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Inquiry 1 - How Do We Learn

There are 3 key points from the document: 1. Our understanding of how we learn is constantly evolving as brain research progresses. While we all have individual preferences, there is no solid evidence that learning is improved by teaching students only in their preferred learning style. 2. Common assumptions about left brain/right brain learning and learning styles being tied to strengths in certain subjects like math or art are not supported. These labels can limit students' development by putting them in boxes. 3. Neuroplasticity shows the brain's ability to change with stimulation like frequent practice and repetition in engaging ways. The Pomodoro technique uses focused work periods with short breaks to take advantage of changes in focus and relaxation to reinforce learning

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108 views19 pages

Inquiry 1 - How Do We Learn

There are 3 key points from the document: 1. Our understanding of how we learn is constantly evolving as brain research progresses. While we all have individual preferences, there is no solid evidence that learning is improved by teaching students only in their preferred learning style. 2. Common assumptions about left brain/right brain learning and learning styles being tied to strengths in certain subjects like math or art are not supported. These labels can limit students' development by putting them in boxes. 3. Neuroplasticity shows the brain's ability to change with stimulation like frequent practice and repetition in engaging ways. The Pomodoro technique uses focused work periods with short breaks to take advantage of changes in focus and relaxation to reinforce learning

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© © All Rights Reserved
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How Do We Learn?

Brain Research is What we know about learning is


also evolving.
constantly evolving

No two brains are alike.


Our brains make us
uniquely us.
What is your Auditory? Visual? Kinesthetic? Other?

preferred learning
style?
TRUE or FALSE “Individuals learn better when they
receive information in their
preferred learning style (Example:
Auditory, visual, kinesthetic)”.
Answer: FALSE 93% of those surveyed believed
that learning styles are meaningful
and important.

However...

According to Weinstein, Y.,


Sumeracki, M., & Caviglioli, O., there
is NO solid evidence to support
that preferred learning style is
improves learning.
Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2018).
Understanding how we learn: A visual guide. Milton: Taylor
& Francis Group. pp. 43-79
Where does this
idea come from? Individuals have preferences;
therefore, it is assumed that these
preferences will equate to
maximized learning.

Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2018).


Understanding how we learn: A visual guide. Milton: Taylor
& Francis Group. pp. 43-79
“Some of us are ‘Left-Brained’ and
TRUE or FALSE some are ‘Right-Brained’, and this
helps explain differences in how
we learn.”
Yes, we have two
Answer: False brain hemispheres
and some tasks
tend to use one
hemisphere more
than then other.

HOWEVER…

No task relies solely


on one side of the
brain.
Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2018).
Understanding how we learn: A visual guide. Milton: Taylor &
Francis Group. pp. 43-79
Where does this Some individuals have preferences
for certains tasks or find certain
idea come from?
task more appealing.

It was assumed…

Good at Math = Left Brain Thinker

Good at Art = Right Brain Thinker

Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2018).


Understanding how we learn: A visual guide. Milton: Taylor
& Francis Group. pp. 43-79
The problem with “These labels do not
serve us well, as they
these assumptions
simply push people
into boxes and can
become self-fulfilling
prophecies and
prevent the
development of
novel interests.”

Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2018).


Understanding how we learn: A visual guide. Milton: Taylor
& Francis Group. pp. 43-79
3 Topics that Stood Out
During My Inquiry
1. Do we believe
Liz stated, while talking about resilience and at risk
youth, the following…

that our students “Kids that did well, in spite of


are competent? learning challenges, were kids that
had the perception that there were
adults [in their life] who had their
back.”

Links to ideas we have learned last year at VIU:

- Attachment theory
- Trauma informed teaching practices
Shelley Moore’s
video
‘The Importance of
Presuming
Competence’
“Competence

If I do not presume competence…


then I am the one who is disabled.”
2. Neuroplasticity “The brain’s ability to change
physiologically and functionally as
a result of stimulation.”
Reinforcement… -
-
Frequent practice
Frequent repetition (but must be engaging in
many different ways)
- Ex. This inquiry project
...Neuroplasticity at - Research, notes, preparing for
the presentation, then presenting
work! orally)
- Test yourself in many different ways

STUDY TIP: Read a page, then see what you can


recall from memory. Even better, write it down!

NOTE: Repetitive reading is NOT effective in


comparison to the above recall strategie. When
you are re-reading, you are not engaging with the
material on a deeper level.
3. 25 min focused attention
(no interruptions)
Pomodoro Technique
(great for procrastinators)
5 min break
(reward yourself with something fun
OR rest)
Brain bounces between focus mode
Focus Mode and relaxed mode.
vs
Focus Mode: fine detailed focused
Relaxed (Defused) thinking.
Mode
Relaxed Mode: The brain needs a time
to relax (to come up with new ideas
and reinforce thinking).

*Pomodoro technique could be used


by classroom teachers with their
students!
If Extra Time...
Talk about

- executive function
- Student interest

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