0:00:02.128,0:00:05.172
[Susan Manning] Okay...well how do you do how do you in the traditional classroom?

0:00:05.172,0:00:15.836
[Quad Cities] Unintelligible

0:00:15.836,0:00:22.022
[Susan Manning] Okay and so the way that you set up the question to will get them there...alright

0:00:22.022,0:00:35.536
[audience member] Unintelligible

0:00:35.536,0:00:38.739
[Susan Manning] Right...they might use different tools

0:00:38.739,0:00:44.397
to communicate that...okay can you see this image?

0:00:44.397,0:00:50.202
Alright finish this sentence

0:00:50.202,0:00:54.288
curiousity killed the cat not the dog

0:00:54.288,0:00:57.724
dogs give up if it's to hard

0:00:57.724,0:00:59.560
a dog will find something else to do

0:00:59.560,0:01:01.858
so that's why the dog is here

0:01:01.858,0:01:07.334
we tend to like we like being curious

0:01:07.334,0:01:09.203
and curiousity drives our students

0:01:09.203,0:01:12.239
but it has to be just enough curiousity

0:01:12.239,0:01:14.025
not to much the problem has to be

0:01:14.025,0:01:16.443
just difficult enough not to hard

0:01:16.443,0:01:18.879
if it's to hard if it's to complex

0:01:18.879,0:01:22.082
if you throw too much at people they turn off

0:01:22.082,0:01:23.220
their not cats

0:01:23.220,0:01:26.753
and we like to solve problems

0:01:26.753,0:01:28.055
that we think we can solve

0:01:28.055,0:01:32.601
that we have some sense that we can accomplish this

0:01:32.601,0:01:34.294
and I'm going to bring this back later on

0:01:34.294,0:01:39.166
in a different model but again that idea that students

0:01:39.166,0:01:40.960
need this in smaller doses

0:01:40.960,0:01:43.793
so that they feel that they can be successful

0:01:43.793,0:01:45.639
they have a little bit of curiousity

0:01:45.639,0:01:46.907
and we build on that

0:01:46.907,0:01:48.577
too much and you wipe them out

0:01:48.577,0:01:56.116
Background knowledge who are these guys

0:01:56.116,0:01:59.820
they look like pilots do you see

0:01:59.820,0:02:00.888
all those buttons

0:02:00.888,0:02:01.998
do you think they learned

0:02:01.998,0:02:02.973
all those buttons at once?

0:02:02.973,0:02:04.784
Do you think they started out

0:02:04.784,0:02:05.826
in a plane like this?

0:02:05.826,0:02:07.756
Do you know anything about flying?

0:02:07.756,0:02:09.800
And how you learn to fly?

0:02:09.800,0:02:13.901
You first have to start in a classroom

0:02:13.901,0:02:17.137
and you have to learn basic concepts

0:02:17.137,0:02:21.549
and vocabulary and then you get in a plane with

0:02:21.549,0:02:25.179
the instructor and you begin to learn

0:02:25.179,0:02:27.632
the instrument panel

0:02:27.632,0:02:29.449
the instrument panel on the plane

0:02:29.449,0:02:32.186
that you learn on is nothing like this

0:02:32.186,0:02:34.521
because it's much smaller plane

0:02:34.521,0:02:38.325
their only permitted to fly like under the clouds

0:02:38.325,0:02:39.526
or only so high at first

0:02:39.526,0:02:43.561
to were you don't need certain kinds

0:02:43.561,0:02:46.066
of instrumentation and then as you get so many

0:02:46.066,0:02:49.436
hours you move up in terms of the level

0:02:49.436,0:02:51.071
of sophistication with the airplane.

0:02:51.071,0:02:53.740
The same thing applies to how we sequence

0:02:53.740,0:02:56.009
our courses right you get some fundamental

0:02:56.009,0:02:59.680
background knowledge before you can move forward.

