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Show iessons, Fan 2006 page 17 ACTIVE TESTING ABSTRACT « HYPOTHESES CONCRETE EXPERIENCE REFLECTIVE OBSERVATION Zull, J. (2003). POD 2003 PowerPoint presentation. The art of changing the brain. 1. Sensory perception: An individual experiences some sort of sensory input such as sight, hearing, touch, taste, smell, etc. 3. Reflection: In the back cortex, usually associated with our long-term memory, we store a great deal of our data, pictures and information. We make connections between what we already know and what we experience. 4. Active or abstract hypothesizing: In the front cortex, usually associated with our short-term memory, we come up with ideas, plans and hypotheses about the newly combined data. 5. Movement or action: In order to try out our new ideas plans and hypotheses, we do something. This can mean speaking, writing, making a motion with our hands ... any type of movement. 6. And then, based on the input we receive from our actions, we start the cycle all over again. Repeating this cycle over and over again creates new neuronal pathways-connections in our brain that map out our perceptions of the world, our knowledge and our "reality". If these new pathways are reinforced through repetition and testing, they grow strong and lead to that progress we call comprehension. If the cycle is not completed, or if it is not reinforced through repetition, then these pathways fade away (quite literally and physically, as brain scientists have found). Interestingly enough, the more that an instructor can connect the new information to things that are important to the students, the more likely the information is to be strengthened by their motivation to learn and by the mere fact that they already have a solid basis of neuronal networks in those areas, upon which they can start forming new pathways. Example of Learning Process Zull, J. E. (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Stylus: Sterling, VA: Suppose my task is to learn a new word from another person who knows its definition. Let's say the word is "flabmonk." When I see or hear"flabmonk,"l have concrete experience.This is a visual and/or auditory sensory event for my brain. When I reflect on the word "flabmonk," I remember other words and images that seem related or similar. I may recall that flab suggests fat, monk could be a religious person, or it could be an animal. This is the reflective brain at work; it primarily involves memory. As various possibilities come to me, I begin to develop an abstract idea for the meaning of "flabmonk." I may think, for example, that a "flabmonk"is a new species of animal, or it may be a fat religious person, or a pompous fundamentalist. This is my abstracting brain at work. It is converting past images, and then into new words-new symbols for the real thing. Finally, I test my hypothesis. To do this I must act; I must speak or write. So I ask, "A pompous fundamentalist?"This requires activity by my motor brain. Instantly, my teacher responds. "Yes!" she says and laughs out loud! I have tested my idea. Or he says, "Sorry, good guess! Try again," I have tested and failed, but now my sensory brain has new input and the cycle can start again. Here is a summary of this example: 1. Hear words or see words = concrete experience 2. Remember related words, images, or ideas - reflection 3. Generate new words or ideas = abstraction 4. Speak or write new words or ideas = active testing 5. Hear or see new words and teacher's response = new concrete experience |
