Nonlinguistic and Visual Strategies Memory, Recall, the Brain & Learning: Dual Coding Theory and Bi-Modal Memory Packet Formation SGIS 2016

Transcription

1 Nonlinguistic and Visual Strategies Memory, Recall, the Brain & Learning: Dual Coding Theory and Bi-Modal Memory Packet Formation SGIS Brain & Learning Applications Institutes [Frankfurt, Lausanne, Vancouver, Ontario, Beirut, Cary, Nashville, W. Hartford, Madrid, Portugal, Prague ] This presentation is based on this book. See the book table for review.

2 Visual Locations in the Brain Occipital Lobe ~Ferret research

3 Visual Imagery a la Stephen Kosslyn, Department of Psychology, Harvard Assoc. Psychologist in Neurology, MGH Mental images have the same effect on the mind and body as the actual activity/situation. Let s explore this statement

4 Visual Imagery a la Stephen Kosslyn, Department of Psychology, Harvard Assoc. Psychologist in Neurology, MGH Image Rotation Rotate the Letter N below, 90 degrees counter-clockwise. What do you get? N

5 Visual Foundation for Learning When a learner comes to make conscious use of fundamental visual aspects of processing ~ they access a powerful means of making, strengthening, integrating and retrieving memory.

6 Visual Imagery Paired Words Exercise A la Steven Koslyn, 2006 Quasi-experiment: Form two groups (This is an individual-based, silent activity) I will speak a list of paired words, like: Squirrel Doughnut As you hear the pair of words: Group #1 repeats words over and over (silently to themselves) Group #2 creates visual links between the two words/items

7 Dual Coding Theory Bi-modal memory packets: The formation of long-term memory & recall When both VERBAL and VISUAL elements are EXPLICITLY and SIMULTANEOUSLY represented & actively processed the formation of memory is more powerful and sustained. Source: Memory, Recall, the Brain & Learning,

8 9 Most Effective Strategies for Achievement a la Marzano et. al "CLASSROOM INSTRUCTION THAT WORKS" PERCENTILE NUMBER CATEGORY GAIN Of STUDIES Identifying Similarities and Differences 45% 31 Summarizing and Note Taking 34% 21 Reinforcing Effort and Providing Recognition 29% 21 Homework and Practice 28% 134 Nonlinguistic Representation 27% 246 Cooperative Learning 27% 122 Setting Objectives and Providing Feedback 23% 63 Generating and Testing Hypotheses 23% 63 Questions, Cues, and Advance Organizers 22% 1,251

9 Dual Coding Theory Bi-modal Comparison Representation Verbal Visual Context Availability

10 DESIGN: Matched Subject Groups Same Reading Task Control Read very carefully to remember as best you can. Dual-Coding Cover the text after each section and make a quick picture in your head. Same assessment (recall and comprehension) Dual-Coding group outperforms

11 Dual Coding Research Mental Imagery Training & Comprehension Gambrell & Bales, th & 5 th grade poor readers Short training session encouraging students to make pictures in their head while reading Control group was told to do whatever they could to understand and remember while reading The reading passages included both explicit and implicit inconsistencies in the text Students were instructed to determine if there was anything not clear or easy to understand. Results: The imagery group identified both types of inconsistencies more than TWICE as well as the control group.

12 Dual Coding Research Degree of Importance, Emotional Response & Degree of Spontaneous Imagery and Recall ~ Sadoski, Goetz & Kangiser (1988) Students read literary short stories and articles from magazines. Students rated each paragraph (5 point scale) for: 1. The degree of imagery experienced 2. The degree of emotional response evoked 3. The level of importance of the information. Results: 16 days later, the recall on highly rated imagery and emotion paragraphs was high, but recall on paragraphs rated high on importance was not.

13 Intermittent Pause Please write something down. With someone nearby, discuss an idea about dual-coding that could help a student that you work with.

14 Conservation of Constancy The languages of Numeracy % p ¾

15 Conservation of Constancy An Example: Pairs Carousel: Move from station to station, entering a different problem/form using the same three numbers = = 7 7 = minutes

16 Nonlinguistic Representations While most books are lavishly illustrated, these representations are rarely helpful because they are too abstract, needlessly complicated, or inadequately explained. Wiggins & McTighe, UbD, ASCD 2005 OR non-central to the concepts and essential big ideas, thus primarily a distraction. Greenleaf, 2008

17 MAPS: * Teacher Generated * Student Generated * Class Generated Source: Memory, Recall, the Brain & Learning,

18 Maps and Visual Images for Context Broad based--general

19 Maps and Visual Images for Context Distance, direction, Relative location, time

20 More specific Hogwarts Ground Floor Map Harry Potter

21 Maps and Visual Images for Context Spatial Orientation: Proximity

22 Reflective Question on Visual-Spatial What are the implications of students being unaware of location, distance, direction and perspective? How do these affect the way students gather, process and express information? Dr. Betty Garner, Getting to Got It, ASCD, 2007

23 Class Generated Maps and Visual Images for Context Laura Ingalls Wilder Television Website

24 Tracking Maps The class creates a map of the journey as they interact with the curriculum. Locating points can serve some learners to better comprehend info due to context. Source: Memory, Recall, the Brain & Learning,

25 Without speaking, raise your hand if you recall the name of the equation below. Y = m x + b 4 letters! Upstate NY experience

26 What is each of these unknowns trying to represent? Y = m x + b

27 Graphic Organizers ~ provide visual cues regarding the relationship of information and ideas. External structures, like graphic organizers, can serve to guide internal processing, thus assisting in the formation of memory networks for improved organization & recall. Source: Memory, Recall, the Brain & Learning,

28 Basic Graphic Organizers Source: Memory, Recall, the Brain & Learning,

29 Photographs drain ideas/feelings/meaning & can be used to generate text

30 Characterizations: Learners draw lines/write words/descriptions around figure ~ making visual/verbal links in memory Maria Montessori

31 Characterizations: Learners draw lines/write words/descriptions around figure ~ making visual/verbal links in memory COMPARE ~ CONTRAST

32 In depth examination ~ followed by interpretation It is The Germans have just left Paris and the collaborators are being.

33 Learners Beginning a Unit of Study burn rain summer sun desert Clouds weather thunder jungles Tropical winter snow storms hurricanes wind Leaves fall seasons Plants grow change

34 NLR#36: Imagery Reading & Rating Scales Passage #1: Comparative Level of Emotional Activity Caused: None Low Average More than A lot Typical Usual Comparative Level of Imagery Created: None Low Average More than A lot Typical Usual

35 Please feel free to call or if you have questions or would like a workshop at your school! This presentation was based on this book (left) -- available at the book sales table today.