WEBVTT 00:00:02.128 --> 00:00:05.172 [Susan Manning] Okay...well how do you do how do you in the traditional classroom? 00:00:05.172 --> 00:00:15.836 [Quad Cities] Unintelligible 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 00:00:22.022 --> 00:00:35.536 [audience member] Unintelligible 00:00:35.536 --> 00:00:38.739 [Susan Manning] Right...they might use different tools 00:00:38.739 --> 00:00:44.397 to communicate that...okay can you see this image? 00:00:44.397 --> 00:00:50.202 Alright finish this sentence 00:00:50.202 --> 00:00:54.288 curiousity killed the cat not the dog 00:00:54.288 --> 00:00:57.724 dogs give up if it's to hard 00:00:57.724 --> 00:00:59.560 a dog will find something else to do 00:00:59.560 --> 00:01:01.858 so that's why the dog is here 00:01:01.858 --> 00:01:07.334 we tend to like we like being curious 00:01:07.334 --> 00:01:09.203 and curiousity drives our students 00:01:09.203 --> 00:01:12.239 but it has to be just enough curiousity 00:01:12.239 --> 00:01:14.025 not to much the problem has to be 00:01:14.025 --> 00:01:16.443 just difficult enough not to hard 00:01:16.443 --> 00:01:18.879 if it's to hard if it's to complex 00:01:18.879 --> 00:01:22.082 if you throw too much at people they turn off 00:01:22.082 --> 00:01:23.220 their not cats 00:01:23.220 --> 00:01:26.753 and we like to solve problems 00:01:26.753 --> 00:01:28.055 that we think we can solve 00:01:28.055 --> 00:01:32.601 that we have some sense that we can accomplish this 00:01:32.601 --> 00:01:34.294 and I'm going to bring this back later on 00:01:34.294 --> 00:01:39.166 in a different model but again that idea that students 00:01:39.166 --> 00:01:40.960 need this in smaller doses 00:01:40.960 --> 00:01:43.793 so that they feel that they can be successful 00:01:43.793 --> 00:01:45.639 they have a little bit of curiousity 00:01:45.639 --> 00:01:46.907 and we build on that 00:01:46.907 --> 00:01:48.577 too much and you wipe them out 00:01:48.577 --> 00:01:56.116 Background knowledge who are these guys 00:01:56.116 --> 00:01:59.820 they look like pilots do you see 00:01:59.820 --> 00:02:00.888 all those buttons 00:02:00.888 --> 00:02:01.998 do you think they learned 00:02:01.998 --> 00:02:02.973 all those buttons at once? 00:02:02.973 --> 00:02:04.784 Do you think they started out 00:02:04.784 --> 00:02:05.826 in a plane like this? 00:02:05.826 --> 00:02:07.756 Do you know anything about flying? 00:02:07.756 --> 00:02:09.800 And how you learn to fly? 00:02:09.800 --> 00:02:13.901 You first have to start in a classroom 00:02:13.901 --> 00:02:17.137 and you have to learn basic concepts 00:02:17.137 --> 00:02:21.549 and vocabulary and then you get in a plane with 00:02:21.549 --> 00:02:25.179 the instructor and you begin to learn 00:02:25.179 --> 00:02:27.632 the instrument panel 00:02:27.632 --> 00:02:29.449 the instrument panel on the plane 00:02:29.449 --> 00:02:32.186 that you learn on is nothing like this 00:02:32.186 --> 00:02:34.521 because it's much smaller plane 00:02:34.521 --> 00:02:38.325 their only permitted to fly like under the clouds 00:02:38.325 --> 00:02:39.526 or only so high at first 00:02:39.526 --> 00:02:43.561 to were you don't need certain kinds 00:02:43.561 --> 00:02:46.066 of instrumentation and then as you get so many 00:02:46.066 --> 00:02:49.436 hours you move up in terms of the level 00:02:49.436 --> 00:02:51.071 of sophistication with the airplane. 00:02:51.071 --> 00:02:53.740 The same thing applies to how we sequence 00:02:53.740 --> 00:02:56.009 our courses right you get some fundamental 00:02:56.009 --> 00:02:59.680 background knowledge before you can move forward. 00:02:59.680 --> 00:03:03.450 This is why my dad retains alot 00:03:03.450 --> 00:03:06.363 of what he learned was because his instructor's 00:03:06.363 --> 00:03:09.122 didn't let him go on until they were confident 00:03:09.122 --> 00:03:17.323 that he had the background knowledge 00:03:17.323 --> 00:03:19.506 and right or wrong for how we've structured 00:03:19.506 --> 00:03:21.869 higher education it's often possible 00:03:21.869 --> 00:03:24.104 for students to move on in their schooling 00:03:24.104 --> 00:03:28.308 without really getting the fundamentals right okay 00:03:28.308 --> 00:03:31.478 So the challenge then is to think 00:03:31.478 --> 00:03:34.877 what kind of background knowledge 00:03:34.877 --> 00:03:38.268 do students need first of all to get into 00:03:38.268 --> 00:03:41.425 you're course and then what kind of background 00:03:41.425 --> 00:03:43.423 knowledge are they going to need from you're course 00:03:43.423 --> 00:03:44.676 to get to the next level? 