CED 522
Teacher as Facilitator of Learning
Dr. Timothy W. Brock
How Do Students Learn?
The material in these notes was derived from information included in Chapter 6 of the textbook, Teaching Today’s Teachers How to Teach, by Donald Griggs, pages 63-76, and from other sources as noted.
Introduction
In this chapter, Griggs listed and described three central dimensions of student learning:
1) the fact that all learning (even religious learning) is brain-based,
2) the fact that learning involves a number of interrelated processes, and
3) the theory of multiple intelligences.
During the first part of the class period, the professor and the students will highlight aspects of the information included in this reading. The professor will include additional related information.
Brain-Based Learning
As teachers, we must have some basic understanding of the possibilities and limitations of the physiological dynamics that take place in the brain as we perceive and process information.
A Cross Section of The Human Brain
Brain Anatomy 101
The best image to use in thinking about the brain is a neural network—a complex, overlapping web of neurons (brain cells) that is analogous to the operating system of a computer. The following parts of the human brain control the ways in which human being perceived information from the world and process this information in meaningful ways.
Cerebral cortex is the complex layer of neurons that allows us to think and sets us apart from lower animals. The cerebral cortex contains four lobes in each hemisphere:
· Frontal—the main function is processing thinking, decision-making, focusing, and reflecting
· Parietal (located at the top of the brain) processing sensory data and spatial awareness
· Temporal (located just above the ears) processing auditory data
· Occipital (located in the central lower back of the brain) processing visual data
Two hemispheres, the split halves of the brain…
· Left, which controls the right side of the body, traditionally associated with rationale thought processes (words, logic, numbers, sequences, linearity, analysis, lists)
· Right, which controls the left side of the body, traditionally associated with creativity and artistic expression (rhythm, spatial awareness, gestalt, imagination, daydreaming, color, dimension)
Corpus Callosum, which connects the two hemispheres, integrating information between the hemispheres
Cerebellum (little brain) at the back of the skull
· Responsible for movement and balance
· Also called the mammalian brain (the seat of nurturing, self sacrifice, etc.)
Brainstem, located at the base of the skull and connecting the brain to the spinal cord
· Responsible for autonomic responses (those things over which we have no control)
· Breathing, heart rate, blood pressure
· Can be controlled through biofeedback
· Fight or flight
Thalamus, which controls the flow of information from the senses to the cortex
Hypothalamus, which controls the normal state of the body well as eating and drinking
Amygadala, which controls the emotions
Hippocampus, which holds immediate memory and sends it to the cortex where it is stored as long-term memory that can be retrieved at will
The degree of integration (i.e. the interaction of these various components of the brain) of these processing units is critical in the teaching/learning process. Again, the more part of the brain activated in an integrated way, the more learning can take place.
Additional Brain Research
In her book, Basics of Christian Education, Dr. Karen Tye made a number of interesting observations related to aspects of brain research:
· The use of computers and other multimedia experiences is actually rewiring the brains of children and youth. The brain of a 52 year old person will look very different (qualitatively and quantitatively) from the brain of an 18 year old.
· The research on right brain and left-brain distinctives is being questioned now. The goal is to process a “whole brain” experience as we learn. We need to use teaching processes that engage the whole brain, not just the left side.
· In Christian education, the teacher must be aware of the concept of downshifting. When a person gets anxious, brain activity in the cerebral cortex (that part of the brain that is unique to humans) actually begins to shut down and activities in the lower brain (the cerebellum, or mammalian brain, and the medulla, the reptilian brain) increase. When anxious, we downshift to “fight or flight” mentality. The irony is that, at the time that we most need to cerebrate, we start thinking like a snake. In the context of congregational teaching, we need to provide learning environments that are safe, relaxed, and less stressful so that, in these contexts, they can intentionally think about issues before the stress of real life hits. Further, we must realize that, when we introduce new and/or controversial material to student, there will be an emotional dynamic at work. (See the cartoon on the last page of this handout.) The question becomes, “How do we help people to ‘take one step back’ from their intense emotional reactions in order to rationally think about those reactions?” We might say, “I know that, when I first heard this idea, it made me mad. I wonder how this makes you feel” or “I know that this material may challenge you to think about this issue in an entirely different way. Right now, how do you feel?”
· The average adult has a three to five minute attention span, that is, he or she can focus on one thought for approximately 3-5 minutes before attention begins to deteriorate. If this is the case, what are the implications for teaching in the congregational context?
