Sense: A Week of Electrodermal Activity (link) and Exercise Boosts Brain Power (link)
Reflect: What do these suggest about brain activity and school?
Analyze: What, according to Medina, is the correlation between exercise and executive brain function?
Create: Sketch a brain. Label sensory, temporal, prefrontal, and motor regions.
Sense: Ratey (2008) pp. 9-33: Welcome to the Revolution (pdf download)
Reflect: Where is Ratey adding depth, breadth, clarity to your understanding?
Analyze: Collaborate with unit 1 partner to cite three to five research findings that speak to you.
Create: Advance your brain illustration to identify four or more movement opportunities to energize executive function by enriching a learning cycle via exercise. Cite three to five research insights that guide your decisions.
Sense: Reynolds (2013, pp. 188-207) How to Build a Better Brain (pdf download)
Reflect: Where is Reynolds wrapping reinforcements, depth, breadth, clarity to your understanding?
Analyze: Identify three to five specific citations from Reynolds's research on how exercise sparks cognition.
Rap with classmates in speaking, listening, paraphrasing, and recording circles. Migrate partners when ready.
Create: Finalize your exercising academic excellence illustrations with big ideas from Reynolds, Ratey, Medina statements, stats, and science. Cite the spicy, sweet, and savory specifics of your understandings.
Create: Explain and backward design curriculum that cranks up brains. To be applied to projects 1, 2, and 3.
Sense: ECS to the PFC (sing along--bring fave instruments--from triangles to tubas)
Reflect: When have ECS driven your need to know more?
Analyze: In the business of learning, what, according to Immordino-Yang & Faeth (in Sousa, 2010, pp. 68-83) do ECS leverage that cold cognition can't?
Present your lyrics and sounds
Sense: Emotions Prioritize our Thinking
Reflect: What about emotion, joy appears to inspire cognition?
Analyze: What , according to Zull (2011, pp. 53-80; pdf download) is the relationship between emotion and cognition?
Create: Illustrate, label, and summarize the the learning brain on joyful emotional engagement.
Do the same with the joy-free brain in school. Integrate findings from multiple scholars.
Sense: Emotions Conjure Cognition
Reflect: Zull (2002) pp. 69-87: A Feeling for this Business + Zull (2002) pp. 221-244: We Did this Ourselves.
Analyze: Where is Zull adding layers to our understandings of how emotion warms cognition?
Create: Write around research summary and connected questions that add layers to our insights. Share one finding with larger group. Suggest ways to build curriculum and learning around this insight.
Sense: Medina (2015) Attention!
Reflect: Whose neurons are firing and wiring during a lecture?
Analyze: What does research from Medina (2008, pp. 71-94) or Medina (2014, pp. 105-124) and Zull (2002, pp. 31-46) reveal about designing curriculum that lights up students' minds?
Create:Summarize the big picture of Medina's attention research. Cite two specific statements that elaborate this finding.
Sense: What percent of course concepts do students recall through sit-and-get lecture?
Reflect: Whose neurons are firing and wiring during a lecture?
Analyze: What does research from Medina (2008, pp. 95-119) and Medina (2008, pp. 122-147)or Medina's (2014) pp. 127-159 reveal about designing curriculum that lights up students' minds?
Create: Partner with class-matey, to summarize Dread Pirate Medina's research findings on how memory consolidates.
Construct and share one pirate joke and two questions that help us better understand memory consolidation.
Sense: Zull's model of balanced lobe learning (hyperlink)
Reflect: What research confirms or challenges this model of sensory stimuli, reflection, analysis, and action?
Analyze: Summarize alignments between Zull, Medina, Willis (in Sousa, 2010, pp. 44-66) and Posner (in Sousa, 2010, pp. 26-43).
Use "Hey Jude, this we knew, and this is new" or similar format to elaborate and introduce Willis's findings.
Report findings that stimulate firing and wiring in curriculum that lights up students' minds.
Sense: Pressing play in the student brain.
Reflect: What is the big picture and are the important details of using education neuroscience to press play in the learning brain?
Analyze: Listen and learn from speed dating ideas with peers.
Develop and refine your findings in prep for your project.
Bring full draft of project 1. Share with peers. Exchange peer feedback based upon project rubric below. 2/21
Presenting your completed project 1 to small groups of classmates. Share copy with Dan for evaluation.
If submitting digital work, please include your UMD username and also include your name inside the file.
What insights into the science of learning will you bring to class to make our learning relevant and real?
Synthesize emerging big pictures and identify key, specific findings that will shape real 21st century teaching and learning.
___ Cite 7-10 relevant research sources
___Communicate in a non-essay, non-power pointed manner
___ Document citations in accurate APA
___ Use grammatically and mechanically accurate language
___ Include your name at the conclusion of your project
___ Submit your project as scheduled; see Dan if alternate schedule is necessary
So far in this course, we've been reading leading voices from education neuroscience identify a few major themes that contribute to effective cognitive function. Now, as teacher candidates, we have an opportunity to teach what we've learned.
With this in mind, please explain your current understanding of the the major themes emerging from our course readings and discussions about minds, brains, and education. Begin by reviewing our course schedule, readings, and notes. Ask questions such as, "What big ideas are emerging, and what evidence is shaping these big ideas? Then, informed by your findings, share what you now know.
In designing and explaining what you've learned, be sure to include multiple, specific citations in APA format for each of your assertions. And then clarify the connections between each of your claims. Do so with grammatically accurate, mechanically sound communication. Projects may be submitted digitally or in three dimensions.
reiterating portions of research on learning
identifying key findings and relevant scholars in brain research
narrating a guided tour of the landscape of current education neuroscience research and for each theme, identifying numerous scholars whose findings
put this theme on the map
Course grades will be earned based upon completion of projects 1-3. Satisfactory completion of all projects is required for course credit.
Final course grades will be determined upon the preponderance of evidence demonstrated in all course projects.