think about each term Change in neuronal response due to experience Change in neuronal response due to experience Could be easier to fire Could be easier to fire Or release more chemicals Or release more chemicals All because of previous firing All because of previous firing

17. Stephanie Golski, Ph.D. golski@rider.edu 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

18. Stephanie Golski, Ph.D. golski@rider.edu Will they remember everything from intro? No, but may experience No, but may experiencethe = Faster relearning as connections are re- established and strengthened established and strengthened

19. Stephanie Golski, Ph.D. golski@rider.edu Maximize Savings Assignment Design Manage timing Manage timing review and reuse of critical concepts review and reuse of critical concepts Increase frequency Increase frequency Include practice with smaller chunks Include practice with smaller chunks Increase meaning of reading assignments Increase meaning of reading assignments Ungraded assignment sheet (did it?), can use during exams Ungraded assignment sheet (did it?), can use during exams USE critical terms USE critical terms Key term web Key term web

20. Stephanie Golski, Ph.D. golski@rider.edu You talk Share an assignment Share an assignment Include maximization of savings? Include maximization of savings? Revisions useful? Revisions useful?

21. Stephanie Golski, Ph.D. golski@rider.edu Processing what comes in: 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

22. Stephanie Golski, Ph.D. golski@rider.edu Processing what comes in: Top-Down Filters 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

23. Stephanie Golski, Ph.D. golski@rider.edu There’s a bathroom on the right Row,row,row your boat, gently down the stream… merrily, merrily, merrily, merrily, life’s a butter dream Row,row,row your boat, gently down the stream… merrily, merrily, merrily, merrily, life’s a butter dream Early exposure to material will enhance ability to “hear” Early exposure to material will enhance ability to “hear” Inquiry-based activities Inquiry-based activities Reading before lecture Reading before lecture

24. Stephanie Golski, Ph.D. golski@rider.edu 1.Orient 2.Familiarity alters processing

25. Stephanie Golski, Ph.D. golski@rider.edu 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

26. Stephanie Golski, Ph.D. golski@rider.edu Reality Raw sensory (biological) info Raw sensory (biological) info + past experiences + past experiences + context + context + motivation + motivation + expectations... + expectations...

27. Stephanie Golski, Ph.D. golski@rider.edu Time for some demos…

28. Stephanie Golski, Ph.D. golski@rider.edu Gossip by George Witherspoon

29. Stephanie Golski, Ph.D. golski@rider.edu Satan Also Came by George Witherspoon

30. Stephanie Golski, Ph.D. golski@rider.edu Go beyond “cool”… Make the connection explicit Make the connection explicit HOW you saw the item was influenced by your “preparation” HOW you saw the item was influenced by your “preparation” Once you see it one way it is difficult, but not impossible, to see other ways Once you see it one way it is difficult, but not impossible, to see other ways Reading ahead of time, slides/outlines available can prime students to get the lecture Reading ahead of time, slides/outlines available can prime students to get the lecture Previous knowledge (or rules of other disciplines) can impact how they view the info you teach them Previous knowledge (or rules of other disciplines) can impact how they view the info you teach them

31. Stephanie Golski, Ph.D. golski@rider.edu 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 We see details, students need to be SHOWN We see details, students need to be SHOWN Framework, knowledge reminders Framework, knowledge reminders Point out patterns, themes Point out patterns, themes Encourage/reward reading before class Encourage/reward reading before class

32. Stephanie Golski, Ph.D. golski@rider.edu Existing neural networks/knowledge= Top-down processing Use for: Use for: Examples…concrete, interesting Examples…concrete, interesting Vocabulary breakdown Vocabulary breakdown Group work, explanations from students Group work, explanations from students Teaching approach Teaching approach Memory of own student habits Memory of own student habits

33. Stephanie Golski, Ph.D. golski@rider.edu Existing neural networks/knowledge Help students find their own networks Help students find their own networks What does this make you think of? What does this make you think of? What makes this memorable to you? What makes this memorable to you? Use from one semester to another and/or one class session to another (supplemental instructor/tutor) Use from one semester to another and/or one class session to another (supplemental instructor/tutor) Language and/or technology barriers Language and/or technology barriers “comparing apples to oranges” “comparing apples to oranges” “I can do it on my computer at home” “I can do it on my computer at home”

