Dana Bjornson (ne\u00e9 Allingham)<\/p>\n
ETEC 512<\/p>\n
University of British Columbia<\/p>\n
<\/p>\n
In 1999, when I started teaching full-time, I taught as many other teachers taught.\u00a0 Simply put, I taught the same way in which I had learned the material.\u00a0 After all, if the stand-and-deliver methodology worked for an average student like myself, why wouldn\u2019t this method work for my students, as well?\u00a0 I did my best to have manipulatives, engaging labs, and entertaining lessons that were spiced up with occasional anecdotes and analogies, whenever I could make them work! With each year that has ticked by, my practice has evolved incrementally \u2014 that is, until now.<\/p>\n
Keywords<\/em>:\u00a0 Information Processing, Cognitive Neuroscience, Vygotsky.<\/p>\n The subjects that I teach are purely academic mathematics and senior physics.\u00a0 These areas depend on sequential, detailed, and structured methods in problem-solving, should entrance into post-secondary, STEM-related fields be the academic pathway for a student. When I was analyzing this lesson plan<\/a>, my goal was to analyze its components using the accepted learning theories, supporting Vygotsky theory about the zone of proximal development, cognitive neuroscience, and information processing, while also maintaining the necessary academic rigor that my courses demand.<\/p>\n Vygotsky believed that the learner\u2019s spontaneous, real-life experiences anchor their non-spontaneous experiences, and that learning new material is accomplished through interacting with \u201cMore Knowledgeable Others\u201d (Glassman, 1994). From an early age, Vygotsky himself was surrounded by numerous MKOs, thereby establishing the critical importance of sociocultural interactions in his learning theory (Pass, 1999). MKOs can help guide learners through their zone of proximal development, the zone of the learning process in which learners require assistance from an external source (John-Steiner & Mahn, 1996).<\/p>\n My revised lesson plan now has sociocultural interactions built into every class, which will allow either myself, more advanced students, or online programs to serve as MKOs for students in need. Vygotsky maintained that, for information to be internalized, learners must transform communicative language into inner speech and, finally, into verbal thinking (John-Steiner & Mahn, 1996). In a traditional mathematics class, there are few to no opportunities for students to interact with their MKOs; hence, the internalization process is likely not actualized during class time. The Algebra Bootcamp teams, whiteboard activity, and Google Slide collaboration activities ensure that students are no longer acting in isolation within their learning. During the work block, I will be mirroring students\u2019 work to the entire class via Apple TV, so that MKOs can share their process with others.<\/p>\n Students arriving into a typical academic Mathematics 10 class are not created equal.\u00a0 Each comes with a different amount of psychological \u201cmath baggage\u201d which can negatively affect their intrinsic motivation to work diligently; moreover, their skill levels vary considerably.\u00a0 Thankfully, cognitive neuroscience considerations can help educators navigate through issues in their classrooms. Zamarian, Ischebeck, and Delazer point out that, with intensive practice, mathematical processes are moved from the frontal lobes of the brain responsible for \u201cworking memory\u201d and into the left AG, where the retrieval of information is automated (2009). Taking advantage of our students\u2019 dopamine pleasure response system can lead not only to higher levels of engagement, but ultimately to the building of skills and adaptive responses to information.\u00a0 As well, learning and assessment that have been chunked into challenging, yet realistic goals, will allow the teenaged brain\u2019s desire for immediate gratification to be recognized and honoured (Willis, 2011).<\/p>\n Since I want to \u201cscore\u201d with accessing my students\u2019 dopamine reserves, I have revised my lesson plan to include the Desmos Marble Slides Activity. This online program allows students to progress incrementally to more difficult tasks with the goal of creating a slide, that falling marbles can slide down and pass through a succession of stars<\/a>.\u00a0 The popular, interactive quizzing program Kahoot has also now been added to the lesson.