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

2. 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

3. Stephanie Golski, Ph.D. golski@rider.edu Try It… Seated to the LEFT? Seated to the LEFT? Check out picture Check out picture Close eyes Close eyes Seated to the RIGHT? Seated to the RIGHT? Close eyes Close eyes When asked, check out picture When asked, check out picture

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

6. Psychology and Neurons Tying human behavior to neurons is difficult. There may be 100 billion neurons in your nervous system. Each neuron has many connections (within brain average = 10K)

7. Stephanie Golski, Ph.D. golski@rider.edu Changing Brains What changes can occur in synapses? What changes can occur in synapses? # (increases or decreases) # (increases or decreases) Strength and pattern of signal Strength and pattern of signal Character (excitation or inhibition) Character (excitation or inhibition) Changed by: Changed by: Use Use Importance of signal Importance of signal

8. 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

9. 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

10. 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

11. Stephanie Golski, Ph.D. golski@rider.edu Will they remember everything from intro? No, but may experience the No, but may experience the Faster relearning as connections are reestablished and strengthened Faster relearning as connections are reestablished and strengthened

12. Stephanie Golski, Ph.D. golski@rider.edu BRIDGE and the Brain Focus of BRIDGE Focus of BRIDGE Scholarship of teaching Scholarship of teaching Discipline-based epistemology Discipline-based epistemology Classroom experimentation Classroom experimentation Themes across three years Themes across three years Content coverage vs. mastery Content coverage vs. mastery Transition from novice to expert Transition from novice to expert Backward design Backward design

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

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

15. 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

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

17. Stephanie Golski, Ph.D. golski@rider.edu 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? Seated to the RIGHT? Close eyes Close eyes When asked, check out picture When asked, check out picture Then blink repeatedly for final slide Then blink repeatedly for final slide

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

21. Go beyond “cool”… Make the connection explicit Make the connection explicit HOW you saw the second item was influenced by your “preparation” HOW you saw the second 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

22. 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

23. 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...

24. Stephanie Golski, Ph.D. golski@rider.edu “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

25. 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

26. 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

27. 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”

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

29. 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

30. 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

31. Stephanie Golski, Ph.D. golski@rider.edu Managing Attention Assignment Design Know what is important and make that apparent Know what is important and make that apparent 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 BRIDGE examples Should students have class notes on Blackboard (web)? Should students have class notes on Blackboard (web)? Value of practice and homework Value of practice and homework What happens when you assign work that isn’t completed? What happens when you assign work that isn’t completed?

32. 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, points, procedure E.g. purpose of assignments (“busy work!”) syllabus design can include(w/recurring patterns) purpose, points, procedure

33. 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]

34. Stephanie Golski, Ph.D. golski@rider.edu Stayed Aroused Helps Us Pay Attention Tasks of avg. difficulty

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

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

37. 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 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

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

39. 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

40. Stephanie Golski, Ph.D. golski@rider.edu PFC and Teaching Encourage planning Encourage planning Interim deadlines Interim deadlines Model applications/abstractions Model applications/abstractions Piaget Piaget 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

41. Stephanie Golski, Ph.D. golski@rider.edu Long term planning Assignment Design Anticipate needs for long term planning Anticipate needs for long term planning Use assignments that build on each other Use assignments that build on each other BRIDGE examples Adding pre- professional activities to assignments Adding pre- professional activities to assignments interview Linked assignments that create planning Linked assignments that create planning Intermediate deadlines

42. Stephanie Golski, Ph.D. golski@rider.edu Maximize savings, LTP, distributed processing Models at our fingertips, FPOT, synapse 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

43. The Art of Changing the Brain: Enriching the practice of teaching by exploring the biology of learning James E. Zull 2002 http://Styluspup.com