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How Brain Science Can Improve Our Instructional Approach to Reading

Explore the connection between brain science and reading instruction, and discover how our brains are hardwired to think in story terms. Learn the implications for teaching story structure and developing reading skills.

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How Brain Science Can Improve Our Instructional Approach to Reading

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  1. How Brain Science CanImprove Our InstructionalApproach to Reading Miracanion.com

  2. About 200 years ago • There is no dedicated area of the brain for reading. • That’s is why we teach kids how to read. • As opposed to speaking: there is a center of the brain that handles speech. Kendall Haven

  3. 100,000 to 300,000 years ago • We have used storytelling to communicate and archivehistory, knowledge, values, ideas, abstract concepts, etc. Kendall Haven

  4. For 300,000 years • Human beings have relied on storytelling as the vehicle for archiving information because there was no other way. • Because we have relied on that process for so many millennia, our brains have evolutionarily been rewired so that at birth you are born hardwired to think in very specific story terms. Kendall Haven

  5. Humans are hardwired to think in story terms • To understand • To make sense • To remember Kendall Haven

  6. Neural Story Map “The brain converts raw experience into story form and then considers, ponders, remembers, and acts on the self-created story, not the actual input experience.” Haven, p. 24 Storyproof

  7. Story terms • Person #1: “Where’s John?” • Person #2: “Well…I didn’t want to say anything. But…I saw a green VW parked in front of Carol’s.” Kendall Haven

  8. Did your partner say there is no connection? • Did anyone say that the two statements did not make sense? • Human minds assume a connection and assume it makes sense. • We use story structures to fill in missing information. Kendall Haven

  9. Minds in Action • Person #1: “Hi, John.” • Person #2: “Shhhhh! I’m not here! You never saw me. I’m not here!” • Person #1: “It’s okay. Carol’s gone home.” Kendall Haven

  10. Story Mind He went to the store. Fred died. Sharon went hungry and wept. Kendall Haven

  11. He went to the store.Fred died.Sharon went hungry and wept. What are your brain’s assumptions? Kendall Haven

  12. You assume: 1. Connection and story structure. 2. Missing information is ok. 3. Its about characters. 4. Character relationships. 5. Cause and effect sequencing. 6. Goal and motive. 7. Struggle and obstacles. 8. Emotional reactions and states. Kendall Haven

  13. Rival by Mira Canion "Well, well. What do we have here? A romantic scene no doubt" smirked Tarik in order to anger both Clara and Jafar. "We are eating," said Clara without hesitation. "What might you two be nibbling on?" laughed Tarik. "Arabic food," responded Clara innocently as she peered at Tarik’sthin face.

  14. Carlos: Yes, I know about the map. Henry: Go on. Tell me. Carlos: What do I get in return? Click! Henry prepares his pistol. Piratas del Caribe y el mapasecreto Mira Canion

  15. Implications for reading instruction? 1. Connection and story structure. 2. Missing information is ok. 3. Its about characters. 4. Character relationships. 5. Cause and effect sequencing. 6. Goal and motive. 7. Struggle and obstacles. 8. Emotional reactions and states. Kendall Haven Teach story structure.

  16. Wait! What is story?

  17. Are these stories? • A magazine article? • An essay • A memo? • A conversation? • A joke? • A directive? Kendall Haven

  18. What is story? or What makes a good story?

  19. He went to school. Is that a story?

  20. He went to school. Is that a story?

  21. What is the opposite of story? ?

  22. Non-story? • “We equate FICTION with false, made up, lies, and ‘stories’. We equate REALITY with nonfiction, true, facts. But all events (facts) are subject to some interpretation that fictionalizes them…” Haven, p. 128 Storyproof

  23. Fluctuations and phase transitions in Larkin-Ovchinnikov liquid crystal states of population-imbalanced resonant Fermi gas Leo Radzihovsky(Submitted on 24 Feb 2011) Motivated by a realization of imbalanced Feshbach-resonant atomic Fermi gases, we formulate a low-energy theory of the Fulde-Ferrell and the Larkin-Ovchinnikov (LO) states and use it to analyze fluctuations, stability, and phase transitions in these enigmatic finite momentum-paired superfluids. Focusing on the unidirectional LO pair-density wave state, that spontaneously breaks the continuous rotational and translational symmetries, we show that it is characterized by two Goldstone modes, corresponding to a superfluid phase and a smectic phonon. Because of the liquid-crystalline "softness" of the latter, at finite temperature the 3d state is characterized by a vanishing LO order parameter, quasi-Bragg peaks in the structure and momentum distribution functions, and a "charge"-4, paired Cooper-pairs, off-diagonal-long-range order, with a superfluid-stiffness anisotropy that diverges near a transition into a nonsuperfluid state. In addition to conventional integer vortices and dislocations the LO superfluid smectic exhibits composite half-integer vortex-dislocation defects. A proliferation of defects leads to a rich variety of descendant states, such as the "charge"-4 superfluid and Fermi-liquid nematics and topologically ordered nonsuperfluid states, that generically intervene between the LO state and the conventional superfluid and the polarized Fermi-liquid at low and high imbalance, respectively. The fermionic sector of the LO gapless superconductor is also quite unique, exhibiting a Fermi surface of Bogoliubovquasiparticles associated with the Andreev band of states, localized on the array of the LO domain-walls.

