Meaning Making

1. Meaning Making Jensen, Chapter 19

2. 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)

3. Types of meaning • Referencesurface not a specific place • SenseDeeply felt in brain • The Biology of Meaning • These meanings are built in or hard-wired into our brains • 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 Values and past experiences Response to death

4. 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

5. 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!!!

6. 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 • Visualization & relaxation techniques • Physical activities • Dialogue time with partners • Internal reflection • Metaphoric rituals • Role play • Music • Debate controversial issues • Excursions/guest speakers

7. Pattern Detection • 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!!