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Diversity in Learning: Teaching
      Practices and Educational
    Policies that Impact Students’
            Visual Learning


Professor	
  Laura-­‐Ann	
  Pe./o	
  
Science	
  Director,	
  and	
  Co-­‐PI	
  of	
  the	
  Na$onal	
  Science	
  Founda$on	
  
and	
  Gallaudet	
  University’s	
  	
  
Science	
  of	
  Learning	
  Center	
  	
  
Visual	
  Language	
  and	
  Visual	
  Learning,	
  VL2	
  
OECD,	
  Jan	
  23-­‐24,	
  2012	
  Paris,	
  France	
  
SEE:	
  h@p://peD@o.gallaudet.edu/~peD@o/index/index.php	
  for	
  
References	
  and	
  Downloadable	
  PublicaDons	
  
Shared Goals



                Center	
  for	
  Educa$onal	
  Research	
  and	
  
                                   Innova$on	
  	
  




 “Educa$onal	
  
 Neuroscience”	
  	
  
 PeD@o,	
  2001	
  
NSF Science of Learning Center
Visual Language & Visual Learning
                       Dr.	
  Thomas	
  Allen	
  
                       Co-­‐PI;	
  Founder	
  




                           Dr.	
  Kristen	
  Harmon	
  
                           Leader	
  	
  
                           IntegraDon	
  of	
  	
  
                           Research	
  &	
  EducaDon	
  
VL2 Center Questions
                                            Plas0city	
  
                                            	
  
                                            	
  
                                            	
  
                                            Visual	
  Systems	
  
                            Knowledge	
     CogniDve	
  Systems	
  
                                            	
  
                                            	
  
                                              Func0ons	
  
Visual	
  Processing	
                         	
  
	
  
	
                                             	
  
Visual	
  Language	
                           Learning	
  
	
  
	
                                             Language	
  
Visually-­‐Informed	
                          Reading	
  
Social	
  Experiences	
                        Literacy	
  
New Lens




Human	
  Learning	
  Processes	
  
  	
   	
  through	
  the	
  Widened	
  Vantage	
  Point	
  of	
  
  	
   	
   	
  Deaf	
  Individuals	
  and	
  Signed	
  Languages	
  	
  
  	
   	
   	
   	
  as	
  a	
  new	
  lens	
  into	
  plasDcity	
  of	
  	
  
  	
   	
   	
   	
   	
  brain	
  structures	
  &	
  funcDons	
  
	
  
Plan


1.  Visual	
  Processing	
  &	
      TranslaDonal	
  /	
  
    Visual	
  Learning	
  	
        EducaDonal	
  Policy	
  
2.  Early	
  Reading	
                 ImperaDves	
  
    AcquisiDon	
  	
  
3.  Bilingual	
  Language	
  
    Development	
  
1. Visual Processing
                & Visual Learning




QuesDon	
  
Can	
  different	
  early	
  sensory	
  experiences	
  change	
  the	
  
brain	
  STRUCTURES,	
  and,	
  related	
  higher	
  cogniDve	
  
FUNCTIONS?	
  
	
  
Visual Processing &
             Visual Learning
Answer	
  
     	
  YES	
  different	
  early	
  sensory	
  experiences	
  
         do	
  alter	
  the	
  human	
  brain	
  and	
  its	
  
         funcDons	
  
	
  
Increased	
  visual	
  sensory	
  input	
  	
  =	
  higher	
  
         cogniDve	
  processing	
  advantages	
  
Visual Processing &
                         Visual Learning
                                             Visual	
  A@enDon	
  &	
  
                                           Gaze	
  Following	
  Vital	
  
                                                        	
  
                                        	
  




Jenny	
  Singleton	
  
Findings – Changes in Visual
                         Processing & Plasticity
                                   Hearing	
  Parents	
  	
  
                                                  Deaf	
  Parents	
  

                                                       Children	
  
                                   Children	
          more	
                    Children	
  
                                   Slower	
            frequently	
              More	
  
                                   Rates	
  of	
  	
   shid	
  eye	
  gaze	
     advanced	
  
                                   Spontaneous	
   in	
  object	
                a@enDon	
  Self-­‐
                                   Looking,	
  	
      naming	
  and	
           RegulaDons	
  
                                   Language,	
         later	
                   	
  
                                   Reading	
  &	
      booksharing.	
            	