34. Stephanie Golski, Ph.D. golski@rider.edu What if their “top” is wrong? Focus on factually and conceptually correct information Focus on factually and conceptually correct information Asterisks in notes Asterisks in notes Error in previous thinking- show how it fits in Error in previous thinking- show how it fits in Freud Freud Negative correlation, negative reinforcement Negative correlation, negative reinforcement Polygraph Polygraph

35. Stephanie Golski, Ph.D. golski@rider.edu You reflect: What are likely to be problem areas of understanding? What are likely to be problem areas of understanding? How can you think like a novice? How can you think like a novice?

36. Stephanie Golski, Ph.D. golski@rider.edu 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

37. Stephanie Golski, Ph.D. golski@rider.edu Arousal Helps Us Pay Attention- to a point Tasks of avg. difficulty

38. Stephanie Golski, Ph.D. golski@rider.edu Optimal arousal level high for easy or passive tasks Tasks of low difficulty: lecture, driving

39. Stephanie Golski, Ph.D. golski@rider.edu Optimal arousal level low for difficult tasks Tasks of high difficulty: stressful exam

40. Stephanie Golski, Ph.D. golski@rider.edu So Why Doesn’t Fun Stuff Always Work? Increase arousal but students can miss the point Increase arousal but students can miss the point Improvements= add REFLECTION Improvements= add REFLECTION Blackboard excellent tool for journaling or discussion Blackboard excellent tool for journaling or discussion Games as review for test Games as review for test List topics strongest/weakest in List topics strongest/weakest in Sensory illusions Sensory illusions Use vocab words to summarize what was demonstrated Use vocab words to summarize what was demonstrated

41. Stephanie Golski, Ph.D. golski@rider.edu Managing Attention Assignment Design Know what is important and make that apparent = backward design Know what is important and make that apparent = backward design Match course contingencies to real value of activities Match course contingencies to real value of activities Influence student perceptions of value Influence student perceptions of value practice and homework valued? practice and homework valued? What happens when you assign work that isn’t completed? What happens when you assign work that isn’t completed? Class notes/ppts on Blackboard Class notes/ppts on Blackboard

42. Stephanie Golski, Ph.D. golski@rider.edu Teacher sees important details, students need to be shown Teacher sees important details, students need to be shown E.g. purpose of assignments (“busy work!”) syllabus design can include(w/recurring patterns) purpose, procedure, points E.g. purpose of assignments (“busy work!”) syllabus design can include(w/recurring patterns) purpose, procedure, points

43. 10 Minute Reading Reinforcers (RR) Purpose: Reinforce review of correct quiz answers and previous class notes as well as active reading of current chapter. Procedure: Twice during each unit several questions (usually multiple choice) will be projected during the first 10 minutes of class. Please bring a pencil to class everyday (there is a sharpener just outside the classroom on counter in TLC office space). Notes can be used; the text book cannot. Latecomers will miss that day’s reinforcer. Answers will be discussed immediately afterwards. Because this is not intended to take more than 10 minutes of class time, if you have an Individual Education Plan (IEP) through Rider Learning Center that recommends longer time on assessments please advocate for yourself by discussing this with me early in the semester. You should plan regular times throughout the week to read the text and review your notes. Plan on reading about 30 pages per class session on average. Points:9(5) = 45 points possible (can skip one w/out penalty or drop lowest) [12.7% of grade]

44. Stephanie Golski, Ph.D. golski@rider.edu You share: Syllabus modifications Syllabus modifications Point value Point value descriptions descriptions

45. Stephanie Golski, Ph.D. golski@rider.edu

46. 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 What’s our excuse? What’s our excuse?

