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Fall Synthesis

Fall Synthesis. Suggested Themes and/or Take- aways. A glance back. Mind. Foundations Intelligence(s) as a complex construct, culturally constructed with a history of poor assessment

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Fall Synthesis

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  1. Fall Synthesis Suggested Themes and/or Take-aways

  2. A glance back

  3. Mind • Foundations • Intelligence(s) as a complex construct, culturally constructed with a history of poor assessment • Learning & development are ongoing in the organism, which is embedded in an environment; Language is a key tool for learning and development • Current Theory & Knowledge • Learning & development are dynamic processes instead of a stage like progression; • Learning & development occur along multiple pathways with individual differences • Policy & Practice • Two areas where we see dynamic interaction between the developing organism and the environment are in severely traumatized individuals and in struggling readers.

  4. Brain, Biology, & Behavior • Foundations • It’s not nature vs. nurture, but nature via nurture; interactions between biology & environment occur at multiple levels of analysis (gene-environment, child,-environment, etc.) • Affect matters…a lot! • Current Theory & Knowledge • Modularization & Neural Networks: the brain as an organ of distributed & integrated learning • Policy & Practice • Universal Design for Learning: remove barriers not content • Good Work

  5. Education • Foundations • Brain? What’s the brain got to do with learning? (eek!) • Current Theory & Knowledge • Well, according to the OECD, researchers, and educators a lot! • Building bridges and paving pathways… • Policy & Practice • Executive Function & Early Childhood • Right Start & Number Sense • Research Schools & Ecologically Valid Assessment

  6. Preview: Spring 2011 • Language & Literacy • Language & development • Multilingualism & MBE • The literate brain • Case Study: Four boys • Case Study: Four boys • Numeracy • Constructivism vs. Nativism • Core Concepts of Numeracy • Biology of Number & Dyscalculia • Educational Implications • Intervention: The Number Race • Emotion & Motivation • Classic Views • Emotional self-regulation and attachment • Stress • Stereotype threat • In the classroom • Conceptual Development • Domain specificity • Learning as conceptual change • Adult development • In practice • MBE & you

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