Lecture 7 Why do I Need a Teacher When I have got Google by Dr. Palash das
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Lecture 7 Why do I Need a Teacher When I have got Google by Dr. Palash das
![NationalInstituteofScience&Technology
[1]
Thursday Lecture Seminar Series
Why Do I Need a Teacher When I’ve
got Google?
Chapters 13 and 14
By
Ian Gilbert
Dr. Palash Das
Faculty, ECE, NIST](https://image.slidesharecdn.com/lecture7palashdas-180214062519/85/Lecture-7-Why-do-I-Need-a-Teacher-When-I-have-got-Google-by-Dr-Palash-das-1-320.jpg)
![NationalInstituteofScience&Technology
[2]
Thursday Lecture Seminar Series](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Lecture 7 Why do I Need a Teacher When I have got Google by Dr. Palash das
- 1. NationalInstituteofScience&Technology [1] Thursday Lecture Seminar Series Why Do I Need a Teacher When I’ve got Google? Chapters 13 and 14 By Ian Gilbert Dr. Palash Das Faculty, ECE, NIST
- 3. NationalInstituteofScience&Technology [3] Thursday Lecture Seminar Series Teacher: Backbenchers! Get out of my class! 21st Century Students: How many rows from the last, madam?
- 4. NationalInstituteofScience&Technology [4] Thursday Lecture Seminar Series Don’t make ‘em mad make ‘em think
- 5. NationalInstituteofScience&Technology [5] Thursday Lecture Seminar Series Our brain has been developed in bottom up approach“Mouse brain with extra toppings” (Linden 2008) Reptilian Limbic Neo Cortex Molecular Beam Epitaxy (MBE) growth of mono layers
- 6. NationalInstituteofScience&Technology [6] Thursday Lecture Seminar Series Why do we learn about our reptilian behavior? Dealing inappropriate behavior in the class Making our students understand about the behavior
- 7. NationalInstituteofScience&Technology [7] Thursday Lecture Seminar Series Researcher Maclean identified 25 lizard behavior which human still carry with them (1990) Establishment of territory Greeting Hunting Defecation postures Floaking Groomin g
- 8. NationalInstituteofScience&Technology [8] Thursday Lecture Seminar Series Amygdala Teenage brain relies heavily on its amygdala Information Entirely bypasses our rational, thinking brains
- 9. NationalInstituteofScience&Technology [9] Thursday Lecture Seminar Series The way out Developing Emotional Intelligence Fight chemicals with chemicals Identify neural hijacking Managing the hijacking Emotions have direct input on thoughts Thoughts can have inputs on emotions as well
- 10. NationalInstituteofScience&Technology [10] Thursday Lecture Seminar Series STO P Reflect ACT Think What to do in between stop and act
- 11. NationalInstituteofScience&Technology [11] Thursday Lecture Seminar Series Lose it completely Throw stuff about Hit someone or swear at the teacher Get thrown out of the lesson 1 A message to their growing sense of self-worth and self-esteem: “my feelings don’t count” 2 3 S T A R
- 12. NationalInstituteofScience&Technology [12] Thursday Lecture Seminar Series Suggestions by the author Punishment should never be emotionally driven ‘cause and effect’, clearly demarked. If you do this, this is what will happenSometimes in the classroom our interventions make a bad situation worse Take the student for a walk around the school quad “Sorry” word should always be followed by a “full stop”. “SORRY…… BUT” it never works if we want children to grow up then we must be grown up too X
- 14. NationalInstituteofScience&Technology [14] Thursday Lecture Seminar Series Teacher’s little helper ? Hurrah! I helped to release Dopamin e
- 15. NationalInstituteofScience&Technology [15] Thursday Lecture Seminar Series Creating catalyst effects Dopamine released with glutamate brain will learn whatever it is paying attention to at this time Two good ways …… One bad way Produce dopamine in students’ brain through stress (cultivate environment of fear and anxiety) possibilities of psycho-emotional condition / chronic fatigue syndrome
- 16. NationalInstituteofScience&Technology [16] Thursday Lecture Seminar Series Two good ways Reward Anticipation of Reward Doing things they like doing Knowing that they are about to do the things they like doing Teacher is creating neurochemistry Students enjoy lectures Telling jokes, having laugh, working in team
- 17. NationalInstituteofScience&Technology [17] Thursday Lecture Seminar Series A1 B1 C1 A2 B2 C2 Multiple Access Multiple Access Teacher: Jatin and Juhi, Roshan and Payal, Abhishek and Reshma are talking over a common channel without cross talk …… Teacher: A1 and A2, B1 and B2, C1 and C2 are talking over a common channel without cross talk …… Creating Dopamine level
- 18. NationalInstituteofScience&Technology [18] Thursday Lecture Seminar Series Dopamine Resolution: Dopamine can be teachers’ friend at twenty first century classroom
- 19. NationalInstituteofScience&Technology [19] Thursday Lecture Seminar Series Thanks to for the images !