  24. What story really is… • An interesting character is motived to achieve a goal. Along the way he faces risk and danger in the form of problems and conflicts.

  25. Story is how content is organized Story is the most effective delivery vehicle for your content Kendall Haven

  26. Summarizing the text(teaching story structure)SomebodyWantsButSoMacOn et al. 1991

  27. Implications for reading instruction? 1. Connection and story structure. 2. Missing information is ok. 3. Its about characters. 4. Character relationships. 5. Cause and effect sequencing. 6. Goal and motive. 7. Struggle and obstacles. 8. Emotional reactions and states. Kendall Haven • Character

  28. Character • Character has a serious problem. • Let’s look at a character and how to build background knowledge.

  29. Agree or disagree? 1. It’s better to ignore a problem than to confront it. 2. People’s opinions of you are true. 3. You are what people think of you. 4. You can’t be someone else than who you are. 5. You can’t change people’s opinions of you.

  30. Sara Gómez “Vampire! Sara is a vampire!” exclaimed a group of kids. Sara had tolerated insults and cruel comments for many years. She always tried to defend herself because she was very stubborn. But now she was just tired of defending herself. What she really wanted was to be accepted and loved by everyone. Sometimes she just wanted to escape from her community rather than tolerate the negative comments. Unfortunately, the comments had become her identity. However, Sara had no idea that today the comments were going to be much worse.” La Vampirata

  31. What are you assuming? “Vampire! Sara is a vampire!” exclaimed a group of kids. Sara had tolerated insults and cruel comments for many years. She always tried to defend herself because she was very stubborn. But now she was just tired of defending herself. What she really wanted was to be accepted and loved by everyone. Sometimes she just wanted to escape from her community rather than tolerate the negative comments. Unfortunately, the comments had become her identity. However, Sara had no idea that today the comments were going to be much worse.” La Vampirata 1. Connection and story structure. 2. Missing information is ok. 3. Its about characters. 4. Character relationships. 5. Cause and effect sequencing. 6. Goal and motive. 7. Struggle and obstacles. 8. Emotional reactions and states. Kendall Haven

  32. In Sara’s shoes… • 1741 Vampire-frenzied Rhode Island • Story of Mercy Brown is the historical background for the character of Sara in La Vampirata

  33. In Sara’s shoes… • On the heels of Salem Witch Trials • What would this conflict look like today? • Would it be life threatening?

  34. Journaling Chose one the categories and journal about it. 1. Being labeled 2. Excluded from a social group facebook, twitter, etc. 3. Believing other's opinions of you: theme of Shrek III (Arthur) 4. Joining a group just to feel accepted or popular 5. Acceptance/Respect 6. Feeling loved/valued/respected 7. Stories from the drama of middle school

  35. What makes the characters interesting? • Read the following selection…

  36. Secretly Sara observed her uncle and mother talking in the kitchen. She was mighty curious to hear them in action, given that her mother did not appreciate Lucas very much. Lucas López was an infamous pirate of the Caribbean, which my mother loathed. Sara couldn't stand him because he was not only egoistical, but also dishonest and had an aggressive personality. He was tall with long, black hair. It seemed like he was always planning his latest adventure in search of fame and fortune. "You have to hide an emerald for me," said Lucas. "Me? Hide an emerald? Why me?” responded Rebecca. La Vampirata

  37. Secretly Sara observed her uncle and mother talking in the kitchen. She was mighty curious to hear them in action, given that her mother did not appreciate Lucas very much. Lucas López was an infamous pirate of the Caribbean, which my mother loathed. Sara couldn't stand him because he was not only egoistical, but also dishonest and had an aggressivepersonality. He was tall with long, black hair. It seemed like he was always planning his latest adventure in search of fameand fortune. "You have to hide an emerald for me," said Lucas. "Me? Hide an emerald? Why me?” responded Rebecca. La Vampirata

  38. Character and motive • What do you notice about Tomás? • What are his motives?

  39. La Vampirata Thomas had long hair, a big nose and very shifty eyes. He seemed very dishonest due to the negative energy he exuded. Thomas asked them, "What do you want?" "We want to go to the Jaguar Temple," responded Martha. "Why do you want to go there?" inquired Thomas. La Vampirata

  40. Chance to talk about character and motives(not fluffy reading activities)

  41. Agentessecretos: 5th grade students draw main characters

  42. 1. Connection and story structure. 2. Missing information is ok. 3. Its about characters. 4. Character relationships. 5. Cause and effect sequencing. 6. Goal and motive. 7. Struggle and obstacles. 8. Emotional reactions and states. Kendall Haven

  43. How can we help kids visualize?

  44. When students are unable to draw a narrative, it shows where comprehension breaks down. Students check the text often to confirm details. Student drawings for Tumbaby Mira Canion

  45. Drawings also a source for examsComic strips for Agentessecretos

  46. From sentences to predictionTurn to partner- share your prediction • Phrase: Paula y Luis visitan París, porque tienen un motivo secreto. (Paula and Luis visit Paris because they have a secret motive.) • My prediction/ (Sentence frames) • Paula and Luis are going to… • The secret motive is…

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