Engaging Brains: How to Enhance Learning by Teaching Kids About Neuroplasticity Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova Southeastern University. They have written several books, including Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice. Enhancing Student Commitment Explicitly teaching students about neuroplasticity can have a transformative impact in the classroom. Lessons on discoveries that learning changes the structure and function of the brain can engage students, especially when combined with explicit instruction on the use of cognitive and metacognitive strategies that guide them to learn how to learn (Wilson & Conyers, 2013). The force behind this cycle is students' belief that they can get smarter through study and practice, which enhances their commitment to persist in the hard work that learning sometimes requires. Strategies for Engagement License to Drive Going BIG Notes
The Problem with the Data-Information-Knowledge-Wisdom Hierarchy - David Weinberger by David Weinberger | 9:00 AM February 2, 2010 The data-information-knowledge-wisdom hierarchy seemed like a really great idea when it was first proposed. But its rapid acceptance was in fact a sign of how worried we were about the real value of the information systems we had built at such great expense. What looks like a logical progression is actually a desperate cry for help. The DIKW hierarchy (as it came to be known) was brought to prominence by Russell Ackoff in his address accepting the presidency of the International Society for General Systems Research in 1989. But the actual first recorded instance of it was in 1934: Where is the Life we have lost in living? Those lines come from the poem “The Rock” by T.S. The DIKW sequence made immediate sense because it extends what every Computer Science 101 class learns: information is a refinement of mere data. But, the info-to-knowledge move is far more problematic than the data-to-info one. So, what is “knowledge” in the DIKW pyramid?
How stress affects your brain - Madhumita Murgia To learn about some of the most seminal experiments that show how stress changes your brain, read this interesting story in Psychology Today. This interactive explains how mom rats impact the adult personalities of their pups, based on how much they lick them. You get to be a rat mom yourself, to see how you've changed your pup's genes! Watch this TED Talk about how we are thinking about stress all wrong: believing stress is bad for you may actually be worse than the stress itself! This cool Radiolab podcast explores the science of stress, including coping strategies seen all around the animal kingdom.
Métacognition et réussite des élèves Suffit-il de mettre les élèves en activités en classe pour qu’ils s’approprient les savoirs, savoirs faire sur lesquels est construite la séance qui leur est proposée ? L’analyse ergonomique des situations d’apprentissage scolaire amène à être très réservé dans la réponse. En effet, quels que soient les modalités pédagogiques, les supports didactiques prévus, un constat s’impose : les enseignants n’arrivent pas toujours à atteindre les objectifs visés. Les objectifs de cette réflexion sont : de participer à l’évolution des représentations des enseignants, des parents et des responsables de l’institution sur les compétences que l’élève doit construire pour faire avec efficacité son parcours scolaire,de repenser donc les activités en classe,avec l’ambition que tous les élèves arrivent à apprendre. La définition du concept d’activité 1 Dans la communauté éducative Activités scolaires. Qu’est-ce que la métacognition ? 1 La métamémoire “ Savoir ce que je sais de ce que je ne sais pas ”.
DIKW Pyramid The DIKW Pyramid, also known variously as the "DIKW Hierarchy", "Wisdom Hierarchy", the "Knowledge Hierarchy", the "Information Hierarchy", and the "Knowledge Pyramid",[1] refers loosely to a class of models[2] for representing purported structural and/or functional relationships between data, information, knowledge, and wisdom. "Typically information is defined in terms of data, knowledge in terms of information, and wisdom in terms of knowledge".[1] History[edit] "The presentation of the relationships among data, information, knowledge, and sometimes wisdom in a hierarchical arrangement has been part of the language of information science for many years. Data, Information, Knowledge, Wisdom[edit] In the same year as Ackoff presented his address, information scientist Anthony Debons and colleagues introduced an extended hierarchy, with "events", "symbols", and "rules and formulations" tiers ahead of data.[7][16] Data, Information, Knowledge[edit] Description[edit] Data[edit] Structural vs.
The Nightmare Is Over: Researchers Discover the Switch for REM Sleep University of California scientists have found a powerful on-off "switch" that sends dozing mice into a full-fledged, eye-twitching, cheese-chasing mousy dreamworld. Sleep is one of those funny things about being a human being -- you just have to do it. Have you ever wondered why? Check out our HowStuffWorks article to learn more about the importance of sleep. That "switch" seems to be a particular group of neurons in the brain that, when stimulated in sleeping mice, immediately pushes the rodents into REM sleep. "It was already known for many decades, the neurons necessary for REM sleep. There are other regions in the brain that relate to REM sleep. But what Weber, lead author Yang Dan and their team showed was that the region and the group of neurons they were exploring were not just "into" that part of REM. When they flipped their "switch" — done by an optical device that triggered certain neurons — 94 percent of the test mice fell deeply into REM sleep almost immediately.
