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11/10/08

Mozart, Einstein, & Leonardo de Vinci Interaction Effects in College Course grades and choice of academic major. Owens CC Anne Bullerjahn BGSU Daria Filipova David Meel Chris Keil Ann Bragg Cynthia Bertelsen Mohammed Darabie. Prof. Richard Oldrieve Bowling Green State Univ.

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11/10/08

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  1. Mozart, Einstein, & Leonardo de VinciInteraction Effects in College Course grades and choice of academic major Owens CC Anne Bullerjahn BGSU Daria Filipova David Meel Chris Keil Ann Bragg Cynthia Bertelsen Mohammed Darabie • Prof. Richard Oldrieve • Bowling Green State Univ. • Cell phone: 440-463-4031 • E-mail: richaro@bgsu.edu 11/10/08

  2. Why are you here? • Turn to your neighbor • and discuss 11/10/08

  3. Full Disclosure: relatives who are artists who include my brother, niece, & Alexander Calder Pictured donated by Steve Van Hooks Slide 22 11/10/08 COSMOS board & symposium

  4. COSMOS Teaching and Learning Community at BGSU • Key funding for the 3-D portion of these results comes from the COSMOS math and science teaching consortium of North West Ohio. • In fall of 2007, a sub-group of COSMOS college professors formed a sub-committee to research the effects of visualization ability on math and science students at BGSU and Owens Community College. 11/10/08 COSMOS board & symposium

  5. Three Research Questions related to visualization: • Does Visualization Skill predict course grades? • Do certain courses improve visualization skills more than others? • Can Courses be changed to improve visualization skill? 11/10/08 COSMOS board & symposium

  6. After searching the literature the Purdue Visualization and Spatial Test of Rotations was chosen for several reasons: • Used widely in math & science ed at college. • Short 10 minute span. • Open source—FREE! 11/10/08 COSMOS Board & Symposium

  7. How do you think you would do on 3-D visualization? • Turn to your neighbor • and discuss 11/10/08

  8. Overall Percent on 3-D RotationsMean of 60 (numbers change slightly in later analysis) 11/10/08 COSMOS board & symposium

  9. Male vs Female 3-D Rotations 74.07 59.58 11/10/08 COSMOS board & symposium

  10. Oldrieve a reading assessment prof added Fast to Slow Processing Theorybased on track and field analogy mid-distance 1,000 meters long-distance 10,000 meters sprinter 100 meters • Notice logrhythmic scale. • Ability balanced by disability. • Balance of muscle fibers from fast twitch to slow twitch • Idea is that arrangement of neural nets is the difference. 11/10/08 COSMOS Board & Symposium

  11. To Test for “Fast” vs “Slow” used a test for speech pathology developed by Wiig, Semel, & Nystrom (1982) • Tallal (2003) has found that students who struggle to read often can’t process the sounds of letters fast enough to match them to letters. 11/10/08

  12. Rapid Automatic Naming of ObjectsWiig, Semel, Nystrom 1982 11/10/08 COSMOS board & symposium

  13. How do you think you could do on “processing” speed? • Turn to your neighbor • and discuss 11/10/08

  14. Rapid Automatic Naming • For this test you will “read” the pictures on the page from upper left picture, across the page to the right. • Then tracking just like you do in reading, drop down each row and move across each row from left to right until you get to the lower right hand corner. • We’ll practice to ensure everyone is using the same name of the pictures. 11/10/08 COSMOS board & symposium

  15. book cup cat spoon Please try to name the first 4 objects. Please practice one more time. 11/10/08 COSMOS board & symposium

  16. key comb pen ring Please try to name the next 4 objects. Please practice one more time. Please note that an important reason to use the correct names is that 5 words begin or end with the /k/ sound. While 4 of them have an /m/ /n/ or /ng/ sound. 11/10/08 COSMOS board & symposium

  17. Final Directions for RAN of Objects: • Everyone will read out loud together. • Go at your own pace. • Yes, it will be semi-chaos. • Read chart like a book. • From top left to the bottom right. • When done, look up at the screen. • Write down time on CHART. • GO BACK TO READING CHART. • There are advantages to being slow… • But no one will want to be the last one reading. • After class, you may try one-on-one. 11/10/08 COSMOS board & symposium

  18. BeginRAN of Objects • Exit power point Use external timer, then return to power point. 11/10/08 COSMOS board & symposium

  19. Overall RAN of Objects without music 17.23 seconds (numbers change slightly in later analysis) 11/10/08 COSMOS board & symposium

  20. RAN of Objects individualizedmean 16.81 11/10/08 COSMOS board & symposium

  21. Male vs Female on RAN 1 17.20 17.34 11/10/08 COSMOS board & symposium

  22. X - Y - Z axis + ecology + Piaget’s stagesImplications for Teachers High Visual • Fast process Slow process ADHD/depression High Concentration Low Visual 11/10/08 COSMOS board & symposium

  23. intro Bio 201 @Owens C.C.11 students under 25% 11/10/08 COSMOS board & symposium

  24. Early Childhood Reading Assessment Overall Females RAN = 17.34 SD = 2.66 3-D = 59.58 SD = 17.96 Early Childhood RAN = 17.38 SD = 2.89 3-D = 58.11 SD = 16.21 11/10/08 11/10/08 COSMOS board & symposium COSMOS Board & Symposium

  25. Calculus for Math & Science Majors 11/10/08 11/10/08 COSMOS board & symposium COSMOS Board & Symposium

  26. Proposed Interaction between Auditory and Visual Processing. High Visual Fast Auditory High Visual Slow Auditory Low Visual Fast Auditory Low Visual Slow Auditory 11/10/08 COSMOS Board & Symposium

