1
00:00:02,128 --> 00:00:05,172
[Susan Manning] Okay...well how do you do how do you in the traditional classroom?

2
00:00:05,172 --> 00:00:15,836
[Quad Cities] Unintelligible

3
00:00:15,836 --> 00:00:22,022
[Susan Manning] Okay and so the way that you set up the question to will get them there...alright

4
00:00:22,022 --> 00:00:35,536
[audience member] Unintelligible

5
00:00:35,536 --> 00:00:38,739
[Susan Manning] Right...they might use different tools

6
00:00:38,739 --> 00:00:44,397
to communicate that...okay can you see this image?

7
00:00:44,397 --> 00:00:50,202
Alright finish this sentence

8
00:00:50,202 --> 00:00:54,288
curiousity killed the cat not the dog

9
00:00:54,288 --> 00:00:57,724
dogs give up if it's to hard

10
00:00:57,724 --> 00:00:59,560
a dog will find something else to do

11
00:00:59,560 --> 00:01:01,858
so that's why the dog is here

12
00:01:01,858 --> 00:01:07,334
we tend to like we like being curious

13
00:01:07,334 --> 00:01:09,203
and curiousity drives our students

14
00:01:09,203 --> 00:01:12,239
but it has to be just enough curiousity

15
00:01:12,239 --> 00:01:14,025
not to much the problem has to be

16
00:01:14,025 --> 00:01:16,443
just difficult enough not to hard

17
00:01:16,443 --> 00:01:18,879
if it's to hard if it's to complex

18
00:01:18,879 --> 00:01:22,082
if you throw too much at people they turn off

19
00:01:22,082 --> 00:01:23,220
their not cats

20
00:01:23,220 --> 00:01:26,753
and we like to solve problems

21
00:01:26,753 --> 00:01:28,055
that we think we can solve

22
00:01:28,055 --> 00:01:32,601
that we have some sense that we can accomplish this

23
00:01:32,601 --> 00:01:34,294
and I'm going to bring this back later on

24
00:01:34,294 --> 00:01:39,166
in a different model but again that idea that students

25
00:01:39,166 --> 00:01:40,960
need this in smaller doses

26
00:01:40,960 --> 00:01:43,793
so that they feel that they can be successful

27
00:01:43,793 --> 00:01:45,639
they have a little bit of curiousity

28
00:01:45,639 --> 00:01:46,907
and we build on that

29
00:01:46,907 --> 00:01:48,577
too much and you wipe them out

30
00:01:48,577 --> 00:01:56,116
Background knowledge who are these guys

31
00:01:56,116 --> 00:01:59,820
they look like pilots do you see

32
00:01:59,820 --> 00:02:00,888
all those buttons

33
00:02:00,888 --> 00:02:01,998
do you think they learned

34
00:02:01,998 --> 00:02:02,973
all those buttons at once?

35
00:02:02,973 --> 00:02:04,784
Do you think they started out

36
00:02:04,784 --> 00:02:05,826
in a plane like this?

37
00:02:05,826 --> 00:02:07,756
Do you know anything about flying?

38
00:02:07,756 --> 00:02:09,800
And how you learn to fly?

39
00:02:09,800 --> 00:02:13,901
You first have to start in a classroom

40
00:02:13,901 --> 00:02:17,137
and you have to learn basic concepts

41
00:02:17,137 --> 00:02:21,549
and vocabulary and then you get in a plane with

42
00:02:21,549 --> 00:02:25,179
the instructor and you begin to learn

43
00:02:25,179 --> 00:02:27,632
the instrument panel

44
00:02:27,632 --> 00:02:29,449
the instrument panel on the plane

45
00:02:29,449 --> 00:02:32,186
that you learn on is nothing like this

46
00:02:32,186 --> 00:02:34,521
because it's much smaller plane

47
00:02:34,521 --> 00:02:38,325
their only permitted to fly like under the clouds

48
00:02:38,325 --> 00:02:39,526
or only so high at first

49
00:02:39,526 --> 00:02:43,561
to were you don't need certain kinds

50
00:02:43,561 --> 00:02:46,066
of instrumentation and then as you get so many

51
00:02:46,066 --> 00:02:49,436
hours you move up in terms of the level

52
00:02:49,436 --> 00:02:51,071
of sophistication with the airplane.

53
00:02:51,071 --> 00:02:53,740
The same thing applies to how we sequence

54
00:02:53,740 --> 00:02:56,009
our courses right you get some fundamental

55
00:02:56,009 --> 00:02:59,680
background knowledge before you can move forward.

