Keynoter/Senior Advisor International Center for Leadership in Education www.LeaderEd.com

clappergappawpawΠολεοδομικά Έργα

16 Νοε 2013 (πριν από 3 χρόνια και 6 μήνες)

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www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Keynoter/Senior Advisor

International Center for Leadership

in Education

www.LeaderEd.com

The Human Brain


Our Incredible Learning Machine


Model Schools Conference


June 22


25

Susan Kovalik


www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

We are the only species
that creates the
environment that creates
who we become!







Land of Childhood

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

The Science of Learning


Neuroscience has given us thirty
years of information on brain
function
.


Understanding this information allows
educators to create curriculum and
instruction that is brain
-
compatible,
allowing students to reach high levels of
achievement and performance.

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Amygdala
AutonomicNervousSystem
Ba
salGanglia
Cerebellum
CerebralCortex
C
erebrum
CorpusCallosum
Dendrite
Front
alLobes
Hippocampus
LimbicSystem
Mirr
orNeurons
Neurotransmitter
PrefrontalC
ortex
Synapse

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

EDUCATION
has the
opportunity

to put scientific knowledge
about
our
bodybrain


into our schools

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Instructional

Strategies

Conceptual

Curriculum

Biology of
Learning

HIGHLY EFFECTIVE TEACHING

Creating Context

GROWING RESPONSIBLE CITIZENS

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

THREE KEY POINTS:


1.
Intelligence

is a function of
experience



2.
Emotion

is the gatekeeper to learning
and performance



3.
Pattern to Program

equals long term

learning

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

KEYPOINT 1


Intelligence

Is A Function
Of Experience

We are not born
intelligent only with a
capacity to be so

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.


Every day our experiences can:




enhance




stifle




or diminish

our intellectual, social and/or
emotional capacity.

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Making Synaptic Connections.

Birth

6
months

2 years

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.


Learning is a result of real,
observable physiological growth
in the brain that occurs as a result
of sensory input and the
processing, organizing, and
pruning it promotes.

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Prune and Consolidate

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

We are not our
GENES,


we are


our
EXPERIENCES


(consider your siblings)

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Our sensory receptors are designed to
detect information at the
energy

level.
Everything around us, the air we breathe,
even the materials we use to build with,
are composed of spinning and vibrating
atomic particles, you and I are literally
swimming in a turbulent sea of
electromagnetic fields
.

We are enveloped
within it, and through our sensory apparatus
we experience
what

is.






Jill Taylor, My Stroke of Insight

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

R. Rivlin and K. Gravelle,
Deciphering Your Senses

Sight

Hearing

Touch

Taste

Smell

Balance
-
Movement

Vestibular

Temperature

Pain

Eidetic Imagery

Magnetic

Infrared

Ultraviolet

Ionic

Vomeronasal

Proximal

Electrical

Barometric

Geogravimetric

Visible Light

Vibrations in Air

Tactile Contact

Chemical Molecular

Olfactory Molecular

Kinesthetic Geotropic

Repetitious Movement

Molecular Motion

Nociception

Neuroelectrical Image Retention

Ferromagnetic Orientation

Long Electromagnetic Waves

Short Electromagnetic Waves

Airborne Ionic Charge

Pheromonic Sensing

Physical Closeness

Surface Charge

Atmospheric Pressure

Sensing Mass Differences


Our “19” Senses

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Pathways To Understanding


Being There


Immersion


Hands on Real Things


Hands on Representational


Second Hand


Symbolic


www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Being There
-
19 Senses

Barometric

Geogravimetric

Ionic

Ultraviolet

Infrared

Magnetic

Electrical

Proximal

Vestibular

Balance

Vomernasal

Pain

Temperature

Smell

Taste

Touch

Eidetic Imagery

Hearing

Sight

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.



your brain makes low
-
level sensory
predictions about what it expects to
see, hear, and feel at every given
moment, and it does so in parallel
. All
regions of your neocortex are
simultaneously trying to predict what their
next experience will be.


»
Jeff Hawkins, Creator of the palm pilot

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Visual

intake

Spatial
awareness

Voluntary

movements

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

IMMERSION
-
recreating
an environment


Electrical

Proximal

Vestibular

Balance

Vomernasal

Pain

Temperature

Smell

Taste

Touch

Eidetic Imagery

Hearing

Sight

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

There is no objective reality!

In order
for the brain not to be overwhelmed
by the constant deluge of sensory
input, some sort of filtering system
must enable us to pay attention to
what our bodymind deems
important and to ignore the
others…








Candace Pert

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Hands
-
on Real Things
-
9 Senses

Vomernasal

Pain

Temperature

Smell

Taste

Touch

Eidetic Imagery

Hearing

Sight

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.


Prediction is not just one of
the things your brain does.
It is the primary function of
the neocortex, and the
foundation of intelligence.
The cortex is the organ of
prediction

Jeff Hawkins, On Intelligence

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Hands
-
On Representation
-
4 Senses

Touch

Eidetic Imagery

Hearing

Sight

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.


The intensity with which you attend
to such stimuli is
determined by
your own level of interest,
alertness and anxiety.




















