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Hi Rob. Thank you for sharing this.
Here is a site with links to information about autism and learning tools for children with autism for forum members who are interested in learning more about this:
http://www.commerce-database.com/autism.htm
It seems to me that sensory integration which there has been tons of material written about has become somewhat of a "sleeping giant" when it comes to many of today's disorders. The autism spectrum, PDD, ADHD etc. seem to cry out saying "Sensory overload" or "Need more sensory input; "cannot feel the sensation" or "our sensory integration system seems to be clogged up"...somewhere in the area of the Thalamus-Amygdala-Cerebral Cortex. Many children with sensory problems cannot "habituate their fears away" even though they have been through the above cycle many times before and must return to the amygdala notwithstanding many trips in that direction. The Thalamus-Amygdala-Cerebral cortex area is not always smooth with the [NT child] neurologically typical child....what must the relay system look like with fear and emotions pushing it along? We know that good, excited emotions tends to help learning, but these emotions are deleterious.
Rob
Hi Rob,
In regard to both declarative memory and sensory input. I have been helping a mother with a child on the autistic spectrum. Overcome the problem of 'flat-footedness'. Which is not of physical causation.
But rather a developmental problem.
In considering this issue, I simply 'got out of my chair''? Where I noted a 'shift of gravity' to the 'balls of my feet', as I sprang out of the chair.
But then I tried it again, where I maintained a 'flat-footed' stance as I got out of my chair. Which rather than 'springing out of my chair'. Felt more like 'lifting a dead weight'?
Perhaps you might try this yourself, and observe the difference?
I also noticed that when rising on the 'balls of my feet', I had a sense/ anticipation of action.
Whereas, when rising 'flat-footed'. It lacked any dynanism? Without any directional motivation?
In making this observation, I now understand what the old saying:'A spring in one's step.' Actually expressed.
I defined some very simple exercises to initiate a sensory awareness of the balls of his feet. To overcome his flat footedness.
Yet I'm also curious as to whether this will effect an attitudional change?
Whilst this issue of the 'balls of our feet' might seem insignificant?
How do you 'stand' on the subject?
Are you a 'flat-footer', or a 'spring-stepper'?
If you are a 'spring-stepper', how would feel to be limited to a life of 'flat-footedness'?
Geoff.
Hi Geoff, You are not going to believe this but while flying back home from Oregon yesterday, I was reviewing some materials on Parkinson's disease. They recommended the same thing that you just described to me. So when I got off the plane I tried it. I did it by extending the toes on both feet up while I walked...collected my daughter and grandkids and talked about it last night with my wife. Since Parkinson's patients have trouble at times with their gait; it was highly recommended. They also recommended that you spring up from the chair you are sitting in and they called it something like getting a step on gravity.
Be well,
Rob
It is really important that we as teachers take the full responsibility of knowing the molecular biological underpinnings of learning. If we play the blame game
then no one wins.
Learning involves a great deal of patience with the learner and the teacher. When we assess how the students are learning, it is sometimes better for them to demonstrate, tell us orally, or communicate through their own comfort media. I usually assess graduate students through essay type questions. They are free to use computer processing or writing an essay. Sometimes there will be a drawing on the paper to help illustrate a meaning that the student wants to stress. I have students with doctorates who make Powerpoint presentations that would knock your socks off. Just terrific. Have a good evening.
Best,
Rob
Hi Rob,
You raise a crucial issue in regard to allowing Students select their own media when being assessed.
Though when you say 'own media', I would suggest that in fact the media that they select. Reflects their own particular primary method of mental processing and communication.
Given the variations in basic way in which we think? Where some people are predominantly ; Audio thinkers. Others are Visual thinkers. Audio/visual mix being dominant. Yet others are Audio/Tactile or Visual/Tactile thinkers.
Yet their is little recognition of this variation in the mode of processing / learning information that exists.
If a Student is not assessed in their 'comfortable media'? Then the assessment will not accurately reflect their knowledge/ understanding.
This is also very relevant to assessment in Elementary schools. Where it is quite common for children with 'fine motor skills' deficiency. To be forced to use 'hand-writing' when carrying out tests. When a computer is available.
The results of these tests therefore, do not reflect the Students actual competency in the subject. A completely inaccurate assessment.
Yet this is not limited to children, as I am aware of many Uni Students who suffer the same dilemma.
Assessments in general are highly discriminatory, in that they hardly ever allow Students to be assessed in their own 'comfortable media'?
Afterall, the aim of an assessment is identify a Student's competency of a Subject. Where an accurate assessment can only be achieved if Student's are provided with the opportunity to communicate their competency by use of their preferred medium.
So Rob, I was happy to hear that you allow your Students the flexibility to select their own mode of assessment.
Geoff.
Hi Geoff
Quote:
Hi Rob,
You raise a crucial issue in regard to allowing Students select their own media when being assessed.
Though when you say 'own media', I would suggest that in fact the media that they select. Reflects their own particular primary method of mental processing and communication.
