The CERI OECD/National Science Foundation International Conference took place in Paris, at the OECD Headquarters on 23-24 January 2012. Here the presentation of Session 1, Brain, Plasticity and Learning, Item 3.
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
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
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
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