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The Changing Brains of Students and the Impact on Learning for Elementary Schools

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Title: The Changing Brains of Students and the Impact on Learning for Elementary Schools


1
The Changing Brains of Students and the Impact on
Learning for Elementary Schools
  • With Lin Kuzmich, Senior Consultant
  • International Center for
  • Leadership in Education
  • Winter Symposium in San Diego
  • February 9, 2008

2
Key Questions for Our Session
  • How do the changes in young childrens visual
    systems impact literacy and learning?
  • What types of technological literacy do young
    students need today?
  • What are the myths around the brain and math in
    young children and how do we change our system to
    respond?
  • What are the power tools for this generation of
    diverse elementary learners?

3
Introduction
  • Getting to know each other
  • Introduce yourselves at your table
  • Given that our brains are shaped by the world
    around us, what has changed for our students in
    the last 10 yearsin the last 5 years?
  • Sampling from groups

4
1. Highly Visual 21st Century Learners
  • Speed of processing
  • Size of the brain devoted to visual processing
  • Association prior to meaning

5
20th Century Tools
6
21st Century Tools
7
21st Century Learners
Digital Native Learners
  • Multitasking
  • Multimedia learning
  • Online social networking
  • Online info searching
  • Games, simulations creative expressions

8
21st Century Learning
New Learning about Learning
  • Context Real-world learning
  • Caring Intrinsic motivation
  • Construction Mental, actual
  • virtual
    model-building
  • Competence Multiple intelligences,
  • styles,
    contribution
  • Community Learning socially in
    groups teams

From National Research Council, Edited by
Bransford, Brown and Cocking
9
The CNN Effect and Your Classroom
  • The CNN screen and other media and
    technology are numbing students visual systems
    to subtle changes.
  • Advertisers know this and so do Hollywood
    filmmakers.
  • What does it mean in the classroom?
  • Attention and motivation factors

10
Tools that Work for Highly Visual 21st Century
Learners
  • Short video clips before, during and after
    learning
  • Environmental Impacting unit by unit
  • Use of technology
  • Use of color coding, text coding, and cueing
  • What else would you add?

11
2. Technological Literacy at the Elementary Level
  • Searching
  • Organizing
  • Quality of Sources
  • Usefulness of Sources

12
Literacy for Student Growth in Grades K-6 A
Framework for Results
a. Functional Literacy Learning to read, write,
speak and listen c. Technological Literacy Using
reading, writing, speaking and listening in
multimedia venues to create products and
demonstrations of learning
b. Content Literacy Reading, writing, speaking
and listening to demonstrate content area
learning d. Innovative Literacy Reading,
writing, speaking and listening to do or solve
something complex, invent something unique or
produce something innovative
13
Changes in Literacy for the 21st Century
  • Increasing demands of non-prose text such as
    websites, iPods, cell phones, charts, maps,
    graphs, photos, composite devices, etc.
  • Changes in texts, newspapers, work documents
  • The need for Quantitative Literacy

14
Three Aspects of DTQ 21st Century Literacy
1. Previewing the Document or Source
2. Understanding the Task
Document, Technological, and Quantitative Litera
cy Skills
3. Completing the Process
These 3 aspects are comprised of 14 Core Skills
for DTQ Literacy
Adapted from Mosenthal, Kirsch,
Guthrie, deGeus, Reitman,
and Kuzmich
15
Describe the Document Type, Similar Types and Uses
16
Describe the Document Type, Similar Types and Uses
17
Predict the Type of Prompts Or Questions
Write Your Own
18
List Conventions of Organization, Search-ability
and Uses of the Conventions
List other non-prose formats in your content area
and the conventions and uses for the conventions.
19
Uses for a Document or Source T-Charting
20
K-W-L for Documents P-A-R (Purpose, Action,
Results)
21
Tip for Locating Information in Print Documents
and Relating Content to The Real World
  • Mail Treasure Hunt Directions
  • Bring in a week worth of junk mail and newspapers
  • Sort by similar items like catalogs, credit card
    applications, sections of the newspaper (in math
    class look for items involving finance and other
    real world applications of math)
  • Assign students to groups by type of mail or
    section of the newspaper
  • List similar conventions in labels, taglines,
    organization between documents from multiple
    companies
  • Each group develops rules on chart paper for
    making searches easier and shares with others
    this activity is like a jigsaw

22
The Triple Venn
Travelocity
Expedia
Travel Websites
Orbitz
23
Sequence Mapping
24
Rules for Revising Your Search Plan
  • I found some of the information, but not
    all of it.
  • I reread the question or prompt, and I predict
    the information is in this source
  • I reread the labels, title, taglines in the
    document or source.
  • I re-evaluated my goal or question and it is
    still valid.