Actually that is what I thought but didn't say it correctly.
Best,
Rob
I was listening to an audio lecture last night [The Infinite Mind] and heard Dr. Fred Goodwin and his guests. They claimed that learning takes place in concert with the human reward system. The were not meaning mainly extrinic rewards [but sometimes] but the feel good system in the body nucleus accumbens etc. They were more adamant than I ...they insist that learning only takes place in the presents of our human reward system. What are your thoughts on this?
Best,
Rob
Hi Rob,
You wrote: "They were not meaning mainly extrinsic rewards [but sometimes] but the feel good system in the body nucleus accumbens etc."
Therefore I conclude that the major focus is with intrinsic rewards?
Where I would like to be a bit semantic, and suggest that intrinsic value may be more applicable than reward? At an intrinsic level.
Your previous writing about teenage boys soaking up any information offered about cars/motors, highlights this. Where at an intrinsic level, the crucial factor is that they have attached value to the information as it is being presented.
Whilst their may or may not be an extrinsic reward as an outcome, of more importance is the intrinsic value applied at the very moment of learning.
Their really is a vast difference between extrinsic rewards and intrinsic value?
e.g:'You need to learn this if you want to get a good job!'
Whereas intrinsic value, is more likely a case of: 'I want to learn about this!'
Need to know, or want to know?
Geoff.
Rob,
In relation to the previous discussion of the issue of autism, autistic spectrum and non-verbal learning disorders. Of which I have a considerable interest in.
I have recently come up with a theory in relation to the critical area of reading comprehension. Which I have begun researching and would appreciate any feedback.
I begin with the premise that people with these disorders, very often have a high level of 'verbal' skills, many in the 'gifted' category. An extensive vocabulary is quite typical.
Where the disorder is with the non-verbal / comprehension/ gestalt skills.
In regard to reading comprehension, I am researching the idea of "Speed-Reading" as a potential resolution?
Whilst this might initially sound absurd?
The actual mental process of speed-reading appears to me to be of particular relevance.
Essentially S-R involves the reading of 'blocks of text', rather than the 'word by word' process. With 'key-words' being noted.
As an analogy, these 'text blocks' are mentally processed as a 'whole', much like a 'single word' is mentally processed. Where a 'key-word' in the block serves much like an 'inflection' within a word.
So that a 15 word sentence, may be read as 3 or 4 'blocks'.
With a parallel to 3 or 4 words.
My hypothesis is that, learning to read in blocks, rather words.
Would make comprehension far more accessible.
As rather than having to hold all of the '15' words of a sentence in our short term memory as we read it. This would be reduced to 3 or 4 word blocks.
Which I would suggest will make comprehension far simpler and quicker.
Crucially this could overcome the typical problem, where by time they get to end of a sentence. They've forgotten what was said at the beginning?
Anyway, this is a basic outline of a theory that I'm investigating.
Yet, if this turns out to be a resolution to some degree?
As an extension, it raises the question of whether this may be transferrable in some way, from reading to 'listening'. Speed-listening?
Any thoughts or comments?
Geoff.
Hi Geoff,
In regards to intrinsic and extrinsic value and reward respectively, there is no question that there is a difference. But children can learn with both. I prefer intrinsic, but there are some extrinsic rewards that can galvanize a child's interest in getting the job done. As a case in point my grandson was age 7 would constantly would say the pronoun "Me" and John or "Me" and Jane were going to the game. I did not want to continually correct him so I didn't; he is too young....I would never trade "me" first; for
stuttering. I explained to him one time only that if he would begin his sentence with Jane (other person) and "I" or John (other person) and "I"....he could tell me about his success and could take a penny out of the penny jar and put it in his piggy bank. He liked the idea. He came home from school very excited and very involved with the activity and would tell me that all the other kids were using "me" and John (example)....He asked me if I was sure I was right...I said yes and you can get your penny. His teacher tells me that he is the only one to constantly get it right....without any fuss. I was changing a habit (learning). The teacher says that the other kids are now changing to the correct way just by Fox (my grandson) insisting that he is correct. The kids had a discussion at recess and asked the teacher which was correct. "John and I" are now a big hit......Fox is now nine and doesn't worry about the penny...he just wants to get it right. I wonder if it is nondeclarative or declarative .....?????? He still has no idea about the grammar rules. Maybe nondeclarative!
Best.
Rob
As regards to autism....I also have a personal interest in this too. I am going to send you some material that I cannot endorse because I don't know enough about it, but am taking a close "look see".
Be well,
Rob
URL:
http://www.bangkokpost.com/education/sit...jn2105.htm
Hi Rob,
I was really happy to read of your successful result in using an extrinsic reward with your Grandson. Equally that he now doesn't worry about the penny.
Though I do have a concern about the potential for abusive use of extrinsic rewards?
I have recently been talking with a teacher who gained a new student, whose Parents exclusively used extrinsic rewards as a behaviour control tool?