  
                                   Literacy	
          Stronger	
  
                                   Development	
   Vocabularies,	
  
                                                       Language,	
  
                                                       Reading,	
  
Jenny	
  Singleton	
                                   Literacy	
  
Signing Children’s Developmental Strengths
        can be turned into Tools for
            Teachers & Parents
Early	
  Sign	
  Input	
     Changes	
  Vision	
  =	
  	
             Impact	
  on	
  Brain’s	
  
                             Visual	
  Strengths	
                    Cogni0ve	
  Systems	
  
	
                           AnDcipatory	
  Looking	
  
	
                           Turn	
  Taking	
                        A@enDon	
  Control	
  
	
                           	
                                      and	
  
	
                           	
                                      Eye	
  Gaze	
  Following	
  
	
                           	
                                        Self-­‐RegulaDon	
  of	
  
	
                           Gaze	
  AlternaDon	
  during	
            Behavior/	
  
	
                           object	
  naming	
                        Inhibitory	
  Control	
  
	
                           	
  
                                                                      Planning	
  
	
                           CoordinaDon	
  of	
  Gaze	
  
                                                                      Problem	
  Solving	
  
	
                           among	
  mulDple	
  tasks	
  
	
                           	
  
	
                           	
  	
                Working	
  	
  
                                                   Memory	
            CogniDve	
  Flexibility	
  
	
  
	
  
Jenny	
  Singleton	
  
	
  
Translational / Educational
      Policy Imperatives


Early	
  Exposure	
  to	
  Sign	
  Language	
  ImperaDve	
  
	
  
     	
   	
   	
  Yields	
  Brain-­‐Based	
  Enhanced	
  Visual	
  	
  
     	
   	
   	
   	
  A@enDon	
  &	
  Processing	
  CapaciDes	
  
	
  
     	
   	
   	
   	
  Yields	
  Enhanced	
  Higher	
  CogniDve	
  	
  
     	
   	
   	
   	
   	
  Language	
  &	
  Literacy	
  Skills	
   	
  	
  	
  
     	
   	
   	
   	
  	
  
2. Early Reading Acquisition



Vision,
   Visual Units
        as a Gateway to
           Phonology in Early Reading
Early Reading Acquisition
                                          Discovery	
  	
  
                                          Young	
  Readers	
  DEAF	
  	
  
                                            	
  	
  Intermediate	
  Level	
  
                                            	
  	
   	
  VISUALLY-­‐BASED 	
  
                                            	
   	
  	
  	
  	
  	
  PHONOLOGY	
  




Emmorey,	
  Morford,	
  Corina,	
  Plaut,	
  PeD@o	
  
Early Reading Acquisition
HEARING	
                                            DEAF	
  
              PRINT	
  “F	
  +	
  O	
  +	
  X”	
  


                     Sound	
  	
  
                     Based	
  
                     Phonology	
  
                                                        ?	
  
              Meaning	
  
Findings – Reading Acquisition
HEARING	
                                              DEAF	
  
              PRINT	
  “F	
  +	
  O	
  +	
  X”	
  

                                                      Visual	
  Phonology=	
  
                     Sound	
  	
  
                     Based	
                              Sign	
  Based	
  
                     Phonology	
  

              Meaning	
  
                                                     Orthography	
  
                                                     Based	
  
Cascading Impact of
                Discovery



                                Educa0on	
                           Transla0on	
  Products	
  
        Discovery	
  	
         •  TEACHERS	
  –	
  Use	
            •  Learning	
  Tools-­‐Apps	
  to	
  
                                   Fingerspelling	
  &	
  Sign	
        Teach	
  Reading,	
  Melissa	
  
Level	
  between	
  PRINT	
        Phonology	
  in	
                    MALZKUHN	
  
 &	
  MEANING=Visual	
             TranslaDonal	
  Classroom	
       •  Assessment	
  Toolkit,	
  
