Kviečiame į gyvą mokslininkės iš JAV Dr. Barbaros Oakley paskaitą „Practical Insights from Neuroscience Improve Your Teaching to Neurodiverse Students“ (anglų k.). Seminaras yra skirtas visų dalykų dėstytojams bei studentams, specialiojo ir profesinio ugdymo, kalbų, muzikos mokytojams, sporto instruktoriams ir treneriams.
Renginio data ir laikas: 2023 m. gegužės 25 d. 14 val.
Vieta: A103 konferencijų salė, Mokslinės komunikacijos ir informacijos centras (MKIC), Saulėtekio al. 5, Vilnius.
Dr. Barbara Oakley – mokslininkė iš Oklando universiteto, JAV, turinti sistemų inžinerijos mokslo daktaro laipsnį. Jos mokslinių interesų sritis – neuromokslų ir socialinio elgesio ryšys. Publikacijos skelbiamos JAV moksliniuose žurnaluose ir įtakinguose žiniasklaidose leidiniuose (The New York Times, Wall Street Journal). Ji taip pat skaito nuotolinį kursą Coursera platformoje. Išsamiau su Barbaros Oakley veikla galima susipažinti jos asmeniniame tinklapyje: https://barbaraoakley.com/
Daugiau informacijos apie paskaitą skaitykite anglų kalba.
Topic of the lecture "Practical Insights from Neuroscience Improve Your Teaching to Neurodiverse Students"
A growing body of research insight from neuroscience has revealed many surprises when it comes to teaching. For example, some forms of seemingly “rote” learning can engage students’ sophisticated pattern recognition systems, which can be invaluable in making math or language easier to learn, particularly at more advanced levels. And there are further surprises—for example, just because students know how to solve a problem in math or have learned a skill in sports does not necessarily mean that they can—or should—be able to explain it. In fact, forcing some neurally diverse students to explain their reasoning when they can already demonstrate their understanding can actually kill their motivation for deeper learning.
In this talk, we will explore these and other counterintuitive insights from research that can allow you to make intelligent use of students’ differing underlying approaches to learning. We will also explore the intimate connection between retrieval practice in math and the metaphors used in art, music, and poetry.
Learning objectives
Participants will be able to:
- explain the difference between declarative (hippocampal) and procedural (basal ganglia) learning, and why both approaches to learning are important in mathematics;
- describe the difference between consolidation and interleaving, and explain why both processes are important in learning math;
- explain, using insights from the neuroscience of movie-making, why retrieval practice in math involves far more than simple memorization of facts.
Who should attend
This seminar is applicable to university professors of all subjects, K-12 general and special education teachers, and language, music, vocational, and sports instructors and coaches.