- 20. NationalInstituteofScience&Technology [20] Thursday Lecture Seminar Series Thank you for listening
Notes de l'éditeur
- The brain is quite categorically not ‘an optimized, generic problem-solving machine, but rather a weird agglomeration of ad hoc solutions that have accumulated throughout millions of years of evolutionary history’. The reptilian brain, the oldest of the three, controls the body's vital functions such as heart rate, breathing, body temperature and balance. Our reptilian brain includes the main structures found in a reptile's brain: the brainstem and the cerebellum. The reptilian brain is reliable but tends to be somewhat rigid and compulsive. The limbic brain emerged in the first mammals. It can record memories of behaviours that produced agreeable and disagreeable experiences, so it is responsible for what are called emotions in human beings. The main structures of the limbic brain are the hippocampus, the amygdala, and the hypothalamus. The limbic brain is the seat of the value judgments that we make, often unconsciously, that exert such a strong influence on our behaviour. The neocortex first assumed importance in primates and culminated in the human brain with its two large cerebral hemispheres that play such a dominant role. These hemispheres have been responsible for the development of human language, abstract thought, imagination, and consciousness. The neocortex is flexible and has almost infinitelearning abilities. The neocortex is also what has enabled humancultures to develop.
- Known more commonly as the single ‘amygdala’, it is this basic but powerful part of our brain that determines how we deal with challenge, how we respond to threat and, because of the direct link between emotions and long-term memory, how long we remember what we have learned. As Daniel Goleman points out in Emotional Intelligence, the amygdala is what is responsible for ‘neural hijacking’ when it perceives a dangerous situation and sends a whole torrent of messages and chemicals across the entire brain to help us, effectively, fly, fight, freeze or flock (Goleman 1995).
- This four-step process starts to teach the brain to buy itself time before acting. There are a number of things, but simple visualization and breathing techniques can help. Teaching children simple meditative strategies has been shown to have beneficial effects on stress levels. Certain meditation techniques have been documented to improve emotional regulation and sleep, and reduce blood pressure as effectively as medication.
- In the classroom, dopamine means the difference between the class learning and not learning, between them remembering what they learned and forgetting it before the bell goes, between them behaving and applying themselves or causing chaos. It is dopamine that even decides how well those critical first few minutes of lesson go. If teaching is about creating the right neurochemical cocktail, then dopamine is the tequila in the twenty-first-century teacher’s margarita.
- In fact, if dopamine has been released with glutamate, your brain will learn whatever it is paying attention to at the time – and there is very little you can do about it. So, create the environment where the right levels of dopamine are produced in their heads and they can’t do anything but learn. And how do you do that?
- A quick and easy, yet wrong, way to produce dopamine in students’ brains is through stress. Simply cultivate an environment of fear and anxiety and you will have the dopamine levels up in no time. The trouble is that dopamine produced in this way has the same effect on brain cells as painting by numbers using a bucket of paint. You simply flood the brain with this chemical in a way that can ultimately lead to a failure to produce dopamine leading to psycho-emotional conditions such as chronic fatigue syndrome. Such a high stress environment also generates high levels of the stress hormones leading to the sorts of harmful subconscious learning
- In other words, you can create effective neuro - chemistry by ensuring they are enjoying your lesson, either through the nature of the work and the challenge itself and/or through the opportunities they have to experience enjoyment, opportunities that may or may not be linked directly to the subject matter they are learning but do have a direct impact on the process. These could be activities like telling a joke, having a laugh, doing physical exercise, working in groups or teams, having an element of surprise or novelty, listening to music in an appropriate way.