      Phonological/                Research	
                           Thomas	
  ALLEN	
  
      Orthographic	
                                                 •  Parent	
  EducaDon	
  
                                                                        Package	
  (MulDmedia),	
  
                                                                        Kristen	
  HARMON	
  
Synergistic Discoveries
                                                      ToolKit	
  for	
  Schools	
  




Theory	
                 Educa0on	
                          Transla0on	
  
•  New	
  Research	
     •  “Early	
  EducaDon	
             •  Public	
  	
  -­‐	
  Call	
  for	
  
   QuesDons	
               Longitudinal	
                      knowledge	
  of	
  
                            Study”	
  in	
                      NormaDve	
  
                            Classroom,	
  Allen	
               development,	
  
                                                                Assessment	
  tools	
  
Translational / Educational
                          Policy Imperatives
All	
  Children	
  	
  
	
  
       Phonological	
  level	
  of	
  
       language	
  processing	
  
       Universal	
  
              	
  
              	
  
              	
  


              Whole	
  word	
  Vs	
  Phonics	
  
              Debate	
  
                 ImperaDve	
  to	
  teach	
  	
  
                 Phonological	
  decoding	
  
                 in	
  all	
  EARLY	
  reading	
  
	
  
       Visual	
  Learners	
  
         	
   ImperaDve	
  to	
  teach	
  VISUAL-­‐based	
  phonological	
  decoding	
  
                	
   	
   	
  	
  
       	
  
3. Bilingual Language
                          Development
Age	
  of	
  FIRST	
  Bilingual	
  Language	
  Exposure	
  (AoE)	
  
     as	
  a	
  Powerful	
  Predictor	
  of	
  Dual	
  Language	
  
     Acquisi$on	
  &	
  Reading	
  Success	
  
	
  




    PeD@o	
  
Advanced	
  
FuncDonal	
  
Near-­‐Infrared	
  
Spectroscopy	
  



                      Many	
  
                      Advances	
  
                      	
  

                      Across	
  
                      Liefspand	
  
All Early-Exposed Bilinguals &
      Monolingual Longitudinal
      Milestones are the Same

                                                                                                First	
  Sentences	
  
PeD@o	
  et	
  al.,	
  2001,	
  J	
  of	
  Child	
  Lang,	
  	
                                 2-­‐Sign,	
  or	
  2-­‐Word	
  
PeD@to	
  et	
  al.,	
  2001,	
  Science,	
                         First	
                     combinaDons	
  
Pei$So	
  et	
  al.,	
  2002,	
  Nature,	
                          Vocabulary	
                ~18mths	
  
                                                                    First	
  Signs,	
  or	
  
                                                                    First	
  Words	
  
                                              Babbling	
            ~12mths	
  
                                              ~6mths,	
             	
  
                                              Hands,	
  orå	
  
                                              Tongue	
  
Early Language Acquisition
      Milestones are the Same for
       Bilinguals & Monolinguals
•	
  Same	
  Milestones	
  for	
  
Bilingual	
  Children	
  
Acquiring	
  2	
  Spoken	
  
Languages	
  
	
  
•	
  Same	
  Milestones	
  for	
  
Bilingual	
  Children	
  
Acquiring	
  2	
  Signed	
  
Languages	
  	
  
	
  
•	
  Same	
  Milestones	
  for	
  
Bilingual	
  Children	
  
Acquiring	
  a	
  Spoken	
  &	
  a	
      PeD@o	
  et	
  al.,	
  Journal	
  of	
  Child	
  Language,	
  28	
  (2001),	
  453-­‐496.	
  	