00:03:44.676 --> 00:03:47.895 That should help us define what it is 00:03:47.895 --> 00:03:48.929 that were going to teach 00:03:48.929 --> 00:03:50.531 and if you're teaching something 00:03:50.531 --> 00:03:54.150 that doesn't fall in that range why bother. 00:03:54.150 --> 00:03:58.305 it would be better to focus on the background 00:03:58.305 --> 00:03:59.873 knowledge that there going to need. 00:03:59.873 --> 00:04:05.612 Okay here's a model of thinking 00:04:05.612 --> 00:04:07.681 and this is pure cognitive science 00:04:07.681 --> 00:04:13.005 you get information from the environment 00:04:13.005 --> 00:04:17.891 new information stuff that I'm telling you 00:04:17.891 --> 00:04:22.029 right now and it goes and it interacts 00:04:22.029 --> 00:04:23.697 with what you already know in you're long term memory 00:04:23.697 --> 00:04:26.533 and it get's played with in what we call 00:04:26.533 --> 00:04:29.903 you're working memory and the process 00:04:29.903 --> 00:04:33.173 of thinking is the combining 00:04:33.173 --> 00:04:36.376 of this long term memory 00:04:36.376 --> 00:04:39.754 and what you are learning or experiencing 00:04:39.754 --> 00:04:42.950 for the first time it get's into the working memory 00:04:42.950 --> 00:04:45.586 you work it enough that eventually 00:04:45.586 --> 00:04:47.742 it get's into it goes back into 00:04:47.742 --> 00:04:48.822 the long term memory 00:04:48.822 --> 00:04:52.993 okay..very, very simple model of how people think 00:04:52.993 --> 00:04:57.197 Now the problem is that working knowledge 00:04:57.197 --> 00:04:59.119 can only hold so much 00:04:59.119 --> 00:05:02.002 it's limited in it's capacity 00:05:02.002 --> 00:05:04.738 how long are telephone numbers? 00:05:04.738 --> 00:05:10.177 Seven or ten digits right how long is a zip code? 00:05:10.177 --> 00:05:15.281 Five digits and now we have the extra four 00:05:15.281 --> 00:05:17.518 which I can not remember my extra four 00:05:17.518 --> 00:05:23.557 that's because it's around seven things 00:05:23.557 --> 00:05:26.894 that we can hold in our working memory 00:05:26.894 --> 00:05:28.841 at one time some of us can hold a little more 00:05:28.841 --> 00:05:31.832 some days it's a little less right 00:05:31.832 --> 00:05:34.268 okay it has to be exercised 00:05:34.268 --> 00:05:37.061 if this working memory is not exercised 00:05:37.061 --> 00:05:41.101 it does atrophy and when it comes to holding 00:05:41.101 --> 00:05:44.770 those things experts see different patterns 00:05:44.770 --> 00:05:48.392 how many of you are musicians? 00:05:48.392 --> 00:05:54.221 Okay I'm a musician also I play the flute 00:05:54.221 --> 00:05:58.625 and my oldest daughter did three years 00:05:58.625 --> 00:06:01.395 on the flute and then just in April 00:06:01.395 --> 00:06:02.529 she switched to the oboe 00:06:02.529 --> 00:06:06.099 so I was like wow well then I can't teach you 00:06:06.099 --> 00:06:08.001 I'll have to start paying somebody else to do this 00:06:08.001 --> 00:06:10.304 so she's now taking private lessons 00:06:10.304 --> 00:06:11.939 with my friend Lou 00:06:11.939 --> 00:06:14.274 and she hates it because she doesn't like going 00:06:14.274 --> 00:06:16.143 every week and being exercised 00:06:16.143 --> 00:06:20.814 Well Lou is working her in a series 00:06:20.814 --> 00:06:25.869 that has a lot of chromatic 00:06:25.869 --> 00:06:29.909 and she's working on triades right now 00:06:29.909 --> 00:06:35.028 and he has her work on the, the fingering stuff 00:06:35.028 --> 00:06:37.851 and then she applies this in a piece 00:06:37.851 --> 00:06:40.701 it's a pretty well coordinated series that