25
Technological Literacy and Information Amount
  • From Lynne Anderson-Inman Electronic Text
    Literacy Medium of the Future
  • Modifiable
  • Enhanceable
  • Programmable
  • Linkable
  • Searchable
  • Collapsible
  • Collaborative

More factors may give you more utility, however,
more factors make the site increasingly complex.
26
Bring the Real World into the Classroom Great
Websites to Use
  • www.fedstats.gov
  • www.cdc.gov/nchs/products/pubs/vsus/vsus.htm
  • www.census.gov
  • http//nces.ed.gov
  • www.bls.gove
  • http//fisher.lib.virginia.edu/collections/stats/h
    istcensus/

27
3. Mathematical Learning And Quantitative Literacy
  • Babies have a concept of counting called
    numerosity
  • Numbers have meaning for us just like music or
    words
  • Number sense emerges in babies as well
  • The ability to compare the sizes of two
    collections shown simultaneously
  • The ability to remember numbers of objects
    presented successively in time
  • Many animals have numerosity

28
Developmental Nature of Math
  • Piaget was wrong in saying children do not
    develop conceptual understanding of arithmetic
    until they are seven or eight
  • Piaget influenced educators since the early
    1950s and we have been slow to change
  • Many of Piagets constructivist theories have
    been disproved since the mid 1990s with better
    brain technologythe earlier we work on
    mathematical ideas the better
  • Infants develop numerosity in the first year
  • Toddlers develop early number sense prior to age
    3
  • Sousa, 2007

29
Early Number Sense
  • Recognizing the number of objects in a small
    collection is part of innate number sense and
    requires no counting this is called subitizing
    (from the Latin word for sudden)
  • When the number in a collection exceeds the
    limits of subitizing, counting becomes necessary
  • Clements (1999) describes two types of
    subitizing
  • Perceptual subitizing involves recognizing a
    number without using other mathematical processes
  • Conceptual subitizing allows one to know the
    number of a collection by recognizing a familiar
    pattern, such as the spatial arrangement of dots
    on dice or fingers on a hand

30
Subitizing
Perceptual Subitizing
Conceptual Subitizing
31
Young Children
  • At 30 months, most children are exposed to
    counting and numbers
  • These toddlers know that we can count sounds and
    other imagery
  • They already have the foundations of conceptual
    math
  • By the age of three, most children know there are
    separate words to describe a number of things and
    can answer the question of how many?
  • They get the order in which to say numbersthree
    large dogs rather than large three dogs
  • One to one correspondence is in place (if we are
    still teaching this in Kindergarten it is very
    late)

32
Easier Languages, Easier Math
  • Chinese and Japanese children learn number words
    and correspondence faster
  • American and British children can repeat back 7
    numbers, but Oriental Languages allow children
    and adults to remember 10

33
Say These Out Loud
  • 7, 5, 9, 11, 8, 3, 7, 2

34
Repeat As Many Back as Possible
35
Why?
  • English words make learning arithmetic harder
  • We have base 10 in common with other countries
    (think fingers)
  • Chinese and Japanese have easier and shorter
    words with simple syntax and decimal based logic
  • One through three yi, er, san
  • Eleven is shi yi, twelve is shi er
  • Chinese and Japanese children learn to count
    earlier and to higher numerals, learn place value
    with ease and base 10 structure
  • All Latin based languages have disadvantages in
    mathematical linguistics
  • By age 4, Chinese children routinely count to 40
    and American children can barely get to 15
  • Early mathematical thinking and language are tied
    together in several ways this impacts test
    score comparisons as well

36
Mental Numberlines
  • We are born with the capacity for mental
    numberlines.
  • Mental numberlines are essential to number sense.
  • Our mental numberline runs in the direction we
    read as demonstrated with Arabic and Hebrew
    readers versus English readers.

0 1 2 3 4 5 6 7 8 9 10
37
Speed and Numeric Comparison Matters for
Intuitive Numeric Sense
  • The speed with which we compare two numbers
    depends not just on the distance between them,
    but on their size as well. It takes far longer
    to decide that 9 is bigger than 8 than to decide
    that 2 is larger than 1. For numbers of equal
    distance apart on our mental numberline, large
    numbers are more difficult to compare than
    smaller ones.
  • It takes much longer to decide on the larger of
    two numbers that are a small distance apart than
    to decide on the larger of two numbers that are a
    greater distance apart. It is easier to
    recognize that 74 is larger than 37 than to
    decide that 74 is larger than 73.
  • Speed and accuracy with which we carry out
    calculations decrease as the numbers get larger
  • A mental numberline helps us be more intuitive
    mathematically
  • Dehaene and Cohen, 1986
  • Sousa, 2007