  
Signed	
  Language	
  from	
  
birth	
  as	
  the	
  video	
  clip	
  
example	
  shows	
  here	
  …	
  	
  
	
  
Findings – Age of Bilingual
 Exposure and Reading Words




Later	
  Exposed	
  Bilingual	
  Children	
  
   	
  =	
  Increased	
  demands	
  on	
  ExecuDve	
  FuncDons	
  and	
  language	
  
processing,	
  confirmed	
  by	
  BEHAVIORAL	
  reading	
  measures	
  	
  
Findings– Age of Bilingual Exposure and
           Processing Sentences
                          Early-­‐exposed	
  Bilinguals	
          Later-­‐exposed	
  Bilinguals	
  




    Frontal	
  Lobe	
  




Led	
  Hemisphere	
  




                                                              Jasinska,	
  Malkowski	
  &	
  PeD@o,	
  Submi@ed	
  
A Surprise Finding
                                        English	
  
                                      Monolingual	
  
                                        Homes	
  




      English	
  
                                                                     Bilingual	
  
    Monolingual	
  
                                                                     Schooling	
  
     Schooling	
  


    Lower	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
          Higher	
  	
  
  Test	
  Scores	
                                                     Test	
  Scores	
     Kovelman,	
  Baker,	
  &	
  PeD@o,2008(b)	
  
    English	
                                                            English	
  
Bilingual	
  language	
  schooling	
  may	
  ameliorate	
  the	
  deleterious	
  
impact	
  of	
  socioeconomic	
  variaDon	
  on	
  literacy	
  
Translational / Educational
              Policy Imperatives

Early	
  Bilingual	
  Exposure	
  is	
  imperaDve	
  	
  
     	
  	
  
     	
  Early	
  Sign	
  &	
  Spoken	
  Bilingual	
  Language	
  Exposure	
  is	
  
     	
  imperaDve	
  
	
  
         Old	
  fears	
  of	
  language	
  contaminaDon	
  and/or	
  language	
  
         delay	
  when	
  exposing	
  a	
  child	
  to	
  a	
  signed	
  language	
  
         early	
  in	
  life	
  are	
  scienDfically	
  unfounded	
  	
  
	
  
Research Discoveries and
              Educational Policy
1.  Visual	
  Processing	
  &	
  Visual	
  
           Learning	
  	
  
                                                      1.	
  Early	
  Exposure	
  to	
  Visual	
  
       	
  –	
  Early	
  Visual	
  Experiences	
  
                                                      Sign	
  Language	
  =	
  Brain	
  
        can	
  impact	
  brain	
  structures	
  
                                                      benefits	
  
        &	
  func$ons	
  
2.	
  Early	
  Reading	
  AcquisiDon	
  	
            2.	
  Building	
  Phonological	
  Skills	
  
                                                      in	
  all	
  children	
  is	
  beneficial	
  in	
  
        –	
  Vision	
  as	
  a	
  Gateway	
  to	
  
                                                      early	
  life	
  
        Phonology	
  
3.	
  Bilingual	
  Language	
                          3.	
  Early	
  Bilingual	
  Exposure	
  
                                                       OpDmal.	
  	
  
Development	
  	
  	
  
                                                       Signed	
  &	
  Spoken	
  Bilingual	
  
       –	
  Age	
  (AoE)	
  as	
  a	
  new	
           Exposure	
  =	
  Lifelong	
  Language,	
  
       predictor	
  of	
  Reading	
  &	
               Reading,	
  &	
  Literacy	
  Benefits	
  
       Language	
  Success	
  
Thank you!
         Merci!




             NSF Grant SBE-0541953	

	
  

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Diversity in Learning: Teaching Practices and Educational Policies that Impact Students' Visual Learning