she's in 00:06:40.701 --> 00:06:44.938 and she's turning a corner and she's beginning 00:06:44.938 --> 00:06:47.307 to recognize patterns musically 00:06:47.307 --> 00:06:49.877 so that she's becoming a much better sight reader 00:06:49.877 --> 00:06:51.736 she'll pick up a piece of music and play it 00:06:51.736 --> 00:06:53.280 because she kind of knows 00:06:53.280 --> 00:06:56.194 what that chromatic is suppose to sound like 00:06:56.194 --> 00:06:58.981 in that piece of music and it's really exciting 00:06:58.981 --> 00:07:02.022 to see this I've said to her 00:07:02.022 --> 00:07:03.123 Anna your becoming an expert 00:07:03.123 --> 00:07:04.424 because now your recognizing 00:07:04.424 --> 00:07:06.627 patterns that you couldn't see two years ago 00:07:06.627 --> 00:07:09.429 two years ago you would seen -unintelligible- 00:07:09.429 --> 00:07:11.198 and know you know what and you're fingers 00:07:11.198 --> 00:07:12.165 know what to do 00:07:12.165 --> 00:07:14.735 and so experts see things differently 00:07:14.735 --> 00:07:19.439 than young learners or new learners 00:07:19.439 --> 00:07:21.458 new lerners is a better way to say it 00:07:21.458 --> 00:07:24.745 and so part of what we have to do is share 00:07:24.745 --> 00:07:27.414 that thinking process and those patterns 00:07:27.414 --> 00:07:30.560 so but they first have to have 00:07:30.560 --> 00:07:34.388 that background information to build on that 00:07:34.388 --> 00:07:47.301 Okay, -unintelligible- doing 00:07:47.301 --> 00:07:53.674 no he's like this yeah 00:07:53.674 --> 00:07:57.542 he's pulling his thoughts together. 00:07:57.542 --> 00:08:00.747 Question 5 is the total amount of mental activity 00:08:00.747 --> 00:08:03.684 imposed on working memory at one time 00:08:03.684 --> 00:08:07.321 one instance of time what is that 00:08:07.321 --> 00:08:12.392 I have one correct answer you want to quess? 00:08:12.392 --> 00:08:17.831 Yeah the cognitive load is how hard 00:08:17.831 --> 00:08:19.166 you're brain has to work 00:08:19.166 --> 00:08:21.458 at one time 00:08:21.458 --> 00:08:24.638 how do you think this relates 00:08:24.638 --> 00:08:25.839 to teaching and learning? 00:08:25.839 --> 00:08:34.815 Perfect answer how you need to chunk 00:08:34.815 --> 00:08:37.217 it into smaller pieces because if you're load is to great 00:08:37.217 --> 00:08:40.254 remember that curiosity puppy 00:08:40.254 --> 00:08:42.170 the puppy is going to run away 00:08:42.170 --> 00:08:43.991 because the puppy is going to get squished 00:08:43.991 --> 00:08:46.693 Alright and here's an example 00:08:46.693 --> 00:08:48.795 solve this in you're head 00:08:48.795 --> 00:08:52.966 the answer is? 00:08:52.966 --> 00:08:56.195 83 that was pretty easy 00:08:56.195 --> 00:08:59.373 because it really didn't tax it wasn't a big cognitive load 00:08:59.373 --> 00:09:01.582 right cause remember I said that working memory 00:09:01.582 --> 00:09:03.443 is limited now do this one 00:09:03.443 --> 00:09:08.749 see you're non-verbal said 00:09:08.749 --> 00:09:11.102 I can't hold all of that in my head 00:09:11.102 --> 00:09:12.920 that's to many it's to much 00:09:12.920 --> 00:09:15.489 the cognitive load now is much higher 00:09:15.489 --> 00:09:17.691 now some of you are going to be able 00:09:17.691 --> 00:09:19.183 to do this in you're head but most of us 00:09:19.183 --> 00:09:21.319 are going to have the reaction of shutting down 00:09:21.319 --> 00:09:25.065 because there's to much our working memory 00:09:25.065 --> 00:09:27.434 can not hold all of that information 00:09:27.434 --> 00:09:29.069 were not that curious 00:09:29.069 --> 00:09:32.506 I mean my God and I don't have enough 00:09:32.506 --> 00:09:35.843 background knowledge know ones shown 00:09:35.843 --> 00:09:38.345 me how to work these and hold these in my head 00:09:38.345 --> 00:09:41.181 okay so that's my demonstration 00:09:41.181 --> 00:09:43.150 to bring all of it together so far 00:09:43.150 --> 00:09:48.522 This is a great quote 00:09:48.522 --> 00:09:51.692 from The Why Students Don't Like School 00:09:51.692 --> 00:09:55.295 "Memory is the residue of thought."