Online Version: ED595B IMPROVING INSTRUCTION WITH MIND, BRAIN AND EDUCATION SCIENCE: WHAT WE KNOW TO BE TRUE
Craig Weaver Ph.D.
How do humans learn, and how can we design and deliver personalized instruction in a way that elicits the maximum potential of every student? Are human brains different due to the genes we inherit from our parents and the life experiences we encounter? How does neural and synaptic plasticity, resulting from sensory stimuli, perception, cognition and action impact learning? Should students be expected to achieve the same competency levels despite being exposed to different learning experiences? How can instructional design and delivery impact the brain’s neurobiological structure of learning? This course answers the above questions and many others through the identification and study of learning structures that make you, you.
Brown, P., Roediger, H., McDaniel, M. (2014). Make it stick: The science of successful learning. BelknapPress: Cambridge, MA.
Duckworth, Angela. (2016). Grit: The Power of Passion and Perseverance. Scribner: New York, NY.
Dweck, Carol. (2006). Mindset: The new psychology of success. Random House; New York, NY.
Lang, James. (2016). Small Teaching. Josey-Bass, San Francisco, CA.
Tokuhama-Espinosa, Tracey. (2014). Making Classrooms Better. Norton and Company: New York, NY.
Tokuhama-Espinosa, Tracey. (2011). Mind, Brain, and Education Science: A Comprehensive Guide to The New Brain-Based Teaching. Norton and Company: New York, NY.
Tokuhama-Espinosa, Tracey. (2010). The New Science of Teaching and Learning. Teacher College Press: New York, NY.
M.I.T. Department of Brain and Cognitive Science
Olin College of Engineering.com
This course should help students:
- Improve investigative skills (correctly identify and analyze scientific information)
- Improve practice (appropriately apply scientific research)
- Improve understanding of the basic terminology of the field
- Distinguish between “traditional” pedagogical practices rooted in psychology and proven methods, strategies, and activities of MBE science and the neurobiological structure of learning
- Improve the ability to develop and evaluate learning strategies using MBE science
- Students should develop the fundamental vocabulary of MBE science
- Students should know the primary leaders in the field of MBS
- Students should be able to identify the mindset, neuromyths, neuro-facts, neuro-principles and basic neuroscience that guides human cognition and behavior
- Students should be able to deliver instruction using MBE Science in order to expedite and enhance student learning, memory and felicity
- Students should develop a critical view of the research and claims related to the brain and learning
- Students should express cautious optimism for the promises of MBE Science and the neurobiological structure of learning
This course will include videos along with research of MBE topics. It will be conducted online and based upon student self-selected topics for study. This course will require a great deal of investigative skills and analysis. Have “Fun” with the content.
Structure #1- Building Real Artificial intelligence Means Reverse Engineering the Mind.
Watch video “Why Study the Brain?” with Jim DiCarlo from M.I.T. https://vimeo.com/130136698
Answer the following 4 questions for SUBMISSION #1: 1) What is MIT’s Dept. Of Brain and Cognitive Sciences, and why are they so driven to understand the mind? 2) What is their approach? 3) Why is this an exciting time to be on this mission? 4) Where is the cutting edge at this very moment? (note: you will need to start and stop video multiple times)
Select and review a national lab website from one of 8 listed below. Outline objectives the lab is trying to achieve for SUBMISSION #2
a.Human Brain Project – European Union - www.humanbrainproject.eu
b.The Brain Initiative – USA – www.braininitiative.nih.gov
c.The Australian Brain Alliance – www.brainalliance.org.au
d.The China Brain Project – China Brain Project wikipedia
e.Japan’s Brain/MINDS Project – www.brainminds.jp/en/
f.Government/Brain Canada – www.braincanada.ca
g.South Korea Brain Project- www.kbri.re.kr
h.Israel Brain Technologies- www.israelbrain.org
Structure #2 The Neurobiological Structure of Learning And Human Intelligence
Watch You Tube: How We Learn (Forney Focus)
Outline what you consider to be key learning points for SUBMISSION #3
Structure #3 Learning Sciences And Psychology- Prepping The Mind For Learning Phase 1
Select a “Prep for Learning” topic from the following list and indicate why it is or would be a good idea to use in your classroom to prep students for learning. SUBMISSION #4.
