Meaning Making

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Meaning Making

• Jensen, Chapter 19

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• 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)

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• 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
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• 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
  learners perceptual map

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• 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!!!

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• 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

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• 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!!