Patterning Is the Basis for Working Memory & Literacy and Can Be Strengthened for Reading

Patterning is the Basis for Working Memory & Literacy and Can be Strengthened for Reading Success

J&J_PRE_CON_Handout-2.pdfpresented by

2012 KSRA Read and Shine Conference

October 30, 2012

10-11 Workshop Seasons 5

Judy Willis, M.D., M.Ed.

Two Big Ideas of the Neuroscience of Learning

★ The brain functions to promote survival of the animal

and the species.

★ To do so the human brain has evolved to seek patterns

and pleasure.

Key Understandings from Neuroscience

about the Memory

From Encoding to Extending to Durable, Long-term, Concept Memory

• The brain constantly changes through neuroplasticity (building, strengthening, or pruning of networks of memory).

• The brain it adapts and improves in response to the environment and results of predictions it makes.

• Encoding new information in short-term (working) memory requires pattern recognition. Short-term memory encoding is enhanced through pattern activation (prior knowledge).

• When newly encoded short-term memory circuits are activated by mental manipulation (categorizing, graphic organizers, analogies) or by application (use) neuroplasticity acts to develop them into long-term memory networks with increased strength, durability, and speed of retrieval of the memory circuits.

• Memory circuits used together, to perform novel tasks or solve new problems, become linked into larger circuits of durable concept knowledge available for transfer to novel applications now and in the future.

The Brain’s Structures -- Viewed from Left

Short-term (working) Memory

The Power of Patterns

Patterning for Memory Encoding

The process that directs connection of new to existing memory is the brain’s pattern seeking, extending, and storing system.

To survive successfully animals need to understand their environments and make meaning of what they see, hear, smell, touch, and taste all around them.
The brain is designed to perceive and generate patterns and uses these patterns to predict the correct response to new information.
Through the brain’s process of patterning, we are able to make predictions, anticipate what might happen next, and respond appropriately.

For New Input to “Stick” it Must Link to a Similar “Pattern”

When the new information enters the hippocampus, related memories are triggered in various parts of the cortex.
These related memories are stored in different parts of the cortex depending on which sensory receptors initially responded to the input.
For example, the memory of ducks quacking is stored in the area of the cortex related to auditory input. If you were listening to a lecture about mallard ducks, the new information you were learning would enter your hippocampus. Related memories about ducks (e.g. the sound of ducks quacking, the image of ducks you saw in a pond, a fact you once heard about the properties of feathers) would “meet” the new information about mallard ducks in your hippocampus.
The consolidation of the pre-existing related memories and the new information is the process of encoding short-term memory.
Short-term memories are temporary and will only be converted to long-term memories if they are mentally manipulated in the prefrontal cortex. (Activities that require mental manipulation are described later in this document in the section called “Mental Manipulation”).
Once the information has been converted to long-term memory, when someone mentions something about a duck, your network of relational memories will be triggered and available to you.

Emphasize Patterns in Prior Knowledge

The brain’s ability to recognize related stored memory in response to new information or decision making is frequently an automatic process.

However, if students have not been made aware how their prior knowledge connects with new information, they are unlikely to activate the memory stores that relate the new input.

Make memory relationships more efficient, effective, and transparent to students through patterning.

Activating a Prior Knowledge Bridge: Prior knowledge is data that students have already acquired through formal teaching, personal experience, or real world associations.

“Activate” this prior knowledge by alerting students to what they already know that connects to what they are going to learn. This is consistent with the way the brain makes these connections through pattern recognition and pattern matching.

Prior Knowledge Activation Strategies:

Give pre-unit assessments – they activate prior knowledge as well as revealing deficits in foundational knowledge
Show videos or images that remind students of prior knowledge
Hold class discussions starting with high interest current events that relate to a new book
Discuss with students what they learned about the topic from the perspective of another course or cross-curricular studies

Graphic Organizers

Consistent with the way the brain stores information in related categories
Retrieval is better when learners know how information is organized e.g. categories. Thus, visual maps and organizers are most effective when students have input into aspects of their design and organization.
Introducing a variety of graphic organizers gradually over the grades and using similarly structured ones from year to year helps students build their comfort and appreciation for these tools.