  • 1. Diversity in Learning: Teaching Practices and Educational Policies that Impact Students’ Visual Learning Professor  Laura-­‐Ann  Pe./o   Science  Director,  and  Co-­‐PI  of  the  Na$onal  Science  Founda$on   and  Gallaudet  University’s     Science  of  Learning  Center     Visual  Language  and  Visual  Learning,  VL2   OECD,  Jan  23-­‐24,  2012  Paris,  France   SEE:  h@p://peD@o.gallaudet.edu/~peD@o/index/index.php  for   References  and  Downloadable  PublicaDons  
  • 2. Shared Goals Center  for  Educa$onal  Research  and   Innova$on     “Educa$onal   Neuroscience”     PeD@o,  2001  
  • 3. NSF Science of Learning Center Visual Language & Visual Learning Dr.  Thomas  Allen   Co-­‐PI;  Founder   Dr.  Kristen  Harmon   Leader     IntegraDon  of     Research  &  EducaDon  
  • 4. VL2 Center Questions Plas0city         Visual  Systems   Knowledge   CogniDve  Systems       Func0ons   Visual  Processing           Visual  Language   Learning       Language   Visually-­‐Informed   Reading   Social  Experiences   Literacy  
  • 5. New Lens Human  Learning  Processes      through  the  Widened  Vantage  Point  of        Deaf  Individuals  and  Signed  Languages            as  a  new  lens  into  plasDcity  of              brain  structures  &  funcDons    
  • 6. Plan 1.  Visual  Processing  &   TranslaDonal  /   Visual  Learning     EducaDonal  Policy   2.  Early  Reading   ImperaDves   AcquisiDon     3.  Bilingual  Language   Development  
  • 7. 1. Visual Processing & Visual Learning QuesDon   Can  different  early  sensory  experiences  change  the   brain  STRUCTURES,  and,  related  higher  cogniDve   FUNCTIONS?    
  • 8. Visual Processing & Visual Learning Answer    YES  different  early  sensory  experiences   do  alter  the  human  brain  and  its   funcDons     Increased  visual  sensory  input    =  higher   cogniDve  processing  advantages  
  • 9. Visual Processing & Visual Learning Visual  A@enDon  &   Gaze  Following  Vital       Jenny  Singleton  
  • 10. Findings – Changes in Visual Processing & Plasticity Hearing  Parents     Deaf  Parents   Children   Children   more   Children   Slower   frequently   More   Rates  of     shid  eye  gaze   advanced   Spontaneous   in  object   a@enDon  Self-­‐ Looking,     naming  and   RegulaDons   Language,   later     Reading  &   booksharing.     Literacy   Stronger   Development   Vocabularies,   Language,   Reading,   Jenny  Singleton   Literacy  
  • 11. Signing Children’s Developmental Strengths can be turned into Tools for Teachers & Parents Early  Sign  Input   Changes  Vision  =     Impact  on  Brain’s   Visual  Strengths   Cogni0ve  Systems     AnDcipatory  Looking     Turn  Taking   A@enDon  Control       and       Eye  Gaze  Following       Self-­‐RegulaDon  of     Gaze  AlternaDon  during   Behavior/     object  naming   Inhibitory  Control       Planning     CoordinaDon  of  Gaze   Problem  Solving     among  mulDple  tasks             Working     Memory   CogniDve  Flexibility       Jenny  Singleton    
  • 12. Translational / Educational Policy Imperatives Early  Exposure  to  Sign  Language  ImperaDve          Yields  Brain-­‐Based  Enhanced  Visual            A@enDon  &  Processing  CapaciDes            Yields  Enhanced  Higher  CogniDve              Language  &  Literacy  Skills                  
  • 13. 2. Early Reading Acquisition Vision, Visual Units as a Gateway to Phonology in Early Reading
  • 14. Early Reading Acquisition Discovery     Young  Readers  DEAF        Intermediate  Level        VISUALLY-­‐BASED              PHONOLOGY   Emmorey,  Morford,  Corina,  Plaut,  PeD@o  
  • 15. Early Reading Acquisition HEARING   DEAF   PRINT  “F  +  O  +  X”   Sound     Based   Phonology   ?   Meaning  
  • 16. Findings – Reading Acquisition HEARING   DEAF   PRINT  “F  +  O  +  X”   Visual  Phonology=   Sound     Based   Sign  Based   Phonology   Meaning   Orthography   Based  