· Human beings learn best when as many different senses as possible are engaged in the learning process. If this is the case, what are the implications for teaching in the congregational context?
Possible Applications of This Material
In the textbook, Griggs suggested a number of possible implications of brain research and its effects on teaching in the congregational context. These are listed below:
· Plan for a variety of learning activities in the course of a session.
· Are open and responsive to the individuality of each of the learners.
· Provide a frequent change of pace during a class session.
· Include multiple opportunities for learners to make choices during the session.
· Limit the amount of information in a lecture mode.
· Increase the amount of time the learners are engaged in their own exploration.
What are your reactions to this list?
Additional Resource
For more information on this topic, refer to the book, Our Spiritual Brain: Integrating Brain Research and Faith Development, written by Barbara Bruce.
Aspects of the Learning Process
In this section of the chapter, Griggs argued that learning and teaching involve more than remembering the content of a lesson. He stated that remembering is, in fact, only the first step of a six step process. These steps include:
1. Remembering—building a data base of information that the student will recall...
2. Comparing (and Contrasting)—the ability to compare (and contrast) new information with information that is already stored in the data base.
3. Interpreting—a process of reflection that lets to some level of understanding the information; a process of “meaning making.”
4. Creating—the capacity to take existing information, to combine that information with new data, and to do so in new and exciting ways…
5. Applying—the ability to see direct applications to one’s life and experience and faith…
· Discussion based on personal questions
· Participant-based activities such as writing prayers, writing in journals, telling personal stories
· Using illustrations from songs, movies, TV shows...
· Using case studies
· Using role-playing and simulations…
6. Deciding—developing and implementing an action plan based on the previous five levels of processing.
Prior to class, identify the last Bible study experience in which you participated or that you led. Thinking back on that experience, how many of these six levels of learning were intentionally addressed in that lesson? Be prepared to share specific examples of elements of the lesson that addressed each level.
Multiple Intelligences Theory
In the last section of this chapter, Griggs explore the theory of Multiple intelligences (or MI) as developed by Harvard professor, Howard Gardner, and first introduced in the 1983 treatise, Frames of the Mind: The Theory of Multiple Intelligences. The chart of pages 74-75 of the textbook (and summarized on the following page of the notes) provided an overview of his theory.
Note: In additional research, author Daniel Goleman in his book, Emotional Intelligence, postulated the existence of what he called the emotional quotient (or EQ). He further speculated that the ability to read the emotional dynamics of a person or a group (akin to interpersonal intelligence described by Gardner) may be more important to success in life than one’s intelligence quotient (or IQ).
A Summary of Multiple Intelligences
|
Verbal/Linguistic
|
Think in words; learn well by reading, verbalizing; enjoy writing
|
|
Spatial
|
Think in pictures; enjoys puzzles, mazes, videos, maps, drawing, designing
|
|
Musical
|
Use rhythm and melody to learn; recall more easily if facts are sung, tapped out in rhythm
|
|
Mathematical
|
Recognize abstract patterns and relationships; enjoy brain teasers, strategy games
|
|
Bodily/Kinesthetic
|
Learn by manipulating and moving objects; enjoy movement and role playing
|
|
Interpersonal
|
Perceive the moods and motivations of others; learn by socializing, cooperating, playing games requiring teams
|
|
Intrapersonal
|
Self-aware and self-motivating; learn better independently and at own pace; enjoy solo projects and games
|
|
Naturalist/Scientist
|
Easily recognize and remember names and traits of animals, plants; learn well in outdoor games and observations
|
Implications of Multiple Intelligences
In the assigned reading, Griggs listed a number of possible implications of multiple intelligence related to teaching in the congregational context.
· Every child is intelligent, in his or her own way…
· Standardized intelligence tests focus primarily on linguistic and logical-mathematical intelligences.
· Children who do not score well on these tests are poorly served, in that they may have a variety of gifts in other dimensions intelligence.
· Other types of intelligence include: spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.
· Everyone has a unique mix and blending of these types of intelligence.
· In order to teach to the entire class, the teacher must use a variety of instructional activities, each specifically chosen to appeal to and include all of the students in significant ways.
In the material, Griggs offered the Workshop Rotation Model of teaching in the congregational context as an example of a teaching model which addresses multiple intelligences.