\u00a0 In Kahoot, students can be anonymous; they can work together or individually; and they receive encouragement and praise along the way. Although I will still utilize direct instruction, this note-taking process is done using a guided, Cornell Notes system that incorporates colour, reinforcement, and social learning activities.<\/p>\n Humans, like a computer, require information to be received, processed, and stored, should they ever wish to retrieve that information (Orey, 2001).\u00a0 Although there exist many models that information processing theory has adopted, the most prevalent would be the Stage Model, whereby information may undergo a three-step process via the Sensory Register (SR), into the Short Term Memory (STM), and eventually into the Long Term Memory (LTM) (Conlan, Gallant, & Kim, 2016).<\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Nothing beats a first impression, so say some. Intuitively, educators know that lessons that can grab a student\u2019s attention quickly are better than those that lack any flair. The sensory register is our brain\u2019s \u201cfirst impression\u201d receptor.\u00a0 All of our senses affect this register: seeing and hearing, as well as tactile, olfactory, and gustatory inputs.\u00a0 As information stays in the SR for only a few seconds at most, educators do not have very long to hold onto a student\u2019s focus before the pedagogical effect is lost (Banikowski, 1999).<\/p>\n Initially, my lesson plan sometimes lacked a \u201cSR-grab-you moment.\u201d Now, each day begins with an activity that is different from the typical note-taking, followed by traditional or non-traditional reinforcement activities. Group work as a team, whiteboard activities, Desmos Marble Slides, and Kahoot all serve to enrich students\u2019 SRs. In my experience, simply working with colourful markers on a whiteboard is engaging for students, even though it is not very \u201chigh tech.\u201d As Kahoot seems to be taking over many classrooms at my school as a pedagogical methodology, merely hearing the theme music motivates students to participate actively in a traditionally inactive subject.<\/p>\n For educators, the impact of the short duration of the SR amplifies the need not to barrage students with too much information at once.\u00a0 Being clear about what information is important to retain is critical, as well (Banikowski, 1999).\u00a0 To address this notion, throughout my unit I use highlighters strategically and sparingly, and arrange the lessons so that only one or two learning outcomes are addressed per class.<\/p>\n \u00a0<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Should information enter one\u2019s STM, one\u2019s brain has just 15 to 30 seconds to make use of it before risking forgetfulness. \u00a0Information is being actively processed in the STM, allowing us to both perceive and address stimuli during that short time span (Orey, 2001; Lutz & Huitt, 2003). The STM\u2019s main role is to process the information for one of three purposes:<\/p>\n Students with normal cognitive function require repeated actions as many as 40 times before the skill becomes automated, and thus transferred to their LTM (Banikowski, 1999). Throughout this unit, I have now provided multiple opportunities for information to be rehearsed and processed in the students\u2019 STM, thereby increasing the likelihood of the information being stored in their LTM.<\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Should information make its way into the seemingly unlimited LTM, many theorists believe that it is there for life.\u00a0 Sometimes the pathways leading to the information erode, making one believe that one has forgotten; however, such is likely not the case.\u00a0 For mathematics students, problem-solving requires the semantic declarative memory in the LTM to be activated; activation requires the linking of new ideas to pre-existing ones, in a process called \u201celaboration\u201d (Orey, 2001). It has also been suggested that combining personal experiences that activate students\u2019 episodic declarative memory will further embed information in the LTM\u2019s data bank (Banikowski, 1999).<\/p>\n Initially, my lesson plan had limited opportunities for students to create elaborative pathways that that would enable them to access the information.