47. Stephanie Golski, Ph.D. golski@rider.edu PFC and Teaching Encourage planning Encourage planning Interim deadlines Interim deadlines Model applications/abstractions Model applications/abstractions Sounds like scaffolding doesn’t it? Sounds like scaffolding doesn’t it? Use action to complete learning cycle Use action to complete learning cycle Group work to test ideas, promote outward use of terms and concepts Group work to test ideas, promote outward use of terms and concepts Encourage metacognition Encourage metacognition Knowing what you know, reflection Knowing what you know, reflection

48. Stephanie Golski, Ph.D. golski@rider.edu Long term planning Assignment Design Use assignments that build on each other Use assignments that build on each other Linked Linked Intermediate deadlines Intermediate deadlines

49. Stephanie Golski, Ph.D. golski@rider.edu Could you: Modify an existing assignment to include more scaffolding? Modify an existing assignment to include more scaffolding? Repeat an assignment to allow for visible improvement? Repeat an assignment to allow for visible improvement? Connect information across classes/units? Connect information across classes/units? Use action to complete learning cycle? Use action to complete learning cycle?

50. Stephanie Golski, Ph.D. golski@rider.edu My Course goal: Increase professionalism Non-textbook sources Non-textbook sources Presentation Presentation Interest Interest Application Application Why is this course goal important in teaching this course? Why is this course goal important in teaching this course? Skills discipline-specific AND general Skills discipline-specific AND general

51. Stephanie Golski, Ph.D. golski@rider.edu Assignment: Article Dissection Step-wise assignment can be used as stand- alone or as research for presentation/paper Step-wise assignment can be used as stand- alone or as research for presentation/paper Scaffolding can be through gradual completion, repeated completion, and/or revised completion of assignment Scaffolding can be through gradual completion, repeated completion, and/or revised completion of assignment “Purpose: To investigate primary resources relating to human cognitive neuroscience and practice summarizing scientific information in your own words.” “Purpose: To investigate primary resources relating to human cognitive neuroscience and practice summarizing scientific information in your own words.”

52. Stephanie Golski, Ph.D. golski@rider.edu Potential readings for your discipline….

53. Stephanie Golski, Ph.D. golski@rider.eduExecution “Procedure: Use a search engine such as PsycLit,ScienceDirect, or PubMed to search peer-reviewed articles (note: beware using a search engine that returns articles from sources like “USA Today” or “Newsweek”- those are not appropriate for this assignment). Find a primary resource that has an Introduction, Methods, Results, and Discussion section- an article that reviews the literature is not acceptable. Readings assigned for class discussion cannot be used for dissections, although you can search for more articles by the same author or on the same topic. You will submit a summary in the format below- All in your own words, do not quote article. First page of article, not abstract, must be attached- if using an online article you only need print the first page. You should also attach any previous article dissections so you can get credit for considering my editorial suggestions. Complete sentences may not be necessary- your article dissection should be a clear summary in your own words- it should make sense to me and also serve as an aid for your comprehension. DISSECTIONS CAN BE TURNED IN DURING CLASS OR PLACED UNDER MY OFFICE DOOR AT ANY POINT DURING THE DUE DATE.”

54. Stephanie Golski, Ph.D. golski@rider.edu INCLUDE THE FOLLOWING HEADINGS: 1)APA format citation- list the author, title, and source using appropriate American Psychological Association (APA) format (http://www.lesley.edu/library/guides/citation/ apa_basic.html#article) 1)APA format citation- list the author, title, and source using appropriate American Psychological Association (APA) format (http://www.lesley.edu/library/guides/citation/ apa_basic.html#article)

55. Stephanie Golski, Ph.D. golski@rider.edu 2) Why we should care - summary in your words of importance or relevance- why should such a study even be done?; 2) Why we should care - summary in your words of importance or relevance- why should such a study even be done?;

56. Stephanie Golski, Ph.D. golski@rider.edu 3) Three background facts/findings - these are NOT results of the current study but background info from intro section; 3) Three background facts/findings - these are NOT results of the current study but background info from intro section;

57. Stephanie Golski, Ph.D. golski@rider.edu 4) Research Question(s): what is the question the researchers are trying to investigate?; 4) Research Question(s): what is the question the researchers are trying to investigate?;

