so onlineschools.com has an infographic that promotes gaming in the classroom. the main reason for this is because gaming prmotes the production of doapamine and that chemical in the brain allows for a learner to focus and make connections between neurons. stating that these connections and synapsis are the basis of learning.
my question is, if we believe that gaming is positive towards learning due to the production of dopamine, then what about the other ways that the brain creates dopamine?
"Dopamine is released (particularly in areas such as the nucleus accumbens and prefrontal cortex) by rewarding experiences such as food, sex, drugs, and neutral stimuli that become associated with them.[34] Recent studies indicate that aggression may also stimulate the release of dopamine in this way.[35]" - wikipedia definition
or diet & exersice which also regulate the release of dopamine.
10.03.2012
10.02.2010
Making the connection
The last two types of learning styles Kolb speaks about are accommodators & assimilators. Accommodators are known more as the individuals who “feel and do”, whole assimilators are known as those who “think and watch”. More can be read at http://www.businessballs.com/kolblearningstyles.htm
So why is teaching with the Brain in mind important?
It is important because it teaches us, the educators, on the process of support and challenge. Many times the student who acts out in class can be doing so because they are bored and not challenged. Other times it is because the task is so challenging that they become over stressed. As educators, being able to stop and process how individuals learn allows us to create lesson plans that are effective for multiple learning styles/approaches.
Think about Kolb’s four pillars. Which do you find yourself leaning to the most? Which do you find the most foreign? What can you do to change your teaching style to effectively work with the style you are most foreign to?
So why is teaching with the Brain in mind important?
It is important because it teaches us, the educators, on the process of support and challenge. Many times the student who acts out in class can be doing so because they are bored and not challenged. Other times it is because the task is so challenging that they become over stressed. As educators, being able to stop and process how individuals learn allows us to create lesson plans that are effective for multiple learning styles/approaches.
Think about Kolb’s four pillars. Which do you find yourself leaning to the most? Which do you find the most foreign? What can you do to change your teaching style to effectively work with the style you are most foreign to?
active experimentation
Often active experimentation comes in many forms in education. Items like kinaesthetic learning, statements like “I learn better hands on”, or watching someone solve a diagram or puzzle by just trying things.
It’s a style that I find admirable and alluring but it also causes extreme anxiety while I’m participating as a student in a group dynamics class and puzzle pieces are flying everywhere.
Active experimentation is a way for some learners to test out the ideas that were just introduced to them. Unlike the reflector or observer, they thrive in an environment where they can test out their ideas, see them succeed or fail, and if failure results they can make changes and correct their patterns about the ideas.
Kolb called learners who participated in abstract conceptualization and active experimentation, Convergers.
Often convergers ask how something works. It is as if understanding how the pieces work together allows for them to build their framework to support the new ideas being presented. If they are presented with the facts, they will take them as truth and work with them until it becomes ineffective. If it becomes ineffective, they will then work through the process and tweak small items until the process becomes effective again.
Take a look at the article titled Action Gaming Helps With Quick Decision Making
Do you think action gamers could be considered convergers? Explain your position.
It’s a style that I find admirable and alluring but it also causes extreme anxiety while I’m participating as a student in a group dynamics class and puzzle pieces are flying everywhere.
Active experimentation is a way for some learners to test out the ideas that were just introduced to them. Unlike the reflector or observer, they thrive in an environment where they can test out their ideas, see them succeed or fail, and if failure results they can make changes and correct their patterns about the ideas.
Kolb called learners who participated in abstract conceptualization and active experimentation, Convergers.
Often convergers ask how something works. It is as if understanding how the pieces work together allows for them to build their framework to support the new ideas being presented. If they are presented with the facts, they will take them as truth and work with them until it becomes ineffective. If it becomes ineffective, they will then work through the process and tweak small items until the process becomes effective again.
Take a look at the article titled Action Gaming Helps With Quick Decision Making
Do you think action gamers could be considered convergers? Explain your position.
abstract conceptualization
Abstract conceptualization: Looking at things as concepts and ideas, after a degree of processing that turns the raw detail into an internal model.
I won’t lie to you, these types of learners during my graduate school years at University of South Florida intimidated me. Years later I find that I can have small moments similar to one who is in favor of abstraction. For me they are true north’s.
Just for fun take this quiz at http://www.gotoquiz.com/leadership_style
True north’s have the following attributes:
Like to be in control
Quick and to the point
Enjoys challenges and newness
not easily deterred
In the Merriam book, in Chapter 5 it describes the process of abstraction as a” cognitive activity that includes manipulating and categorizing information both in the long-term storage and working memory” (pg 56) Those moments of quick thinking, decisive problem solving and completely sure of the intended outcome can at times be allusive to many individuals.
I like to think that I recall Tuckman’s theory of Group Development and apply it to situations using abstract conceptualization but often I know that my understanding of Tuckman comes from constant use and reflection.
Often, I ask myself if this is part of the flight or fight brain function. Do individuals who are able to learn through abstract conceptualization charge into the fight more often than those who think longer about similar situations?