  • 17. Cascading Impact of Discovery Educa0on   Transla0on  Products   Discovery     •  TEACHERS  –  Use   •  Learning  Tools-­‐Apps  to   Fingerspelling  &  Sign   Teach  Reading,  Melissa   Level  between  PRINT   Phonology  in   MALZKUHN   &  MEANING=Visual   TranslaDonal  Classroom   •  Assessment  Toolkit,   Phonological/ Research   Thomas  ALLEN   Orthographic   •  Parent  EducaDon   Package  (MulDmedia),   Kristen  HARMON  
  • 18. Synergistic Discoveries ToolKit  for  Schools   Theory   Educa0on   Transla0on   •  New  Research   •  “Early  EducaDon   •  Public    -­‐  Call  for   QuesDons   Longitudinal   knowledge  of   Study”  in   NormaDve   Classroom,  Allen   development,   Assessment  tools  
  • 19. Translational / Educational Policy Imperatives All  Children       Phonological  level  of   language  processing   Universal         Whole  word  Vs  Phonics   Debate   ImperaDve  to  teach     Phonological  decoding   in  all  EARLY  reading     Visual  Learners     ImperaDve  to  teach  VISUAL-­‐based  phonological  decoding            
  • 20. 3. Bilingual Language Development Age  of  FIRST  Bilingual  Language  Exposure  (AoE)   as  a  Powerful  Predictor  of  Dual  Language   Acquisi$on  &  Reading  Success     PeD@o  
  • 21. Advanced   FuncDonal   Near-­‐Infrared   Spectroscopy   Many   Advances     Across   Liefspand  
  • 22. All Early-Exposed Bilinguals & Monolingual Longitudinal Milestones are the Same First  Sentences   PeD@o  et  al.,  2001,  J  of  Child  Lang,     2-­‐Sign,  or  2-­‐Word   PeD@to  et  al.,  2001,  Science,   First   combinaDons   Pei$So  et  al.,  2002,  Nature,   Vocabulary   ~18mths   First  Signs,  or   First  Words   Babbling   ~12mths   ~6mths,     Hands,  orå   Tongue  
  • 23. Early Language Acquisition Milestones are the Same for Bilinguals & Monolinguals •  Same  Milestones  for   Bilingual  Children   Acquiring  2  Spoken   Languages     •  Same  Milestones  for   Bilingual  Children   Acquiring  2  Signed   Languages       •  Same  Milestones  for   Bilingual  Children   Acquiring  a  Spoken  &  a   PeD@o  et  al.,  Journal  of  Child  Language,  28  (2001),  453-­‐496.     Signed  Language  from   birth  as  the  video  clip   example  shows  here  …      
  • 24. Findings – Age of Bilingual Exposure and Reading Words Later  Exposed  Bilingual  Children    =  Increased  demands  on  ExecuDve  FuncDons  and  language   processing,  confirmed  by  BEHAVIORAL  reading  measures    
  • 25. Findings– Age of Bilingual Exposure and Processing Sentences Early-­‐exposed  Bilinguals   Later-­‐exposed  Bilinguals   Frontal  Lobe   Led  Hemisphere   Jasinska,  Malkowski  &  PeD@o,  Submi@ed  
  • 26. A Surprise Finding English   Monolingual   Homes   English   Bilingual   Monolingual   Schooling   Schooling   Lower                             Higher     Test  Scores   Test  Scores   Kovelman,  Baker,  &  PeD@o,2008(b)   English   English   Bilingual  language  schooling  may  ameliorate  the  deleterious   impact  of  socioeconomic  variaDon  on  literacy  
  • 27. Translational / Educational Policy Imperatives Early  Bilingual  Exposure  is  imperaDve          Early  Sign  &  Spoken  Bilingual  Language  Exposure  is    imperaDve     Old  fears  of  language  contaminaDon  and/or  language   delay  when  exposing  a  child  to  a  signed  language   early  in  life  are  scienDfically  unfounded      
  • 28. Research Discoveries and Educational Policy 1.  Visual  Processing  &  Visual   Learning     1.  Early  Exposure  to  Visual    –  Early  Visual  Experiences   Sign  Language  =  Brain   can  impact  brain  structures   benefits   &  func$ons   2.  Early  Reading  AcquisiDon     2.  Building  Phonological  Skills   in  all  children  is  beneficial  in   –  Vision  as  a  Gateway  to   early  life   Phonology   3.  Bilingual  Language   3.  Early  Bilingual  Exposure   OpDmal.     Development       Signed  &  Spoken  Bilingual   –  Age  (AoE)  as  a  new   Exposure  =  Lifelong  Language,   predictor  of  Reading  &   Reading,  &  Literacy  Benefits   Language  Success  
  • 29. Thank you! Merci! NSF Grant SBE-0541953