Memory, Recall and the Brain : Dual Coding for Improved Learning

Lieu : Ecole Moser

Intervenant : Greenleaf Robert

Robert Greenleaf was formerly a professional development specialist at the Education Alliance at Brown University. Having taught in all grades K-12, he has 20 years experience in public education ranging from superintendent of schools to assistant superintendent of schools, elementary school principal, teaching principal, teacher, and special education assistant. He served as adjunct professor at Thomas College in Maine. President of Greenleaf Learning, a human resource development company he founded in 1987, Bob specializes in educational strategies for understanding behaviors, building esteem and achievement, and brain-based learning. Bob is the author of 8 instructional books, the creator of two double-sided albums and publishes a bi-monthly newsletter. He is the 1991 recipient of the "Outstanding Educator Award" from the Waterville Public Schools in the state of Maine. Bob holds a doctorate in education from Vanderbilt University, a masters in educational administration from Southern Maine and a bachelor's degree from Nasson College in psychology.

Langue : en

Pr.Robert Greenleaf. Memory, Recall and the Brain : Dual Coding for Improved Learning The conscious mind works primarily in image and emotion. Nonlinguistic Representations are reported in the research to generate as much as a 26 % increase in student performance outcomes. More poignant are visual-verbal combinations—or “bimodal” packets that learners can form while engaging new material. What nonlinguistic strategies can be used that engage the mind? Can we merge the research on effective instructional strategies with the neurosciences and generate “Minds-On “ learning? Are there some learners or learner types that would benefit from nonlinguistic representation approaches to processing and interpreting information? Let’s try several ways to make this happen.