Ratey

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

2
nd

Hand
-
3 Senses


Eidetic

Hearing

Sight

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.


Oversimplification of input
doesn’t make something
easier to understand for there
is no relationship and no
context
.


www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Symbolic
-
2
Senses



Hearing

Sight

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.



Time on task does not equate to
input; input involves raw materials
from which
patterns can be

extracted
,

not the amount of time
devoted to something.











www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

INPUT PATHWAYS TO UNDERSTANDING

Immersion

Hands On

Real
Things

Hands
Representation

2
nd

Hand

Symbolic

Being
There

*

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

KEYPOINT 2

Learning is an Inseparable
Body Brain Partnership


EMOTION

is the gatekeeper to
learning and performance

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Every change in the
physiological
state

is accompanied by an
appropriate change in the
mental
emotional state, conscious or
unconscious, and conversely,




Elmer Green, Mayo Clinic

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Every change in
the mental
emotional state,

conscious or
unconscious, is accompanied
by an
appropriate change in
the physiological state.




www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

moyers
www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Emotions Drive >>>

Attention * Learning * Memory!


Bob Sylwester

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Learning and memory processes exist
in a circular relationship

learning
enables information to cross over the
lines of perception into memory,
but
once stored these memories affect
future learning.










Ratey

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Our emotions have a mind
of their own,
one which
can hold views quite
independently of our
rational mind
.







Joseph LeDoux

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

KEYPOINT 3


PATTERN TO PROGRAM EQUALS
LONG TERM LEARNING


1. Identify the
PATTERN
, assign meaning to it.


2. Create a
MENTAL PROGRAM

to
implement that pattern

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

The brain is, by nature’s design, an
amazingly subtle and sensitive
pattern
-
detecting apparatus.


The brain detects, constructs, and
elaborates patterns as a basic,
built
-
in, natural function..







Leslie Hart, Human Brain and Human Learning

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.


It does not have to be taught or
motivated to do so, any more than
the heart needs to be instructed or
coaxed to pump blood

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

PATTERN

SEEKING...

RELATIONSHIP

SITUATION

SYSTEM

ACTION

PROCEDURE

OBJECT

PARTY:

Birthday


Halloween


Christmas


Graduation

GOING TO SCHOOL

TAKING A TEST

MEETING A STRANGER

I ME,

HOT, COLD


YOU

TOMORROW

DADDY

YESTERDAY

MOMMY

OLD, NEW

RUNNING

SKIPPING


WALKING

JUMPING


SWIMMING

GETTING DRESSED

GOING TO THE STORE

DRIVING A CAR

SHOWERING

TEAPOT

HAIRBRUSH

CHAIR

CAT

DOG

FAMILY

COMPUTER

TRANSPORTATION

LAW

SCHOOL

POLITICAL

CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES

CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES

CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES

CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

The ability to detect and recognize
patterns depends heavily on our
experience
,

on what we bring to the
act of pattern detection and
recognition.




Hart, Human Brain and Human Learning


www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

The word
PROGRAM

means simply a
fixed sequence for accomplishing
some intended objective.







www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

USING WHAT WE’VE LEARNED

USING WHAT WE’VE LEARNED

A Sequence of Steps or Actions Intended

to Achieve Some GOAL...

MENTAL

PROGRAMS

Evaluate Situation

Select

Implement

Identify Pattern

Most Appropriate Response
from Those Stored

Take Action!

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

A DAY IN THE LIFE OF A STUDENT


Start
Stop
Start
Stop
Start…
Stop
Start
St
op
Start
Stop…
Start
Stop
Start
Stop…
St
art
Stop…
Start
Stop
Start….
Stop
Start
St
op
Start
Stop….
Start
Stop
Start…
Stop
St
art
Stop
Start…
Stop
Start
Stop
Start….
St
op………..



Every

Hour Of The Day


www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

REGRESS/PROGRESS


R
---------------------
P






R
---------------
P










R
------------
P













R
--------
P

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Critical attributes of a learning
environment:



Creating a safe and predictable
environment



Consistency and continuity

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.


The MIRROR In My Brain
…a
powerful and unifying
framework for teaching and

learning

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Some brain memory networks store and
recall facts and experiences and others,
including mirror neurons, store and recall
specific movement sequences
.

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

The frontal lobe creates a mental template
of the intentional movements of others, and
then primes the responsive behavior.

.

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.



mirror neurons not only simulate the
actions of others but also their related
emotions such as pain or pleasure that
result from that action

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

The mirror neuron system works best when
it directly observes human behavior, but
apparently it can also respond to televised
and filmed human movements.

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

baby
www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Our mirror neuron system may eventually
explain the effectiveness of many
teaching and parenting techniques in
which explicit modeling provides
children with effective behavioral
patterns to follow.

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

We are the only species
that creates the
environment that creates
who we become!







Land of Childhood

www.theCenter4Learning.com

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Contact Karen or Lindsay at the


Keynoter/Consulting Services Resource Table

or

(518) 723
-
2057 or Karen@LeaderEd.com


Interested in this Keynote Speaker
visiting your district/school?