K-W-L Chart for Memory Patterning and Prior Knowledge Activation

Prior to the introduction of a new topic or skill, ask students what they already think they Know about the topic or skill. These are recorded on a board or chart paper under the “K” column.

They then offer things they Want to know (or questions they have) about the topic/skill. These are recorded under the “W” column. (Their questions often reveal interests or “hooks” to the topic. In some cases, their questions reveal misconceptions that will need to be addressed.)

As the lesson or unit proceeds, Learnings are summarized and recorded in the “L” column as they occur. (This provides an opportunity to go back and correct any misconceptions that may have been initially recorded in the “K” column.)

Patterning Practice Builds Literacy (and Numeracy) Development

Patterning Websites All Ages (last checked June 2012)

Early elementary pattern recognition worksheets:

Pattern recognition board games: upper elementary through high school:

Puzzle Block: Like Tanograms – move pieces to fit picture outline

Invention at play: Invention Playhouse/Smithsonian

Tinker Ball: Use tools and objects to find ways to get ball to reach its goal.

Invention at play: Invention Playhouse/Smithsonian

Descriptions and links to interactive pattern games for all ages

An example is the "Pattern Game" is a very simple interactive game where players create their own patterns by moving their mouse

Cyber Pattern Player: An interactive game that teaches children that patterns can not only be seen but heard as well

Maximizing Long-term Memory with Mental Manipulation

Neuroplasticity is the process through which thoughts and actions change the brain

Scientists previously believed that many parts of the brain only change during the “critical stages” of infancy.

Research now suggests that all parts of the brain are malleable throughout our lives.
Specifically, when a region of the brain is stimulated repeatedly (which happens when we practice and use information), the connections between neurons (nerve cells) in that memory circuit are increased in number and durability.
These strengthened connections, if used consistently, become useful, long-term memories.
Conversely, if a neural pathway is not used, it will be pruned (removed).

Teach Students about their Infinite Potentials

A little neuroscience goes a long way in motivating learners: Learners who come to you with a high level of negativity can also benefit learning about how powerful their brains are, regardless of previous performance. Discovering they can change their brains and intelligence (neuroplasticity) can be especially powerful for learners who have been marginalized by learning differences.

Information about the brain, and how to teach learners about the brain can be found in the following articles I wrote for Educational Leadership.

What You Should Know About Your Brain ()

How to Teach Learners About the Brain ()

Neuroplasticity Videos and Articles

“Neuroscientist explains how to stimulate young brains”. Link with video & transcript

Neuroscientist explains how to stimulate young brains:

Neural development and early intervention: Q&A

Mental Manipulation

Information that we learn must become integrated into durable, long-term memory circuits of connected neurons to become consciously retrievable and sustained. This means that the learner has to “do something” with the information so the neural network will be activated. It is the electrical current that flows through the network when it is used that promotes the neuroplastic changes that will sustain the learning as memory.

There are mental manipulation activities that stimulate these new memories to promote their neuroplastic strengthening. Mental manipulation is especially critical within the first 24 hours after new learning has occurred, then repeated at intervals in different ways.