CED 522
Teacher as Facilitator of Learning
Dr. Timothy W. Brock
How Do Students Learn?
The material in these notes was derived from information included in Chapter 6 of the textbook, Teaching Today’s Teachers How to Teach, by Donald Griggs, pages 63-76, and from other sources as noted.
Introduction
In this chapter, Griggs listed and described three central dimensions of student learning:
1) the fact that all learning (even religious learning) is brain-based,
2) the fact that learning involves a number of interrelated processes, and
3) the theory of multiple intelligences.
During the first part of the class period, the professor and the students will highlight aspects of the information included in this reading. The professor will include additional related information.
Brain-Based Learning
As teachers, we must have some basic understanding of the possibilities and limitations of the physiological dynamics that take place in the brain as we perceive and process information.
A Cross Section of The Human Brain
Brain Anatomy 101
The best image to use in thinking about the brain is a neural network—a complex, overlapping web of neurons (brain cells) that is analogous to the operating system of a computer. The following parts of the human brain control the ways in which human being perceived information from the world and process this information in meaningful ways.
Cerebral cortex is the complex layer of neurons that allows us to think and sets us apart from lower animals. The cerebral cortex contains four lobes in each hemisphere:
· Frontal—the main function is processing thinking, decision-making, focusing, and reflecting
· Parietal (located at the top of the brain) processing sensory data and spatial awareness
· Temporal (located just above the ears) processing auditory data
· Occipital (located in the central lower back of the brain) processing visual data
Two hemispheres, the split halves of the brain…
· Left, which controls the right side of the body, traditionally associated with rationale thought processes (words, logic, numbers, sequences, linearity, analysis, lists)
· Right, which controls the left side of the body, traditionally associated with creativity and artistic expression (rhythm, spatial awareness, gestalt, imagination, daydreaming, color, dimension)
Corpus Callosum, which connects the two hemispheres, integrating information between the hemispheres
Cerebellum (little brain) at the back of the skull
· Responsible for movement and balance
· Also called the mammalian brain (the seat of nurturing, self sacrifice, etc.)
Brainstem, located at the base of the skull and connecting the brain to the spinal cord
· Responsible for autonomic responses (those things over which we have no control)
· Breathing, heart rate, blood pressure
· Can be controlled through biofeedback
· Fight or flight
Thalamus, which controls the flow of information from the senses to the cortex
Hypothalamus, which controls the normal state of the body well as eating and drinking
Amygadala, which controls the emotions
Hippocampus, which holds immediate memory and sends it to the cortex where it is stored as long-term memory that can be retrieved at will
The degree of integration (i.e. the interaction of these various components of the brain) of these processing units is critical in the teaching/learning process. Again, the more part of the brain activated in an integrated way, the more learning can take place.
Additional Brain Research
In her book, Basics of Christian Education, Dr. Karen Tye made a number of interesting observations related to aspects of brain research:
· The use of computers and other multimedia experiences is actually rewiring the brains of children and youth. The brain of a 52 year old person will look very different (qualitatively and quantitatively) from the brain of an 18 year old.
· The research on right brain and left-brain distinctives is being questioned now. The goal is to process a “whole brain” experience as we learn. We need to use teaching processes that engage the whole brain, not just the left side.
· In Christian education, the teacher must be aware of the concept of downshifting. When a person gets anxious, brain activity in the cerebral cortex (that part of the brain that is unique to humans) actually begins to shut down and activities in the lower brain (the cerebellum, or mammalian brain, and the medulla, the reptilian brain) increase. When anxious, we downshift to “fight or flight” mentality. The irony is that, at the time that we most need to cerebrate, we start thinking like a snake. In the context of congregational teaching, we need to provide learning environments that are safe, relaxed, and less stressful so that, in these contexts, they can intentionally think about issues before the stress of real life hits. Further, we must realize that, when we introduce new and/or controversial material to student, there will be an emotional dynamic at work. (See the cartoon on the last page of this handout.) The question becomes, “How do we help people to ‘take one step back’ from their intense emotional reactions in order to rationally think about those reactions?” We might say, “I know that, when I first heard this idea, it made me mad. I wonder how this makes you feel” or “I know that this material may challenge you to think about this issue in an entirely different way. Right now, how do you feel?”
· The average adult has a three to five minute attention span, that is, he or she can focus on one thought for approximately 3-5 minutes before attention begins to deteriorate. If this is the case, what are the implications for teaching in the congregational context?
· Human beings learn best when as many different senses as possible are engaged in the learning process. If this is the case, what are the implications for teaching in the congregational context?
Possible Applications of This Material
In the textbook, Griggs suggested a number of possible implications of brain research and its effects on teaching in the congregational context. These are listed below:
· Plan for a variety of learning activities in the course of a session.
· Are open and responsive to the individuality of each of the learners.
· Provide a frequent change of pace during a class session.
· Include multiple opportunities for learners to make choices during the session.
· Limit the amount of information in a lecture mode.
· Increase the amount of time the learners are engaged in their own exploration.
What are your reactions to this list?
Additional Resource
For more information on this topic, refer to the book, Our Spiritual Brain: Integrating Brain Research and Faith Development, written by Barbara Bruce.
Aspects of the Learning Process
In this section of the chapter, Griggs argued that learning and teaching involve more than remembering the content of a lesson. He stated that remembering is, in fact, only the first step of a six step process. These steps include:
1. Remembering—building a data base of information that the student will recall...
2. Comparing (and Contrasting)—the ability to compare (and contrast) new information with information that is already stored in the data base.
3. Interpreting—a process of reflection that lets to some level of understanding the information; a process of “meaning making.”
4. Creating—the capacity to take existing information, to combine that information with new data, and to do so in new and exciting ways…
5. Applying—the ability to see direct applications to one’s life and experience and faith…
· Discussion based on personal questions
· Participant-based activities such as writing prayers, writing in journals, telling personal stories
· Using illustrations from songs, movies, TV shows...
· Using case studies
· Using role-playing and simulations…
6. Deciding—developing and implementing an action plan based on the previous five levels of processing.
Prior to class, identify the last Bible study experience in which you participated or that you led. Thinking back on that experience, how many of these six levels of learning were intentionally addressed in that lesson? Be prepared to share specific examples of elements of the lesson that addressed each level.
Multiple Intelligences Theory
In the last section of this chapter, Griggs explore the theory of Multiple intelligences (or MI) as developed by Harvard professor, Howard Gardner, and first introduced in the 1983 treatise, Frames of the Mind: The Theory of Multiple Intelligences. The chart of pages 74-75 of the textbook (and summarized on the following page of the notes) provided an overview of his theory.
Note: In additional research, author Daniel Goleman in his book, Emotional Intelligence, postulated the existence of what he called the emotional quotient (or EQ). He further speculated that the ability to read the emotional dynamics of a person or a group (akin to interpersonal intelligence described by Gardner) may be more important to success in life than one’s intelligence quotient (or IQ).
A Summary of Multiple Intelligences
|
Verbal/Linguistic
|
Think in words; learn well by reading, verbalizing; enjoy writing
|
|
Spatial
|
Think in pictures; enjoys puzzles, mazes, videos, maps, drawing, designing
|
|
Musical
|
Use rhythm and melody to learn; recall more easily if facts are sung, tapped out in rhythm
|
|
Mathematical
|
Recognize abstract patterns and relationships; enjoy brain teasers, strategy games
|
|
Bodily/Kinesthetic
|
Learn by manipulating and moving objects; enjoy movement and role playing
|
|
Interpersonal
|
Perceive the moods and motivations of others; learn by socializing, cooperating, playing games requiring teams
|
|
Intrapersonal
|
Self-aware and self-motivating; learn better independently and at own pace; enjoy solo projects and games
|
|
Naturalist/Scientist
|
Easily recognize and remember names and traits of animals, plants; learn well in outdoor games and observations
|
Implications of Multiple Intelligences
In the assigned reading, Griggs listed a number of possible implications of multiple intelligence related to teaching in the congregational context.
· Every child is intelligent, in his or her own way…
· Standardized intelligence tests focus primarily on linguistic and logical-mathematical intelligences.
· Children who do not score well on these tests are poorly served, in that they may have a variety of gifts in other dimensions intelligence.
· Other types of intelligence include: spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.
· Everyone has a unique mix and blending of these types of intelligence.
· In order to teach to the entire class, the teacher must use a variety of instructional activities, each specifically chosen to appeal to and include all of the students in significant ways.
In the material, Griggs offered the Workshop Rotation Model of teaching in the congregational context as an example of a teaching model which addresses multiple intelligences.