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Memes Myths Motivation
- 1. Memes, myths, & motivation Are we focused on what really matters in school design?
- 2. Greg Monberg AIA, ALEP, MBA, LEED AP Director of Architecture Wightman gmonberg@gowightman.com twitter.com/GHMonberg
- 3. Memes, myths, & motivation Are we focused on what really matters in school design?
- 4. memes a humorous image, video, piece of text, etc. that is copied (often with slight variations) and spread rapidly by Internet users. an element of a culture or system of behavior that may be considered to be passed from one individual to another by nongenetic means, especially imitation.
- 8. myths a traditional story, especially one concerning the early history of a people or explaining some natural or social phenomenon, and typically involving supernatural beings or events a widely held but false idea
- 10. motivation the general desire or willingness of someone to do something the reason or reasons one has for acting or behaving in a particular way
- 14. Design for the Five Senses
- 19. Design incorporating “The Mozart Effect” boosts IQ
- 21. Rauscher, Shaw, and Ky (1993) measured Mozart’s music impact on spatial reasoning. Impact on IQ was not measured. Many scholars in the psychological community now view the claim that playing classical music to children can boost their intelligence to be a "myth.“ 50 Great Myths of Popular Psychology". Wiley.
- 22. Room color has a long-term impact on behavior
- 25. The Influence of Color "Given the prevalence of color, one would expect color psychology to be a well- developed area," note researchers Andrew Elliot and Markus Maier. "Surprisingly, little theoretical or empirical work has been conducted to date on the influence of color on psychological functioning, and the work that has been done has been driven mostly by practical concerns, not scientific rigor."
- 27. Proper daylighting boosts test scores by 20% or more
- 31. Students only use about 10% of their brains on average
- 32. Two Thirds of the American Public believe the 10% Brain Use Myth One Half of U.S. Science Teachers believe the 10% Brain Use Myth Richard E. Cytowic M.D. https://www.psychologytoday.com/blog/the-fallible-mind/201311/using-just-10-your-brain-0
- 33. Brain Consumption of Total Body Energy 5% - Rats, Dogs 10% - Great Apes 20% - Adult Humans 50% - Young Children 60% - Babies https://www.psychologytoday.com/blog/the-fallible-mind/201311/using-just-10-your-brain-0
- 38. We need to focus on Academics not Athletics!
- 40. For 25- to 34-year-old women, Title IX and the ability to participate in sports accounted for about 20 percent of the increase in education attainment and about 40 percent of the rise in employment. http://www.aauw.org/2010/02/19/new-research-shows-long-term-benefits-of-sports-for-girls/
- 41. Designs for Left Brain or Right Brain Students
- 42. Work Time Study Gensler • More Than 50% Deep Focus • About 25% Collaboration • About 25% Mix –Learning –Socializing –Other tasks
- 49. Design spaces for the bottom of the Learning Pyramid
- 50. Source: National Training Laboratories, Bethel, Maine Lecture Reading Audiovisual Demonstration Discussion Practice Doing Teach Others LEARNING PYRAMID Average Student Retention Rates
- 51. LEARNING PYRAMID • Myth or Hoax? • Seems intuitively plausible • There is no published study documenting these retention rates • “The research reviewed here demonstrates that use of each of the methods identified by the pyramid resulted in retention, with none being consistently superior to the others and all being effective in certain contexts.” Dr. James P. Lalley and R. Miller (2007) “The learning pyramid: Does it point teachers in the right direction?” Education and Information Technologies v128, n1, 64-79
- 52. FLEXIBILITY FOR MANY ACTIVITIES AND APPROACHES Lecture Teach Others Practice Read Demonstration Audiovisual Discuss 52
- 57. Proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences
- 58. Despite the lack of evidence, the ideas of multiple non- g intelligences are attractive to many due to the suggestion that everyone can be smart in some way. Cognitive neuroscience research does not support the theory of multiple intelligences. Gottfredson, L. S. (2006). "Social Consequences of Group Differences in Cognitive Ability (Consequencias sociais das diferencas de grupo em habilidade cognitiva)". In Flores-Mendoza, C. E.; Colom, R. Introducau a psicologia das diferencas individuais. ArtMed Publishers. pp. 433–456. ISBN 8536314184.
- 60. DESIGN FOR EDUCATIONAL GOALS AND CONTENT DO NOT DESIGN FOR GROUP LEARNING STYLES
- 62. Next Generation Science Standards Crosscutting Concepts 1. Patterns 2. Cause and Effect 3. Scale, Proportion & Quantity 4. Systems and System Models 5. Energy and Matter 6. Structure and Function 7. Stability and Change
- 74. What is the evidence for Whole Brain Teaching?
- 76. MEME MYTH MOTIVATION 1. WHOLE BRAIN THINKING LOTS OF ACTIVITY IMPROVES LEARNING NOVELTY IMPROVES ENGAGEMENT 2. MULTIPLE INTELLIGENCES EVERYONE IS SMART IN THEIR OWN WAY DESIGN FOR CONTENT – NOT INDIVIDUAL INTELLIGENCES 3. LEARNING PYRAMID DE-EMPASIZE READING IN FAVOR OF PROJECT-BASED SUPPORT ALL STEPS ON THE PYRAMID 4. RIGHT BRAIN/LEFT BRAIN SOME ARE LOGICAL, SOME ARE CREATIVE EVERYONE HAS LOGICAL AND CREATIVE APTITUDES 5. ACADEMICS NOT ATHLETICS ATHLETICS DESTRACT FROM ACADEMIC ACHIEVEMENT ATHLETICS CAN HAVE LONG- TERM BENEFITS 6. ONLY 10% OF BRAIN USED MOST BRAIN CAPACITY IS UNTAPPED YOUNG STUDENTS BRAINS = 50% OF OXYGEN USE 7. DAYLIGHTING BOOSTS TEST SCORES BY 20% 7% TO 19% CORRELATION IMPROVEMENT VARIES, CAN BE HARMFUL 8. COLOR HAS A LONG- TERM IMPACT COLOR CAN MANIPULATE COMPLEX BEHAVIORS SHORT-TERM, AVOID CHRONIC STRESS 9. MOZART EFFECT CLASSICAL MUSIC IMPROVES IQ ALLOW CHOICE IN WHAT YOU HEAR 10. FIVE SENSES ONLY FIVE SENSES DESIGN FOR 20+ SENSES
- 77. 1. Eliminate unnecessary stress 2. Provide a variety of choices 3. Design for movement 4. Design for discovery 5. Design for social interactions Motivation