Download Meaning Making

Meaning Making
Jensen, Chapter 19
• Introduction
• The brain is designed to seek meaning
– We need to provide the brain with resources such as time,
context, peers, materials and opportunities
– Class what is the difference between doing well in a MC test
and discussing a topic in a substantial manner?
– Authentic learning requires the student to process
information in their way (using their own perceptual maps
and relating it to their life experiences)
• Types of meaning
– Referencesurface
– SenseDeeply felt
not a specific place
in brain
• The Biology of Meaning
– These meanings are built in or hard-wired into our brains
Values and past
experiences
Response
to death
– What triggers the sense of meaning?
• Relevanceextension of synapses to what is similar…
• Emotionneurotransmitters lets the brain know what is important
• Context and patternsperception is the act of the brain
constructing a map and involves those brain structures that are
involved in:
– Categorization
– Discrimination
– Regrouping
• Not a linear or one path thoughtoperates by
simultaneous paths depending on the senses
involved
• The cortex of the brain is a pattern-maker and pattern
detector
– Ability of making sense of millions of bits of
information
– Every pattern creates a new blueprint that can be
accessed for meaning when new information
arrives
– Remember, neurons do not contain information,
they simply translate, conduct and connect to
others which resonate with their own frequency
– Each new pattern discovered can be added to the
learner’s perceptual map
–However this perceptual map is not
made in parallel forms
»The brain makes hierarchies to
extract and create new mapsthis
seems to be innate also
»Not only are we experts at pattern
discrimination, but we also can
transfer those patterns to other
familiar connectionsonly, and just
only if there is relevance
»This is why it is important to
expose students to
interdisciplinary models!!!
• Links with emotions
– Researchers have found links between emotions and
cognitive patterns
• Flavor or color of our experiences
• Positive emotions = better perceptual maps able to sort our
experiences without biases
– Suggestionsactivities that release stress, increase
bonding, providing a forum for emotions to be acknowledged
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Visualization & relaxation techniques
Physical activities
Dialogue time with partners
Internal reflection
Metaphoric rituals
Role play
Music
Debate controversial issues
Excursions/guest speakers
• Pattern Detection
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Question to consider larger context
Patterns in nature
Skill in grouping
Read to kidsguide for establishing
patterns
Compare and contrast
Use games
Use stitchery or sewing patterns
Assign class projects that require pattern
conceptualizationclass what would you
do in your class?
Refer to patterns in wild life
Provide advanced organizers
Incorporate motor skills
Encourage learners to evaluate the pros
and cons of a topic
Role Play
Use multiple roles
Remember, textbooks
themselves do not
provide meaning!!