0:02:59.680,0:03:03.450
This is why my dad retains alot

0:03:03.450,0:03:06.363
of what he learned was because his instructor's

0:03:06.363,0:03:09.122
didn't let him go on until they were confident

0:03:09.122,0:03:17.323
that he had the background knowledge

0:03:17.323,0:03:19.506
and right or wrong for how we've structured

0:03:19.506,0:03:21.869
higher education it's often possible

0:03:21.869,0:03:24.104
for students to move on in their schooling

0:03:24.104,0:03:28.308
without really getting the fundamentals right okay

0:03:28.308,0:03:31.478
So the challenge then is to think

0:03:31.478,0:03:34.877
what kind of background knowledge

0:03:34.877,0:03:38.268
do students need first of all to get into

0:03:38.268,0:03:41.425
you're course and then what kind of background

0:03:41.425,0:03:43.423
knowledge are they going to need from you're course

0:03:43.423,0:03:44.676
to get to the next level?

0:03:44.676,0:03:47.895
That should help us define what it is

0:03:47.895,0:03:48.929
that were going to teach

0:03:48.929,0:03:50.531
and if you're teaching something

0:03:50.531,0:03:54.150
that doesn't fall in that range why bother.

0:03:54.150,0:03:58.305
it would be better to focus on the background

0:03:58.305,0:03:59.873
knowledge that there going to need.

0:03:59.873,0:04:05.612
Okay here's a model of thinking

0:04:05.612,0:04:07.681
and this is pure cognitive science

0:04:07.681,0:04:13.005
you get information from the environment

0:04:13.005,0:04:17.891
new information stuff that I'm telling you

0:04:17.891,0:04:22.029
right now and it goes and it interacts

0:04:22.029,0:04:23.697
with what you already know in you're long term memory

0:04:23.697,0:04:26.533
and it get's played with in what we call

0:04:26.533,0:04:29.903
you're working memory and the process

0:04:29.903,0:04:33.173
of thinking is the combining

0:04:33.173,0:04:36.376
of this long term memory

0:04:36.376,0:04:39.754
and what you are learning or experiencing

0:04:39.754,0:04:42.950
for the first time it get's into the working memory

0:04:42.950,0:04:45.586
you work it enough that eventually

0:04:45.586,0:04:47.742
it get's into it goes back into

0:04:47.742,0:04:48.822
the long term memory

0:04:48.822,0:04:52.993
okay..very, very simple model of how people think

0:04:52.993,0:04:57.197
Now the problem is that working knowledge

0:04:57.197,0:04:59.119
can only hold so much

0:04:59.119,0:05:02.002
it's limited in it's capacity

0:05:02.002,0:05:04.738
how long are telephone numbers?

0:05:04.738,0:05:10.177
Seven or ten digits right how long is a zip code?

0:05:10.177,0:05:15.281
Five digits and now we have the extra four

0:05:15.281,0:05:17.518
which I can not remember my extra four

0:05:17.518,0:05:23.557
that's because it's around seven things

0:05:23.557,0:05:26.894
that we can hold in our working memory

0:05:26.894,0:05:28.841
at one time some of us can hold a little more

0:05:28.841,0:05:31.832
some days it's a little less right

0:05:31.832,0:05:34.268
okay it has to be exercised

0:05:34.268,0:05:37.061
if this working memory is not exercised

0:05:37.061,0:05:41.101
it does atrophy and when it comes to holding

0:05:41.101,0:05:44.770
those things experts see different patterns

0:05:44.770,0:05:48.392
how many of you are musicians?