What do you think makes abstract conceptualization possible? Also, if you feel comfortable share what your leadership compass quiz results were.
I won’t lie to you, these types of learners during my graduate school years at University of South Florida intimidated me. Years later I find that I can have small moments similar to one who is in favor of abstraction. For me they are true north’s.
Just for fun take this quiz at http://www.gotoquiz.com/leadership_style
True north’s have the following attributes:
Like to be in control
Quick and to the point
Enjoys challenges and newness
not easily deterred
In the Merriam book, in Chapter 5 it describes the process of abstraction as a” cognitive activity that includes manipulating and categorizing information both in the long-term storage and working memory” (pg 56) Those moments of quick thinking, decisive problem solving and completely sure of the intended outcome can at times be allusive to many individuals.
I like to think that I recall Tuckman’s theory of Group Development and apply it to situations using abstract conceptualization but often I know that my understanding of Tuckman comes from constant use and reflection.
Often, I ask myself if this is part of the flight or fight brain function. Do individuals who are able to learn through abstract conceptualization charge into the fight more often than those who think longer about similar situations?
What do you think makes abstract conceptualization possible? Also, if you feel comfortable share what your leadership compass quiz results were.
10.01.2010
reflective observation
David Kolb talks about Divergers, Convergers, Accomodators, and Assimilators in his learning styles. Yesterday we talked about concrete experiences, today we will talk about reflective observation and the combining of those two ideas to create what Kolb calls a “diverger”.
My mother often asked me “if all your friends jumped of the Brooklyn Bridge would you do that too?” I can’t tell you how many times I wanted to answer “if I watched enough of them survive the jump, have fun, and it didn’t look too dangerous, that, yes I would jump too.”
There is often mechanics to how things work. Often referred to as a text book way of doing things. A framing of ideas. Most of the time in education those are your courses in Theory. You spend most of the time reading and trying to grasp information before you can put it into practice. Often you will be asked, what would you do in this form of scenario. How would you take the information you were just presented and use it? It can be challenging. Often, you are unsure, that it’s a “don’t get me wrong, it’s a great idea, I’m just not sure it would work in the real world” moment. You'll be asking for proof that it will work.
You spend time thinking about your past experiences and memories and then you reflect on those moments. A hunch begins to form, if I did add this idea to this memory, maybe it would work. However, often more than a hunch is needed. If the hunch is supported by enough proof then a new idea is then created. Kolb called individuals who used reflective observation and concrete experiences, Divergers.
Divergers, are learners who like to ask why. Often these learners will hold a lot a value to their personal experiences and will form new ideas directly from thinking about past experiences. If enough of those experiences turn out well than their idea is solidified. Their ideas can often be detailed and continue to grow until they create a large scale picture. Often, I’ve heard it be described as being more familiar with the entire forest, than just each individual tree.
What are the benefits to having a diverger on a team (or group project)? What are some of the possible hurdles a group might face as well?
My mother often asked me “if all your friends jumped of the Brooklyn Bridge would you do that too?” I can’t tell you how many times I wanted to answer “if I watched enough of them survive the jump, have fun, and it didn’t look too dangerous, that, yes I would jump too.”
There is often mechanics to how things work. Often referred to as a text book way of doing things. A framing of ideas. Most of the time in education those are your courses in Theory. You spend most of the time reading and trying to grasp information before you can put it into practice. Often you will be asked, what would you do in this form of scenario. How would you take the information you were just presented and use it? It can be challenging. Often, you are unsure, that it’s a “don’t get me wrong, it’s a great idea, I’m just not sure it would work in the real world” moment. You'll be asking for proof that it will work.
You spend time thinking about your past experiences and memories and then you reflect on those moments. A hunch begins to form, if I did add this idea to this memory, maybe it would work. However, often more than a hunch is needed. If the hunch is supported by enough proof then a new idea is then created. Kolb called individuals who used reflective observation and concrete experiences, Divergers.
Divergers, are learners who like to ask why. Often these learners will hold a lot a value to their personal experiences and will form new ideas directly from thinking about past experiences. If enough of those experiences turn out well than their idea is solidified. Their ideas can often be detailed and continue to grow until they create a large scale picture. Often, I’ve heard it be described as being more familiar with the entire forest, than just each individual tree.
What are the benefits to having a diverger on a team (or group project)? What are some of the possible hurdles a group might face as well?
9.30.2010
concrete experience
While there are several learning styles out there for the next few days we are going to focus on David Kolb and his four pillars of learning.
Concrete Experience:
Yesterday I made mention of those moments that we have, those memories that we can look back and and take out the lesson learned and apply it to our current situation. That is what Kolb is alluding to with concrete experience. However, let’s take a look at a concrete experience. I made mention of my athleticism (or my lack of it) and the event of trying out for roller derby. I have two life events that are challenging my brain on what my real experience would be. My Brain is looking back at my life in high school where I loved being on a team, enjoyed working out, and felt the personal accomplishment in getting a Varsity letter in volleyball. However, it’s also looking back to my years of ice skating, poor balance, and ease of injury. All of these little events that occurred in my life are creating an experience. They built upon each other to create a memory, something I could access later and draw some conclusions upon. So it’s telling me that I could enjoy myself on a team, possibly enjoy working out on a regular basis, and feel really good about myself while doing it. It’s also telling me that I might want to wait for better health insurance coverage and improve my balance before giving it a shot.