38
Operations Rote versus Language Centers
  • Research shows that addition and multiplication
    can be learned by rote, addition far easier than
    multiplication
  • However, subtraction and division are learned by
    quantitative intuition tied to our innate
    numberline sense and require contextual thinking
    and symbolic representation in our brains
  • On terms of rate of recall, in quantitative
    individuals, the differences between rote and
    intuition based on numberline are minimal, in
    most of us the mad minute applied to each of
    the 4 operations does not work well with recent
    brain research
  • The basal ganglia part of the brain is needed for
    addition and multiplication, other language areas
    are needed for subtraction and division
  • Subtraction and division require more meaning and
    relevance
  • How does that impact education and even specific
    math courses?
  • P. S. Dehaene believes in calculators as the
    basis of math instruction and not an add on,
    based on this research with stroke victims and
    those whole lost functioning in various parts of
    the brain. Less drill and kill, more relevance
    is the key.
  • Dehaene and Cohen, 1986

39
Symbols versus Words
  • The brain processes numerals in a different part
    of the brain than number words
  • The brain processes numeric symbols as
    quantities, not words
  • This is hard wired in the intuitive number module
    in the left parietal lobe.
  • Ordinary number words get initially processed in
    Brocas area where we process written words

40
Number Sense
  • Number sense is a prerequisite for calculation
    and mathematical thinking just as phonics is a
    prerequisite for reading and comprehending
  • The core of number sense becomes connected to
    other cognitive systems as a consequence of both
    cognitive development and education
  • Berch, 2005

41
5 Levels of Number Sense in Young Children
  • Level One Children have not yet developed number
    sense beyond their innate notions of numerosity
    (babies).
  • Level Two Children are starting to acquire
    number sense. They understand lots of, six, and
    beginning to get less than and more than
    (toddlers, by age 3).
  • Level Three Children fully get less than and
    more than and have a concept of calculation using
    figures or objects to solve problems (early
    childhood).
  • Level Four Children are now relying on the count
    up or counting on process instead of the counting
    all. They get the conceptual reality of numbers
    in that they do not have to count to five to know
    that five exists (early childhood).
  • Level Five Children demonstrate retrieval
    strategies for solving problems. They have
    already automated the addition facts and are
    acquiring basic subtraction facts (age 5 and 6).
  • Bersten and Chard, 1999
  • Sousa, 2007

42
Teaching Number Sense at ALL Grade Levels is
Critical
  • Use number charts
  • Introduce materials that involve numbers or
    number representations in the real world
  • Read literature that involves numbers
  • Create magic number squares (practice finding the
    missing numbers)
  • Manipulate different representations of the same
    quantity
  • Explore very large numbers and their
    representations
  • Collect and chart data
  • Compare number presentations in other cultures
  • Set up spreadsheets
  • Gurganus, 2004
  • Pair numbers with meaningful objects
  • Use language to gradually match numbers with
    objects and symbols as in real life problems
  • Incorporate counting activities
  • Provide experiences with numberlines
  • Plan meaningful estimation experiences
  • Measure and make measurement estimates
  • Solve problems and consider the reasonableness of
    the solution
  • Find everyday, functional uses of numbers
  • Model the enjoyment of numbers and number patterns

43
Math and Anxiety
  • Math anxiety takes up so much of the brains
    activity that it makes it hard to focus enough on
    math instruction and get skillful enough to
    overcome the anxiety
  • It is a vicious cycle that needs to be prevented
    in the first place
  • Far less research has been done on helping
    students with math learning disabilities than
    reading, most studies relate to this cycle
  • Teachers and parents who share math horror
    stories dont help
  • We need to make math fun and relevant and give
    students feedback for creativity and unique
    solutions rather than doing math in a prescribe
    way that the teacher learned
  • Bower, 2006

44
4. Learning Power Tools for 21st Century Learners
  • Conversing Sharing
  • Searching Exploring
  • Collecting Organizing
  • Modeling Simulating
  • Creating Constructing

From National Research Council, Edited by
Bransford, Brown and Cocking
45
Activating Learning
  • Learning takes place when multiple neurons fire
    from numerous places in the brain, and these new
    memories can be retrieved over a period of time.
  • Learning must be connected and relevant to be
    remembered.
  • We only remember things that have meaning for us.

The Brain Responding to Visual Stimuli Image
courtesy of R. Clay Reid
46
ICLE Philosophy The 3 Rs21st Century Learning
and Skills
  • RELATIONSHIPS
  • RIGOR
  • RELEVANCE

47

Rigor/Relevance Framework
Rigor
Relevance
From the International Center for Leadership in
Education
48
Changing Brains of Students and the Impact on
Learning Key Examples from Todays Learning
49
International Center for Leadership in
Education 1587 Route 146 Rexford, NY 12148 Phone
(518) 399-2776 www.LeaderEd.com
info_at_LeaderEd.com
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