As a consequence, this student has no sense of intrinsic rewards/ value, and in turn is totally unmanageable.
On the other hand, is Teacher abuse of extrinsic rewards? Where teachers offer rewards to students who meet their defined benchmarks. Yet their benchmarks make no allowance for students with various learning difficulties!
Where despite trying their very hardest, they find that they are excluded from recieving this extrinsic reward. Which in turn is equated as a 'punishment'?
'I tried as hard as I can, but I was punished?'
As a repeated experience, this only serves to destroy a Students intrinsic self-motivation to learn.
Yet for the Teacher, these extrinsic rewards at least managed to motivate 'most' of the Students!
But, the motivation wasn't concerned so much with Learning, but Behaviour Management.
My basic point, is that extrinsic rewards need to be exclusively used to nurture intrinsic values!
Not simply as a behaviour management tool!
Basically I'm supporting the importance of nurturing a personal sense of the value of education in Students.
If after enduring the entire School Process, I asked a Student what was the greatest thing that they learnt from School?
Their simple reply was; 'I learnt the value of learning!'
I could think of no greater reward as a teacher?
Yet, how many Students graduate from School with a strong sense of confidence and value in their personal capacity to learn?
In an age of schooling, where 'behaviour management' is the dominant concern?
Perhaps nurturing each Students intrinsic value of learning should be the overarching focus?
Learning that recognises the different ways in which Students learn and the individual timeline associated with their personal developmental process.
Though as a person who suffers from OCL; obsessive compulsive learning.
I must admit to a strong bias towards the intrinsic value of learning!
On a journey of discovery with no end point in mind? Other than a new question?
Geoff.
This should be of interest to those of you who are interested in the brain and how it effects athletics. The following URL can say it much better that I.
Brain compatible sports....Hyperlink not working right now..might cut and paste. Sorry
URL:
http://www.google.com/search?q=Harvard+P...rt=20&sa=N
Be well,
Rob
There are some tremendous videos for professional development programming for K-12 teachers FREE through the Annenberg/CPB satellite channel and Video On Demand.
Many many of the things that we have been discussing here are available for you to "look see".
However Annenberg/CPB Learner.org has its rules and regulations and we must not show the videos anywhere but through Annenberg/CPB @ Learner.org.....
I have been viewing Annenberg/CPB for years and it is worth the few minutes that you will have to register if you want credit. Please respect their rules.:
URL:
http://www.learner.org/channel/channel.html
URL:
http://www.learner.org/channel/workshops...ation.html
Be well,
Rob
Yale University has a program to work with children in education that deserves a "look see". This is a video and a write up from Yale.
Many good programs out there.
Not much media exposure.
Best,
Rob
URL:
http://teachers.yale.edu/video/index.php?skin=h
It seems that science of the brain is bound to attract our children even in cartoon form. This particular cartoon is really pretty good. There are a few errors, but we can't have everything...like a synapse. Thoughts?
Be well,
Rob
Retrieved August 5, 2005 from internet
URL:
http://www.brainsrule.com/kids/games/ne.htm
URL:
http://faculty.washington.edu/chudler/chmemory.html
Retrieved August 7, 2005 from internet ...Aplysia "habituation"
URL:
http://www.sahs.uth.tmc.edu/brainsurf/aplysia1.html
I am reading two new books that are very interesting and a challenge.
The first book is call
The Neuron: Cell and molecular biology by Levitan and Kaczmarek [2002] and Oxford Reading in Philosophy called
Causation edited by Sosa and Tooley [1993].
It seems that the synapse is the place to concentrate a great deal of study. We are talking about almost total communications and little memory/learning without healthy strong synaptic connections. The neuron definitely does a great deal of signaling intra and inter neuronal locations. The signaling is important for action in the cellular synaptic gap to consummate communications from neuron to neuron. The intra signaling is within the neuron itself...it is talking reciprocally with it's organelles and other neuronal cell parts.
It seems that if we are really going to teach in-depth then we need to get our feet on the ground and begin with the underpinnings of nondeclarative memory and learning. This is sort of like "prior learning" for those of us who really need to begin going deeply into a subject such as memory. I have a rather good URL retrieved today 8-7-05 that will be a start of our learning process where EDUCATORS MUST BE EXPERTS IN TEACHING LEARNING. In teaching learning I believe that Dr. David Perkins, Harvard Graduate School of Education would agree that understanding is very important. Educators need to learn from the sciences and that may take a little time, but we can do it.
URL:
http://www.the-scientist.com/2003/6/2/S1...erfriendly
Be well,
Rob
Well, at this point we know that profundity is important to anyone who wants to be a good learning....and maybe that is all of us. We need to continually review our curriculum and review our teaching day inorder to be sure that it is very deep and meaningful. Retrieved Url August 12, 2005.
URL:
http://www.newhorizons.org/trans/rhodes.htm The enclose article of the Profound Knowledge School is a good read.
Be well,
Rob
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