Des sciences cognitives à la classe : Entretien avec Olivier Houdé Les sciences cognitives frappent à la porte de la classe. Mais les concepts et outils développés dans les laboratoires ont-ils une pertinence dans les classes ? Les enseignants s’interrogent sur les apports de la psychologie expérimentale et des neurosciences et sur la possible articulation entre les résultats scientifiques et les pratiques de classe. Suite à la semaine du cerveau, pour poursuivre cette exploration, nous avons interrogé Olivier Houdé, instituteur de formation initiale, professeur de psychologie à l’Université Paris Descartes, directeur du Laboratoire de Psychologie du Développement et de l’Éducation de l’enfant (LaPsyDÉ) et membre senior de l’Institut Universitaire de France. "L'enseignement repose toujours sur l'idée qu'il faut accumuler et activer des fonctions cognitives, et jamais sur l'idée de travailler sur les capacités d'inhibition." (O. Olivier Houdé : « La pédagogie, c’est la science des apprentissages. La focale semble bien lointaine. Pour aller plus loin :
Magic and Mystery, Chaos and Complexity Paradox My dictionary says a paradox is a seemingly absurd or contradictory statement even if it is well founded. In life there are many things that appear absurd and contradictory that are in fact real and true. These paradoxes mean we live in a world of mystery where there is always something new to learn and experience. Every question answered opens up a new question to be solved. Tonight I will talk about some of those paradoxes and how they might help us understand the world we live in. The first paradox is that we have two competing needs in life beyond our needs for mere survival. The second need we have is to be accepted by other people. So, one dancing partner is our need to belong; to feel accepted and connected. There is no unity without sacrifice. The other dancing partner is our need to be a unique individual. Just as dancers need to be balanced with one another. The extremes of only co-operating or only competing do not work. There is no diversity without inequality.
Why can’t we read anymore? Spending time with friends, or family, I often feel a soul-deep throb coming from that perfectly engineered wafer of stainless steel and glass and rare earth metals in my pocket. Touch me. Look at me. This sickness is not limited to when I am trying to read, or once-in-a-lifetime events with my daughter. At work, my concentration is constantly broken: finishing writing an article (this one, actually), answering that client’s request, reviewing and commenting on the new designs, cleaning up the copy on the About page. All these tasks critical to my livelihood, get bumped more often than I should admit by a quick look at Twitter (for work), or Facebook (also for work), or an article about Mandelbrot sets (which, just this minute, I read). Dopamine and digital It turns out that digital devices and software are finely tuned to train us to pay attention to them, no matter what else we should be doing. So, every new email you get gives you a little flood of dopamine. How can books compete?
Anki : un logiciel libre d’apprentissage et de mémorisation | LoLiGrUB ASBL Anki est un un logiciel libre multiplateforme d’aide à la mémorisation. La version actuelle est la 1.2.9, mais ce logiciel est en constante évolution, avec une version 2.0 en ligne de mire. Différentes études font état de plusieurs types de mémoire. La mémoire sensorielle qui agit en une fraction de seconde, la mémoire à court terme, qui nous permet de conserver tout au plus environ 7 informations durant quelques dizaines de seconde, et la mémoire à long terme capable d’engranger de grandes quantités d’information sur de très longues durées. Un travail de mémorisation a pour objectif de faire passer une connaissance ou un savoir-faire de la mémoire à court terme vers celle à long terme. Une part importante des méthodes de mémorisation font référence à la notion de flashcard (carte mémoire en français). Anki, comme d’autres logiciels, fonctionne en présentant des flashcards (questions) identiques jusqu’à obtenir les bonnes réponses. Utilisation d'images et de sons avec Anki Références :
The secret to creativity, intelligence and scientific thinking: Being able to make connections 10.3K Flares Filament.io 10.3K Flares × When we shared this image from the @buffer Twitter account recently, it got me thinking. The Tweet resulted in over 1,000 retweets, which somehow was an indication that a lot of people seemed to agree with this statement. There’s a key difference between knowledge and experience and it’s best described like this: The original is from cartoonist Hugh MacLeod, who came up with such a brilliant way to express a concept that’s often not that easy to grasp. The image makes a clear point—that knowledge alone is not useful unless we can make connections between what we know. Lots of great writers, artists and scientists have talked about the importance of collecting ideas and bits of knowledge from the world around us, and making connections between those dots to fuel creative thinking and new ideas. To start with though, I want to look at some research that shows intelligence is closely linked with the physical connections in our brains. 1. 2. 3. P.S.