- Mindset and Grit
- State of Flow
- Social Cognition or Serve and Volley
Structure #4 Brain and Cognitive Science-Prepping The Mind For Learning Phase II
Take Neuromyths Test first without viewing Answer Key (see attachment Test) . Review Answer Key (attachment Answer Key). Take quiz again. Did you get 100%? I bet you did, congratulations!! For SUBMISSION #5 submit both quiz scores, identify implications for instructional delivery and learning based upon “lack” of knowledge concerning neuromyths. For SUBMISSION #6 question for consideration- “You just completed a test/retest learning strategy. Could students benefit from this same strategy?” Why or why not?
Structure #5 Instructional Design and Delivery
Review steps of this instructional design (attachment- Instructional Framework) and determine if it would be useful for you. Please be critical! Now write out your basic instructional design for SUBMISSION #7.
Structure # 6: “Game Day” Version Of The Neurobiological Structure For Learning And Human Intelligence (PLEASE IGNORE STRUCTURE # 6)
Structure #7 For Learners, Learning Means Neuroplasticity
Watch Ted Talk by Thomas Suarez.
For SUBMISSION #8 explain how you help students or your children develop the motivation to learn like Thomas?
Investigate concept of Neuroplasticity for SUBMISSION #9. What is it? What are implications for learning? (HINT: Neuroplasticity is the ability of the brain to form and reorganize neuronal circuits and synaptic connections in response to learning.)
Watch TED TALK by Julie Lythcott-Haims https://www.ted.com/talks/julie_lythcott_haims_how_to_raise_successful_kids_without_over_parenting/transcript
Identify Julie’s key points for raising children for SUBMISSION #10.
Watch Video: You Tube- Simon Simek Millennials Talk,
Identify 3 or more concepts that stand out and you deem important for delivering instruction to Milennials or Gen Z students for SUBMISSION #11.
Structure #8 Instructional Leaders Critically Need New Leadership And Governance Structures
Teacher vs. Athletic Coaches and Activity Advisors: What is the difference in leadership and governance between these 2 groups? (Hint: Start at the federal government level for teachers and proceed through state and local government levels and finally identify governance levels within your school district. How many levels of governance did you identify before reaching the classroom level? ) For SUBMISSION #12 identify the levels of bureaucracy for classroom teachers vs. athletic coaches and activity advisors.
Structure #9 Human Body Systems
The following human body systems establish and maintain a biological balance in our bodies. As you read through the list, identify the one system you are most unfamiliar with:
9.1 Integumentary 9.2 Skeletal 9.3 Muscular 9.4 Lymphatic 9.5 Respiratory 9.6 Endocrine 9.7 Reproductive 9.8 Cardiovascular 9.9 Digestive 9.10 Glymphatic 9.11 Central Nervous 9.12 Peripheral Nervous 9.13 Movement System and Physical Therapy
#9.10 Glymphatic should stand out because you probably have not heard of it before. It was only discovered about 5 years ago. For SUBMISSON #13 answer the following questions: What is the function of the Glymphatic system? What happens if it doesn’t fully function on a nightly basis? What are the implications for learning?
Structure #10 Biological Age Vs. Chronological Age: Factors For Longevity
Investigate and identify factors for longevity for SUBMISSION #14. (Hint: Start with the Harvard Grant study of males which is almost in its 80th year by watching Robert Waldinger’s Ted Talk “What Makes a Good Life”) Include in your submission the answer to the following question: Is it possible for your biological age to be less than your chronological age? What are the factors for consideration? To answer the question you will need to investigate the internet for chronological age vs. biological age.
Structure #11 The Mind Of A Professional: How They Learn, Prepare and Do Their Job (PLEASE IGNORE STRUCTURE # 11)
Structure #12 Transformational Ideas for Consideration
(Please Ignore Structure #12)
Thank you! Hope you enjoyed the content. Be well! CW