56
00:02:59,680 --> 00:03:03,450
This is why my dad retains alot

57
00:03:03,450 --> 00:03:06,363
of what he learned was because his instructor's

58
00:03:06,363 --> 00:03:09,122
didn't let him go on until they were confident

59
00:03:09,122 --> 00:03:17,323
that he had the background knowledge

60
00:03:17,323 --> 00:03:19,506
and right or wrong for how we've structured

61
00:03:19,506 --> 00:03:21,869
higher education it's often possible

62
00:03:21,869 --> 00:03:24,104
for students to move on in their schooling

63
00:03:24,104 --> 00:03:28,308
without really getting the fundamentals right okay

64
00:03:28,308 --> 00:03:31,478
So the challenge then is to think

65
00:03:31,478 --> 00:03:34,877
what kind of background knowledge

66
00:03:34,877 --> 00:03:38,268
do students need first of all to get into

67
00:03:38,268 --> 00:03:41,425
you're course and then what kind of background

68
00:03:41,425 --> 00:03:43,423
knowledge are they going to need from you're course

69
00:03:43,423 --> 00:03:44,676
to get to the next level?

70
00:03:44,676 --> 00:03:47,895
That should help us define what it is

71
00:03:47,895 --> 00:03:48,929
that were going to teach

72
00:03:48,929 --> 00:03:50,531
and if you're teaching something

73
00:03:50,531 --> 00:03:54,150
that doesn't fall in that range why bother.

74
00:03:54,150 --> 00:03:58,305
it would be better to focus on the background

75
00:03:58,305 --> 00:03:59,873
knowledge that there going to need.

76
00:03:59,873 --> 00:04:05,612
Okay here's a model of thinking

77
00:04:05,612 --> 00:04:07,681
and this is pure cognitive science

78
00:04:07,681 --> 00:04:13,005
you get information from the environment

79
00:04:13,005 --> 00:04:17,891
new information stuff that I'm telling you

80
00:04:17,891 --> 00:04:22,029
right now and it goes and it interacts

81
00:04:22,029 --> 00:04:23,697
with what you already know in you're long term memory

82
00:04:23,697 --> 00:04:26,533
and it get's played with in what we call

83
00:04:26,533 --> 00:04:29,903
you're working memory and the process

84
00:04:29,903 --> 00:04:33,173
of thinking is the combining

85
00:04:33,173 --> 00:04:36,376
of this long term memory

86
00:04:36,376 --> 00:04:39,754
and what you are learning or experiencing

87
00:04:39,754 --> 00:04:42,950
for the first time it get's into the working memory

88
00:04:42,950 --> 00:04:45,586
you work it enough that eventually

89
00:04:45,586 --> 00:04:47,742
it get's into it goes back into

90
00:04:47,742 --> 00:04:48,822
the long term memory

91
00:04:48,822 --> 00:04:52,993
okay..very, very simple model of how people think

92
00:04:52,993 --> 00:04:57,197
Now the problem is that working knowledge

93
00:04:57,197 --> 00:04:59,119
can only hold so much

94
00:04:59,119 --> 00:05:02,002
it's limited in it's capacity

95
00:05:02,002 --> 00:05:04,738
how long are telephone numbers?

96
00:05:04,738 --> 00:05:10,177
Seven or ten digits right how long is a zip code?

97
00:05:10,177 --> 00:05:15,281
Five digits and now we have the extra four

98
00:05:15,281 --> 00:05:17,518
which I can not remember my extra four

99
00:05:17,518 --> 00:05:23,557
that's because it's around seven things

100
00:05:23,557 --> 00:05:26,894
that we can hold in our working memory

101
00:05:26,894 --> 00:05:28,841
at one time some of us can hold a little more

102
00:05:28,841 --> 00:05:31,832
some days it's a little less right

103
00:05:31,832 --> 00:05:34,268
okay it has to be exercised

104
00:05:34,268 --> 00:05:37,061
if this working memory is not exercised

105
00:05:37,061 --> 00:05:41,101
it does atrophy and when it comes to holding

106
00:05:41,101 --> 00:05:44,770
those things experts see different patterns

107
00:05:44,770 --> 00:05:48,392
how many of you are musicians?

108
00:05:48,392 --> 00:05:54,221
Okay I'm a musician also I play the flute

109
00:05:54,221 --> 00:05:58,625
and my oldest daughter did three years

110
00:05:58,625 --> 00:06:01,395
on the flute and then just in April

111
00:06:01,395 --> 00:06:02,529
she switched to the oboe

112
00:06:02,529 --> 00:06:06,099
so I was like wow well then I can't teach you

113
00:06:06,099 --> 00:06:08,001
I'll have to start paying somebody else to do this

114
00:06:08,001 --> 00:06:10,304
so she's now taking private lessons

115
00:06:10,304 --> 00:06:11,939
with my friend Lou

116
00:06:11,939 --> 00:06:14,274
and she hates it because she doesn't like going

117
00:06:14,274 --> 00:06:16,143
every week and being exercised

118
00:06:16,143 --> 00:06:20,814
Well Lou is working her in a series

119
00:06:20,814 --> 00:06:25,869
that has a lot of chromatic

120
00:06:25,869 --> 00:06:29,909
and she's working on triades right now

121
00:06:29,909 --> 00:06:35,028
and he has her work on the, the fingering stuff

122
00:06:35,028 --> 00:06:37,851
and then she applies this in a piece

123
00:06:37,851 --> 00:06:40,701
it's a pretty well coordinated series that she's in