0:05:48.392,0:05:54.221
Okay I'm a musician also I play the flute

0:05:54.221,0:05:58.625
and my oldest daughter did three years

0:05:58.625,0:06:01.395
on the flute and then just in April

0:06:01.395,0:06:02.529
she switched to the oboe

0:06:02.529,0:06:06.099
so I was like wow well then I can't teach you

0:06:06.099,0:06:08.001
I'll have to start paying somebody else to do this

0:06:08.001,0:06:10.304
so she's now taking private lessons

0:06:10.304,0:06:11.939
with my friend Lou

0:06:11.939,0:06:14.274
and she hates it because she doesn't like going

0:06:14.274,0:06:16.143
every week and being exercised

0:06:16.143,0:06:20.814
Well Lou is working her in a series

0:06:20.814,0:06:25.869
that has a lot of chromatic

0:06:25.869,0:06:29.909
and she's working on triades right now

0:06:29.909,0:06:35.028
and he has her work on the, the fingering stuff

0:06:35.028,0:06:37.851
and then she applies this in a piece

0:06:37.851,0:06:40.701
it's a pretty well coordinated series that she's in

0:06:40.701,0:06:44.938
and she's turning a corner and she's beginning

0:06:44.938,0:06:47.307
to recognize patterns musically

0:06:47.307,0:06:49.877
so that she's becoming a much better sight reader

0:06:49.877,0:06:51.736
she'll pick up a piece of music and play it

0:06:51.736,0:06:53.280
because she kind of knows

0:06:53.280,0:06:56.194
what that chromatic is suppose to sound like

0:06:56.194,0:06:58.981
in that piece of music and it's really exciting

0:06:58.981,0:07:02.022
to see this I've said to her

0:07:02.022,0:07:03.123
Anna your becoming an expert

0:07:03.123,0:07:04.424
because now your recognizing

0:07:04.424,0:07:06.627
patterns that you couldn't see two years ago

0:07:06.627,0:07:09.429
two years ago you would seen -unintelligible-

0:07:09.429,0:07:11.198
and know you know what and you're fingers

0:07:11.198,0:07:12.165
know what to do

0:07:12.165,0:07:14.735
and so experts see things differently

0:07:14.735,0:07:19.439
than young learners or new learners

0:07:19.439,0:07:21.458
new lerners is a better way to say it

0:07:21.458,0:07:24.745
and so part of what we have to do is share

0:07:24.745,0:07:27.414
that thinking process and those patterns

0:07:27.414,0:07:30.560
so but they first have to have

0:07:30.560,0:07:34.388
that background information to build on that

0:07:34.388,0:07:47.301
Okay, -unintelligible- doing

0:07:47.301,0:07:53.674
no he's like this yeah

0:07:53.674,0:07:57.542
he's pulling his thoughts together.

0:07:57.542,0:08:00.747
Question 5 is the total amount of mental activity

0:08:00.747,0:08:03.684
imposed on working memory at one time

0:08:03.684,0:08:07.321
one instance of time what is that

0:08:07.321,0:08:12.392
I have one correct answer you want to quess?

0:08:12.392,0:08:17.831
Yeah the cognitive load is how hard

0:08:17.831,0:08:19.166
you're brain has to work

0:08:19.166,0:08:21.458
at one time

0:08:21.458,0:08:24.638
how do you think this relates

0:08:24.638,0:08:25.839
to teaching and learning?

0:08:25.839,0:08:34.815
Perfect answer how you need to chunk

0:08:34.815,0:08:37.217
it into smaller pieces because if you're load is to great

0:08:37.217,0:08:40.254
remember that curiosity puppy

0:08:40.254,0:08:42.170
the puppy is going to run away

0:08:42.170,0:08:43.991
because the puppy is going to get squished

0:08:43.991,0:08:46.693
Alright and here's an example

0:08:46.693,0:08:48.795
solve this in you're head

0:08:48.795,0:08:52.966
the answer is?

0:08:52.966,0:08:56.195
83 that was pretty easy

0:08:56.195,0:08:59.373
because it really didn't tax it wasn't a big cognitive load

0:08:59.373,0:09:01.582
right cause remember I said that working memory

0:09:01.582,0:09:03.443
is limited now do this one

0:09:03.443,0:09:08.749
see you're non-verbal said

0:09:08.749,0:09:11.102
I can't hold all of that in my head

0:09:11.102,0:09:12.920
that's to many it's to much

0:09:12.920,0:09:15.489
the cognitive load now is much higher

0:09:15.489,0:09:17.691
now some of you are going to be able

0:09:17.691,0:09:19.183
to do this in you're head but most of us

0:09:19.183,0:09:21.319
are going to have the reaction of shutting down

0:09:21.319,0:09:25.065
because there's to much our working memory

0:09:25.065,0:09:27.434
can not hold all of that information

0:09:27.434,0:09:29.069
were not that curious

0:09:29.069,0:09:32.506
I mean my God and I don't have enough

0:09:32.506,0:09:35.843
background knowledge know ones shown

0:09:35.843,0:09:38.345
me how to work these and hold these in my head

0:09:38.345,0:09:41.181
okay so that's my demonstration

0:09:41.181,0:09:43.150
to bring all of it together so far

0:09:43.150,0:09:48.522
This is a great quote

0:09:48.522,0:09:51.692
from The Why Students Don't Like School

0:09:51.692,0:09:55.295
"Memory is the residue of thought."