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Michelle Krill

Educational Leadership:Revisiting Teacher Learning:Brain-Friendly Learning for Teachers - 0 views

www.ascd.org/...dly_Learning_for_Teachers.aspx

brainbased adultlearning pd ascd

shared by Michelle Krill on 26 Aug 11 - Cached
  • Our brain pays more attention to stimuli and events that are accompanied by emotions.
  • How we feel about a learning situation often affects attention and memory more quickly than what we think about it.
  • Michelle Krill on 26 Aug 11
     
    How can we create professional development that engenders deep learning?
Michelle Krill

Smartphones Don't Make Us Dumb - NYTimes.com - 0 views

www.nytimes.com/...tphones-dont-make-us-dumb.html

shift willingham byod smartphones

shared by Michelle Krill on 01 Feb 15 - No Cached
  • Paying attention requires not just ability but desire. Technology may snuff out our desire to focus.
  • But there’s little evidence that attention spans are shrinking. Scientists use “span” to mean two separate things: how much we can keep in mind, and how well we can maintain focus.
Michelle Krill

ASCD Book: The Motivated Brain: Improving Student Attention, Engagement, and Perseverance - 0 views

www.ascd.org/...The-Motivated-Brain.aspx

motivation ascd book

shared by Michelle Krill on 01 Oct 15 - No Cached
  • Michelle Krill on 01 Oct 15
     
    "Recent neuroscientific findings have uncovered the source of our motivation to learn, or as neuroscientist Jaak Panksepp terms it, the drive to seek. Seeking is what gets us out of bed in the morning, the engine that powers our actions, and the need that manifests as curiosity."
Michelle Krill

Dan Pink: The puzzle of motivation - YouTube - 1 views

www.youtube.com/watch

motivation TED pink

shared by Michelle Krill on 29 Sep 15 - No Cached
  • Michelle Krill on 29 Sep 15
     
    "Career analyst Dan Pink examines the puzzle of motivation, starting with a fact that social scientists know but most managers don't: Traditional rewards aren't always as effective as we think. Listen for illuminating stories -- and maybe, a way forward."
  • Ting Mi on 03 Oct 15
     
    The TED talk further distinguish tasks into two types, and reveals that incentives doesn't work with the type of work requires cognitive skills. It points out that intrinsic motivation: autonomy, mastery and purpose will work better to enhance efficiency. The situations in my classroom clearly backup this statement. Every time when I am doing simple translation word to word with my students in a timed situation, incentive such as candies, points work perfectly. Students performed well under that simply reward system. But when the task change into creating sentences with the given vocabulary, students' attentions shift from getting rewards to proving their ability or mastery. As a language teacher, I understand that as the difficult of the content increase, the effect of rewards decrease accordingly. To increase students' intrinsic motivation, cultivate self-motivated students is the key to success.
Michelle Krill

The Benefits of Distraction and Overstimulation -- New York Magazine - 0 views

nymag.com/56793

multitasking distraction attention overstimulation

shared by Michelle Krill on 04 Oct 11 - Cached
  • Michelle Krill on 04 Oct 11
     
    Twitter, Adderall, lifehacking, mindful jogging, power browsing, Obama's BlackBerry, and the benefits of overstimulation.
Michelle Krill

Interviews - Clifford Nass | Digital Nation | FRONTLINE | PBS - 0 views

www.pbs.org/...nass.html

multitasking pbs frontline

shared by Michelle Krill on 04 Oct 11 - Cached
  • As a professor and as a teacher, we think a lot about how do you teach kids who can't pay attention or are distracted by irrelevancy or don't keep their memory neatly organized? It's a scary, scary thought.
  • So what we're seeing is less of a notion of a big idea carried through and much more little bursts and snippets. And we see that across media, across film, across, in Web sites, this idea of just do a little bit and then you can run away.
  • anytime you switch from one task to another, there's something called the "task switch cost," which basically, imagine, is I've got to turn off this part of the brain and turn on this part of the brain. And it's not free; it takes time.
  • ...1 more annotation...
  • One of the biggest delusions we hear from students is, "I do five things at once because I don't have time to do them one at a time." And that turns out to be false. That is to say, they would actually be quicker if they did one thing, then the next thing, then the next. It may not be as fun, but they'd be more efficient.
Michelle Krill

Author Nicholas Carr: The Web Shatters Focus, Rewires Brains - 1 views

www.wired.com/...ff_nicholas_carr

Wired multitask rewiring brain

shared by Michelle Krill on 20 Oct 11 - Cached
  • Brain activity of the experienced surfers was far more extensive than that of the newbies, particularly in areas of the prefrontal cortex associated with problem-solving and decisionmaking.
    • Michelle Krill
      Michelle Krill on 20 Oct 11
       
      Interesting
  • The evidence suggested, then, that the distinctive neural pathways of experienced Web users had developed because of their Internet use.
  • The depth of our intelligence hinges on our ability to transfer information from working memory, the scratch pad of consciousness, to long-term memory, the mind’s filing system. When facts and experiences enter our long-term memory, we are able to weave them into the complex ideas that give richness to our thought.
    • Michelle Krill
      Michelle Krill on 20 Oct 11
       
      Key fact from the text.
  • ...2 more annotations...
  • And that short-term storage is fragile: A break in our attention can sweep its contents from our mind.
  • Imagine filling a bathtub with a thimble; that’s the challenge involved in moving information from working memory into long-term memory. When we read a book, the information faucet provides a steady drip, which we can control by varying the pace of our reading. Through our single-minded concentration on the text, we can transfer much of the information, thimbleful by thimbleful, into long-term memory and forge the rich associations essential to the creation of knowledge and wisdom. On the Net, we face many information faucets, all going full blast. Our little thimble overflows as we rush from tap to tap. We transfer only a small jumble of drops from different faucets, not a continuous, coherent stream
    • Michelle Krill
      Michelle Krill on 20 Oct 11
       
      This analogy would be great to use with students.
nkhosla

Brain Based learning - 1 views

www.youtube.com/watch

shared by nkhosla on 17 Nov 15 - No Cached
  • nkhosla on 17 Nov 15
     
    Found a video on YouTube which is 5:50 and it is about Brain Based Learning by Eric Jensen. I am putting the link as a book mark. The link is:
  • agshuey on 19 Nov 15
     
    One thing that stuck with me throughout this video is to make sure as an educator you know how to get the attention of a student's brain and keep it. Another thing about brain based learning that intrigued me was that you need not get the kids to care or to "buy in" what you are teaching. If they do not buy into what you are doing they won't learn.
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