124
00:06:40,701 --> 00:06:44,938
and she's turning a corner and she's beginning

125
00:06:44,938 --> 00:06:47,307
to recognize patterns musically

126
00:06:47,307 --> 00:06:49,877
so that she's becoming a much better sight reader

127
00:06:49,877 --> 00:06:51,736
she'll pick up a piece of music and play it

128
00:06:51,736 --> 00:06:53,280
because she kind of knows

129
00:06:53,280 --> 00:06:56,194
what that chromatic is suppose to sound like

130
00:06:56,194 --> 00:06:58,981
in that piece of music and it's really exciting

131
00:06:58,981 --> 00:07:02,022
to see this I've said to her

132
00:07:02,022 --> 00:07:03,123
Anna your becoming an expert

133
00:07:03,123 --> 00:07:04,424
because now your recognizing

134
00:07:04,424 --> 00:07:06,627
patterns that you couldn't see two years ago

135
00:07:06,627 --> 00:07:09,429
two years ago you would seen -unintelligible-

136
00:07:09,429 --> 00:07:11,198
and know you know what and you're fingers

137
00:07:11,198 --> 00:07:12,165
know what to do

138
00:07:12,165 --> 00:07:14,735
and so experts see things differently

139
00:07:14,735 --> 00:07:19,439
than young learners or new learners

140
00:07:19,439 --> 00:07:21,458
new lerners is a better way to say it

141
00:07:21,458 --> 00:07:24,745
and so part of what we have to do is share

142
00:07:24,745 --> 00:07:27,414
that thinking process and those patterns

143
00:07:27,414 --> 00:07:30,560
so but they first have to have

144
00:07:30,560 --> 00:07:34,388
that background information to build on that

145
00:07:34,388 --> 00:07:47,301
Okay, -unintelligible- doing

146
00:07:47,301 --> 00:07:53,674
no he's like this yeah

147
00:07:53,674 --> 00:07:57,542
he's pulling his thoughts together.

148
00:07:57,542 --> 00:08:00,747
Question 5 is the total amount of mental activity

149
00:08:00,747 --> 00:08:03,684
imposed on working memory at one time

150
00:08:03,684 --> 00:08:07,321
one instance of time what is that

151
00:08:07,321 --> 00:08:12,392
I have one correct answer you want to quess?

152
00:08:12,392 --> 00:08:17,831
Yeah the cognitive load is how hard

153
00:08:17,831 --> 00:08:19,166
you're brain has to work

154
00:08:19,166 --> 00:08:21,458
at one time

155
00:08:21,458 --> 00:08:24,638
how do you think this relates

156
00:08:24,638 --> 00:08:25,839
to teaching and learning?

157
00:08:25,839 --> 00:08:34,815
Perfect answer how you need to chunk

158
00:08:34,815 --> 00:08:37,217
it into smaller pieces because if you're load is to great

159
00:08:37,217 --> 00:08:40,254
remember that curiosity puppy

160
00:08:40,254 --> 00:08:42,170
the puppy is going to run away

161
00:08:42,170 --> 00:08:43,991
because the puppy is going to get squished

162
00:08:43,991 --> 00:08:46,693
Alright and here's an example

163
00:08:46,693 --> 00:08:48,795
solve this in you're head

164
00:08:48,795 --> 00:08:52,966
the answer is?

165
00:08:52,966 --> 00:08:56,195
83 that was pretty easy

166
00:08:56,195 --> 00:08:59,373
because it really didn't tax it wasn't a big cognitive load

167
00:08:59,373 --> 00:09:01,582
right cause remember I said that working memory

168
00:09:01,582 --> 00:09:03,443
is limited now do this one

169
00:09:03,443 --> 00:09:08,749
see you're non-verbal said

170
00:09:08,749 --> 00:09:11,102
I can't hold all of that in my head

171
00:09:11,102 --> 00:09:12,920
that's to many it's to much

172
00:09:12,920 --> 00:09:15,489
the cognitive load now is much higher

173
00:09:15,489 --> 00:09:17,691
now some of you are going to be able

174
00:09:17,691 --> 00:09:19,183
to do this in you're head but most of us

175
00:09:19,183 --> 00:09:21,319
are going to have the reaction of shutting down

176
00:09:21,319 --> 00:09:25,065
because there's to much our working memory

177
00:09:25,065 --> 00:09:27,434
can not hold all of that information

178
00:09:27,434 --> 00:09:29,069
were not that curious

179
00:09:29,069 --> 00:09:32,506
I mean my God and I don't have enough

180
00:09:32,506 --> 00:09:35,843
background knowledge know ones shown

181
00:09:35,843 --> 00:09:38,345
me how to work these and hold these in my head

182
00:09:38,345 --> 00:09:41,181
okay so that's my demonstration

183
00:09:41,181 --> 00:09:43,150
to bring all of it together so far

184
00:09:43,150 --> 00:09:48,522
This is a great quote

185
00:09:48,522 --> 00:09:51,692
from The Why Students Don't Like School

186
00:09:51,692 --> 00:09:55,295
"Memory is the residue of thought."