  27. Aural Music IV - real fast5 perfect 3-D 11/10/08 COSMOS board & symposium

  28. Print-Making -- only 1 below 50% 11/10/08 COSMOS board & symposium

  29. 3-D art class -- all 45% and above 11/10/08 COSMOS board & symposium

  30. Industrial Hygiene 11/10/08 COSMOS board & symposium

  31. Early Childhood Reading Assessment Overall Females RAN = 17.34 SD = 2.66 3-D = 59.58 SD = 17.96 Early Childhood RAN = 17.38 SD = 2.89 3-D = 58.11 SD = 16.21 11/10/08 COSMOS board & symposium

  32. Middle Childhood Assessment All 6 males are in red box 11/10/08 COSMOS board & symposium

  33. AYA Adolescent & Young Adult (pre-service high school teachers) 11/10/08 COSMOS board & symposium

  34. Odds a student’s course grade is½ standard above mean? (69%ile) An early analysis of data found: 1.22 multiplier for every 10% higher 3-D score 1.044 multiplier for every 1 second slower on RAN of Objects 11/10/08 COSMOS board & symposium

  35. AYA Science 11/10/08 COSMOS board & symposium

  36. AYA Language Arts 11/10/08 COSMOS board & symposium

  37. AYA Mathematics 11/10/08 COSMOS board & symposium

  38. AYA Social Studies 11/10/08 COSMOS board & symposium

  39. Middle Childhood Math 11/10/08 COSMOS board & symposium

  40. MCE Reading and Language Arts 11/10/08 COSMOS board & symposium

  41. MCE Science 11/10/08 COSMOS board & symposium

  42. MCE Language Arts 11/10/08 COSMOS board & symposium

  43. intro Physics 101 @ BGSUunexplainable 3 second gap 11/10/08 COSMOS board & symposium

  44. Highly Significant Correlations • -.206 RAN vs 3-D Percent • -.169RAN-1 vs RAN self-estimate • .398 3-D Percent vs 3-D Percent self- estimate • .203 3-D Percent vs. 2-D video playing • .240 3-D Percent vs. semi-3-D video • .280 3-D Percent vs. 3-D video playing 11/10/08 COSMOS board & symposium

  45. Highly Significant Correlations • .365 Male vs. Female • -.267 M/F vs. 3-D self estimate • -.179 M/F vs. GPA • -.538 M/F vs. 3-D video playing • -.266 M/F vs. semi-3-D video • -.185 M/F vs handedness • -.180 Handedness vs Course type • -.264Program Code vs. GPA • -.154 Ethnicity vs. GPA 11/10/08 COSMOS board & symposium

  46. Full Disclosure: relatives who are artists who include my brother, niece, & Alexander Calder Pictured donated by Steve Van Hooks Slide 22 11/10/08 COSMOS board & symposium

  47. High Visual /Fast Auditory • Strengths: • Can quickly learn new facts & routines. • “Hears” the sounds in words & can translate sounds to letters (spelling), letters to sounds (reading). • Similarly, can quickly visualize 2 and 3-dimensions: Which can lead to success in mathematics, complex words, and writing. • Limitations: • May struggle to think outside box. • Because success comes so easily, may become complacent, arrogant, and unwilling to think outside the box. • Needs: • Gravitates towards B.F. Skinner; needs Jerome Bruner. • Quick transition to reading & writing workshop. • Problem solving approaches in math. • Potential career: • Musicians, sports stars, actors. • Technical fields such as editing, accounting, managing, emergency room doctors, field commanders in army.

  48. High Visual /Slow Auditory • Strengths: • Creativity and thinking outside the box. • Complexity and using multiple data sources. • Limitations: • In early reading, struggles with hearing phonemes and linking them to graphemes. • Struggles with recalling specific facts. • Takes more routines to learn new skills. • May appear indecisive when put on the spot. • Needs: • Gravitates towards Jerome Bruner; needs B.F. Skinner. • An emphasis on learning basic skills on any new subject area: phonics, arithmetic, the 5-paragraph theme in writing, learning to drive stick-shift car. • Willingness for teacher to accept alternative solutions and give partial credit. • Potential career: • Composers, coaches, playwrights • Creative writer, artist, theoretical mathematician, medical researcher, general in charge of strategy 11/10/08 COSMOS board & symposium

  49. Low Visual /Fast Auditory • Strengths: • Can quickly learn new facts & routines. • “Hears” the sounds in words & can translate sounds to letters (spelling), letters to sounds (reading). • Can write to the prompt and rubric well. • Limitations: • Struggles with moving beyond sound-based decoding and moving towards meaning based decoding. • Word Caller. • Visualizing how what is learned can be useful. • Not willing to try new ideas and routines. • Struggles with math visualization and problem solving. • Needs: • Gravitates towards B.F. Skinner; resists Jerome Bruner. • A move to whole language and problem-solving based math as quickly as possible after basics are learned. • Patience from teacher • Potential career: • TV newscasters, salespeople, secretaries. • Jobs where routines are necessary and appreciated. 11/10/08 COSMOS board & symposium

  50. Low Visual /Slow Auditory • Strengths: • Creatively embellishing existing stories & information. • Synthesizing ideas and going beyond the known. • Recognizing the limitations of oneself and others. • Limitations: • In early reading, struggles with hearing phonemes and linking them to graphemes. • Struggles with recalling specific facts. • Takes more routines to learn new skills. • May appear indecisive when put on the spot. • Needs: • Gravitates towards Jerome Bruner-resists B.F. Skinner. • An emphasis on learning basic skills on any new subject: phonics, arithmetic, the 5-paragraph theme in writing, learning to drive stick-shift car. • Willingness for teacher to try different techniques until one is found that works and student accepts. • Potential career: Language arts and history teacher. Story-teller, docent at museums, art historian. 11/10/08 COSMOS board & symposium

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