Concrete experience is about taking those little events that happen and making sense of them. Those two experiences I described interacted with each other and challenged two ways of thinking. That challenge led to a new pathway, or insight on the subject at hand.
Can you think of a time where you had an experience like the one mentioned? What makes concrete experience work for some learners, what are the challenges it might have?
p.s. up to 3 points bonus for upbeat tempo workout songs for me to skate to!
Concrete Experience:
Yesterday I made mention of those moments that we have, those memories that we can look back and and take out the lesson learned and apply it to our current situation. That is what Kolb is alluding to with concrete experience. However, let’s take a look at a concrete experience. I made mention of my athleticism (or my lack of it) and the event of trying out for roller derby. I have two life events that are challenging my brain on what my real experience would be. My Brain is looking back at my life in high school where I loved being on a team, enjoyed working out, and felt the personal accomplishment in getting a Varsity letter in volleyball. However, it’s also looking back to my years of ice skating, poor balance, and ease of injury. All of these little events that occurred in my life are creating an experience. They built upon each other to create a memory, something I could access later and draw some conclusions upon. So it’s telling me that I could enjoy myself on a team, possibly enjoy working out on a regular basis, and feel really good about myself while doing it. It’s also telling me that I might want to wait for better health insurance coverage and improve my balance before giving it a shot.
Concrete experience is about taking those little events that happen and making sense of them. Those two experiences I described interacted with each other and challenged two ways of thinking. That challenge led to a new pathway, or insight on the subject at hand.
Can you think of a time where you had an experience like the one mentioned? What makes concrete experience work for some learners, what are the challenges it might have?
p.s. up to 3 points bonus for upbeat tempo workout songs for me to skate to!
9.29.2010
Teaching with the Brain in mind
Teaching with the Brain in mind.
Overview:
When you were younger and in school how much of your time was focused on learning versus memorizing? We all have moments in our education where we asked “is this going to be on the exam?” or we crammed as much as was humanly possible in our minds only to release it on the examination page and then forget it as soon as the exam was done. But what about the ideas that stick with us? Ideas where you can remember the classroom setting, the discussion, the people sitting in the room with you. How often are those ideas remembered and used versus the ideas on the exam.
The brain is a complex organism. The cells and neurons that are within the brain shift and change. Sometimes theses shifts are due to damage or to long term stress, other times the change is brought about by learning. When we are learning the Brain is looking to file things in the correct shared access point. Naturally, it wants all information to have a connection to something that was previously learned. This is how memories are shaped and catalogued by our Brain.
So how do we make meaning from our memories? Hasn’t there been a time in your life where you thought to yourself “this was just like that one time where I made that mistake before.” It could have been in your professional life, in your work life, or in those moments that made you think that roller derby was perfectly matched with your level of athleticism. Your Brain houses these memories, these experiences and when you go back to look at them again, to gain the “lessons learned” you are able to apply them to your current situation. Why not use that to further your education? If this is what will help to create effective life long learning why isn’t it always used?
Take a look at Chapter 2 Art Therapy and the Brain by Cathy A. Malchiodi
Read the aforementioned article and reflect on how art therapy and the mind-body connection can be used. Is there a time where mind-body learning is more appropriate than others? Can mind-body learning be effective all the time? Please share your thoughts with classmates through the comments section.
Overview:
When you were younger and in school how much of your time was focused on learning versus memorizing? We all have moments in our education where we asked “is this going to be on the exam?” or we crammed as much as was humanly possible in our minds only to release it on the examination page and then forget it as soon as the exam was done. But what about the ideas that stick with us? Ideas where you can remember the classroom setting, the discussion, the people sitting in the room with you. How often are those ideas remembered and used versus the ideas on the exam.
The brain is a complex organism. The cells and neurons that are within the brain shift and change. Sometimes theses shifts are due to damage or to long term stress, other times the change is brought about by learning. When we are learning the Brain is looking to file things in the correct shared access point. Naturally, it wants all information to have a connection to something that was previously learned. This is how memories are shaped and catalogued by our Brain.
So how do we make meaning from our memories? Hasn’t there been a time in your life where you thought to yourself “this was just like that one time where I made that mistake before.” It could have been in your professional life, in your work life, or in those moments that made you think that roller derby was perfectly matched with your level of athleticism. Your Brain houses these memories, these experiences and when you go back to look at them again, to gain the “lessons learned” you are able to apply them to your current situation. Why not use that to further your education? If this is what will help to create effective life long learning why isn’t it always used?
Take a look at Chapter 2 Art Therapy and the Brain by Cathy A. Malchiodi
Read the aforementioned article and reflect on how art therapy and the mind-body connection can be used. Is there a time where mind-body learning is more appropriate than others? Can mind-body learning be effective all the time? Please share your thoughts with classmates through the comments section.
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