\u00a0 With the revisions, however, metacognitive strategies are now involved, such as self-evaluation on the Marble Slides activity and art project, and requiring students to submit their notes that fully maximize the Cornell Note- taking strategy. As well, the addition of the Algebra Bootcamp, Whiteboard Activity, and Marble Slides will simultaneously impact both episodic and semantic declarative memories.<\/p>\n With the Algebra Bootcamp, students work together to solidify their skills prior to the new information being presented.\u00a0 Since the students will have been utilizing algebra since Grade 8, this activity enables them to transfer these skills into the LTM, should it not already be there.\u00a0 The Whiteboard Activity will review a skill from the previous unit, and the Desmos Marble Slides will rehearse information from the previous day.\u00a0 The Kahoot will review the week\u2019s material in a highly entertaining fashion. The art project will cumulate all skills into one finale in which students will be expected to produce a minimum of 75 equations, that are individually restricted in their domains and ranges. Without question, there now<\/em> are multiple rehearsal opportunities!<\/p>\n For many people, a mathematics class represents a time plagued with frustration and stress. It is my hope that by incorporating more social, collaborative, brain-based methodologies into my practice, the negative feelings that many students harbor will at least be minimized.\u00a0 Nevertheless, I am not prepared to abandon direct instruction techniques for most of my lessons, as I feel that upper-level math and science demand precision and proper technique. As well, educators should be ever mindful of a significant limitation that cannot be ignored: class time is finite. Creating activities that overlap<\/em> theories is an ideal way to circumnavigate the time limitation. With time management also being a consideration, a blend of traditional and modern learning approaches is what my view of \u201c21st Century\u201d learning ultimately looks like in my classroom.<\/p>\n Banikowski, A. K. (1999). Strategies to enhance memory based on brain-research.\u00a0<\/em>Focus on Exceptional Children,\u00a032<\/em>(2), 1.<\/p>\n Conlan, P., Gallant, M. & Kim, D. (2016). Information Processing Theory Presentation<\/em><\/a>. <\/em>Retrieved from http:\/\/iptheoryetec512.weebly.com\/information-processing.html<\/a><\/p>\n Glassman, M. (1994). All things being equal: The two roads of Piaget and Vygotsky.\u00a0<\/em>Developmental Review,<\/em>\u00a0<\/em>14<\/em>(2), 186-214. doi:10.1006\/drev.1994.1008<\/p>\n John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31<\/em>(3), 191.doi:10.1207\/s15326985ep3103&4_4<\/p>\n Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and applications.\u00a0Educational Psychology Interactive<\/em>. Retrieved from http:\/\/www.edpsycinteractive.org\/papers\/infoproc.pdf<\/a><\/p>\n Orey, M. (2001). Information Processing. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology<\/em>. Retrieved from\u00a0http:\/\/epltt.coe.uga.edu\/<\/a><\/p>\n Pass, S. J. (1999). Jean Piaget and Lev Vygotsky: A historical comparison of their early biographies <\/em>(Doctoral dissertation). Retrieved from http:\/\/ezproxy.library.ubc.ca\/login?url=http:\/\/search.proquest.com.ezproxy.library.ubc.ca\/docview\/304529396?accountid=14656<\/a><\/p>\n Willis, J. (2011). A neurologist makes the case for the video game model as a learning tool. <\/em>Retrieved from https:\/\/www.edutopia.org\/blog\/neurologist-makes-case-video-game-model-learning-tool<\/a><\/p>\n Zamarian, L., Ischebeck, A., & Delazer, M. (2009). Neuroscience of learning arithmetic: Evidence from brain imaging studies.\u00a0<\/em>Neuroscience and Biobehavioral Reviews,<\/em>\u00a0<\/em>33<\/em>(6), 909-925. doi:10.1016\/j.neubiorev.2009.03.005<\/p>\n","protected":false},"excerpt":{"rendered":" Dana Bjornson (ne\u00e9 Allingham) ETEC 512 University of British Columbia Abstract In 1999, when I started teaching full-time, I taught as many other teachers taught.\u00a0 Simply put, I taught the same way in which I had learned the material.\u00a0 … Continue reading Lesson Plan Critique: <\/strong>
\n Graphing Linear Equations Through Learning Theorist Lens<\/strong><\/h2>\nThrough a Vgygostkian Lens<\/h3>\n
Through a Neuroscience Lens<\/h3>\n
Through an Information Processing Lens<\/h3>\n
Sensory Register<\/strong><\/h5>\n
Short-Term Memory<\/strong><\/h5>\n
\n
Long-Term Memory<\/strong><\/h5>\n
Conclusion<\/strong><\/h3>\n
References<\/h4>\n