58. Stephanie Golski, Ph.D. golski@rider.edu 5) Primary Methodology- are they using human neuroimaging? Drug studies in rats? Is it a correlational study or controlled experiment?; 5) Primary Methodology- are they using human neuroimaging? Drug studies in rats? Is it a correlational study or controlled experiment?;

59. Stephanie Golski, Ph.D. golski@rider.edu 6) Three specific results- use good descriptive language and the original variables of interest (make sure your research questions in #2 and results are related); try completing these phrases in your results “this is important because…”, “this means…”; offset each point so that three distinct results can clearly be discerned rather than mushing it all into one paragraph 6) Three specific results- use good descriptive language and the original variables of interest (make sure your research questions in #2 and results are related); try completing these phrases in your results “this is important because…”, “this means…”; offset each point so that three distinct results can clearly be discerned rather than mushing it all into one paragraph

60. Stephanie Golski, Ph.D. golski@rider.edu 7) Take Home Message- what should we walk away knowing; do not present new results here!; 7) Take Home Message- what should we walk away knowing; do not present new results here!;

61. Stephanie Golski, Ph.D. golski@rider.edu 8) Critique- potential biases, confounds, unclear presentation, AND at least 2 lingering questions – include suggested improvements (such as, “intro could begin with more ‘why we should care’ and a graph instead of table would improve data presentation”); in confounds/critiques specifically mention internal and external validity and reliability; include these specific subheadings: a) 2 lingering questions, b) confounds/critiques, c)suggestions 8) Critique- potential biases, confounds, unclear presentation, AND at least 2 lingering questions – include suggested improvements (such as, “intro could begin with more ‘why we should care’ and a graph instead of table would improve data presentation”); in confounds/critiques specifically mention internal and external validity and reliability; include these specific subheadings: a) 2 lingering questions, b) confounds/critiques, c)suggestions

62. Stephanie Golski, Ph.D. golski@rider.edu 9) Content Tie-in – discuss relevance to class information, topics, vocabulary (don’t just refer to text pages, remind me and yourself about these concepts)- even if it is obvious to you- state it!; this is like the word webbing we do for the reviews- make connections and include explanations- this should be a substantial section 9) Content Tie-in – discuss relevance to class information, topics, vocabulary (don’t just refer to text pages, remind me and yourself about these concepts)- even if it is obvious to you- state it!; this is like the word webbing we do for the reviews- make connections and include explanations- this should be a substantial section

63. Stephanie Golski, Ph.D. golski@rider.edu Points: 4 article dissections(30) = 120 points possible (no skipping without penalty) Proper format, including headings and attachments 2 pt. Proper format, including headings and attachments 2 pt. Article a primary source not lit review 2 pt. Article a primary source not lit review 2 pt. Headings 1,2,4,5,72 pt. each5(2) Headings 1,2,4,5,72 pt. each5(2) Headings 3,6,8,94 pt. each4(4) Headings 3,6,8,94 pt. each4(4) You may ask to see sample article dissections. You may ask to see sample article dissections.

64. Stephanie Golski, Ph.D. golski@rider.edu Outcomes Students learn to read discipline-specific materials for understanding Students learn to read discipline-specific materials for understanding Structured format requires them to identify background vs current research qsn, etc Structured format requires them to identify background vs current research qsn, etc Plagiarism almost completely eliminated Plagiarism almost completely eliminated Biggest improvement across 3 to 4 dissections is in #6, 8, 9 Biggest improvement across 3 to 4 dissections is in #6, 8, 9

65. Stephanie Golski, Ph.D. golski@rider.edu Maximize savings, LTP, distributed processing Be aware of and use existing knowledge, obvious is not!, maintain arousal and direct attention Selective, Promote and model abstraction, long- term planning, active use of material

66. Stephanie Golski, Ph.D. golski@rider.edu And remember… OUR brains are plastic too! OUR brains are plastic too! Benefit of teaching is opportunity to change as a result of experience Benefit of teaching is opportunity to change as a result of experience