Create a narrative – students can write and share a story, blog, powerpoint, website, skit, video about the reading
Visualization– thinking about doing something activates mirror neurons that increase memory strength. Buy-in to relevant goals also strengthens mirror neuron response.
Humor and personalization can be used to make even the driest of facts memorable. For example, one of my previous workshop participants told an amusing story about a lonely piece of new information that entered a brain. It felt lost and sad until it found its family amongst the related memories in the hippocampus. Illustrating the story adds a further level of mental manipulation.
Teach the new information to someone else – understanding something well enough to teach it to another person requires a clarity of thought and understanding that ultimately supports the “teachers” long term memory of the concept.
Pair-share or collaborate: Students experience a greater level of understanding of concepts and ideas when they talk, explain, predict, and debate about them within a small group, instead of just passively listening to a lecture or reading a text.
Similarities and differences: Just as survival depends on recognizing the changes in an animal’s expected environment, people are also responsive to remembering information by identifying similarities and differences. Researchers have found that identifying similarities and differences is the most effective way of committing information to memory.
Create analogies and similes
Summarize: Use “twitter” or “text message” style to create concise summaries. Younger children can make “phones” (decorated towel or toilet tissue roll) and practice short overseas calls to someone in “a far away country – real or imaginary” but need to keep toll charges down with short call planned in advanced.

•Create an Animoto video online to summarize information from class or readings (animoto.com) or one of the many similar interactive and creative websites found on the ConnectCollaborateCreatewebsite). Resources from this website include: animoto, create a graph, jigsaw planet, Kahn academy, flashcard exchange, writing is fun, geocube, google earth, scribble maps, bubbl.us, brainflips, netvibes, survey monkey, moodle, ask 500 people, Wolfram Alpha, voicethread (narrate images or videos) and others

includes summarizing, story-telling and plot description activities

With students make word clouds for “big ideas” in text

“Talking back to the Text” for Engagement, Comprehension, and Memory.

I call thisinteractive reading strategy “talking back to the book” to help students feel a sense of ownership and help them become personally engaged with what they are reading. Students begin by writing questions and prompts on post-it notes or other small papers that they can insert into their text. Some questions are prediction questions the student will answer before reading, others will be responded to while the student is reading.

Before reading the students writes and answers prediction questions:

I think you’ll be telling me…
I already know things about YOU so I predict.....

During reading students can complete the following questions or prompts:

You are similar to what I have learned before, because you remind me of...
I would have preferred a picture of...(or sketch/download their own)
I didn’t know that and I find it interesting because …
I disagree because…
This is not what I expected which was….
This gives me an idea for …
I want to know more about this than you have to offer. I’ll find out by…
I have a different way of interpreting this information which is…
I won’t let you get away with this statement, so I’ll check your source by ……
This could be a clue to help me answer the “Big Question” because ….
I think this will be on the test because…

After reading the students use duplicate post-it prompts and can add to their earlier predictions

Concept Network Development:

How Knowledge Becomes Wisdom

Goal of Learning: To extend beyond information acquisition to knowledge production that can be applied to new questions, problems, and innovations.

Education at its most neuro-logical promotes the conditions the brain seeks – patterns and pleasure. Neuroplasticity in response to pleasure reinforces the circuits used to make the accurate predictions. In well-designed units and instruction the outcome is strong concept memory circuits from which knowledge can be efficiently retrieved for future transfer.

Transfer: Activation of neural memory networks of information used together for new applications promotes consolidation of separate memories into concept networks

Pattern Expansion for Future Transfer

To be innovative and benefit from the accelerating volume and availability of information in their future, students need learning experiences to develop more flexible patterning skills. This allows the brain to literally think outside of the box defined by the most repeated patterns.

Opportunities for transferring learning to new applications through projects, integrated learning, problem solving, inquiry, and critical thinking build the flexible and extended neural networks of concepts that will serve their future adaptability, innovation, and creativity.

Cross-Disciplinary & Spiraled Curriculum

For the increasing interdependence among multiple specialties, schools need to put back together the cross-disciplinary knowledge that the Industrial Age subdivided
The concept networks they construct will be available for future transfer to new problems and novel applications (wisdom).

Twitter Challenge:

‘Tweet’ ______140 characters or less (including spaces, punctuation, numbers, etc.).

______

Judy Willis, M.D., M.Ed.

Website includes links to many free articles about reading and the brain and links to several free chapters of my ASCD book, Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension.