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Investigating the relationship between emotions and learning
Investigating the relationship between emotions and learning
"This chapter summarizes the work of Immordino-Yang and others who followed her ideas and built theories capturing the integral role of emotions, feelings, and affects inherent in literacy learning" (Tracey & Morrow 2017).
In 2014, cognitive and affective neuroscientist Mary Helen Immordino Yang, from the university of Southern California, won the prestigious Early Career award from the American Education Research Association for her work investigating the relationship between emotions and learning.
Immordino-Yang recognized that physiological needs (like hunger) gives fundamental support to the emotional system. This means that Physiological needs and affective systems are deeply intertwined.
Immordino-Yang's Work is consitent with Triune Brain model which shows the evolution of the brain moving from the biological drives following the affective system and then cognition.
Her work focused on the relationship between these three systmes
"Emotions are, at their core, neural and somatic [felt in the body] events whose evolutionary function is to prepare an organism to respond adaptively to a change in physical or social circumstances... Once emotions are enduced, people can become consious of them (experience their emotions) by mentally constructing a feeling"
Immordino-Yang and Damasio (2016)
Maslow's Hierarchy of needs
Abraham Maslow (1943-1954) along with other Psycologist argured that human emotional system plays a central role in higher levels of cognitive funcitoning.
Amity Noltemeyer
In 2012 Noltemeyer investigated Maslow's Hierchy of needs in relatioship to students literacy learning.
"Educators
must facilitate not only cognition and academics, but other developmental pathways (physical and mental health, social-emotional behaviors) that strongly contribute to school performance" (zigler & Finn-Stevenson, 2007)
Professor in the Department of Educational Psycology at Miami Univesity
How do you contribute to your students emotional health?
How do you think this helps your students?
In 1969 John Bowlby developed the Attachment Theory. He emphasized the importance of intimate relationships for people of all ages.
Bowlby wrote that intimate attachments to other human beings are the hub around which a person's life revolves, not only when he is an infant or toddler, but throughout his adolescence and his years of maturity as well, and on into old age.
https://www.youtube.com/watch?v=VAAmSqv2GV8
Mary Ainsworth (19134-1999)
Was an American-Canadi...
Mary Ainsworth (19134-1999)
Was an American-Canadian Developmental psychologist known for her work in the development of attachment theory.
Mary Ainsworth conducted research on Bowlby's Attachment Theory and found that as a result of mother infant interactions, infants develop one of three types of attachments.
1. Secure Attachment
2. Anxious Ambivalent
3. Anxious Avoidant
Infants use their mother as a protected base and seek connection in them after separations or in times of stress.
Infants are not able to use their mothers as a secure base and become angry with them, or push their mothers away after reuniting.
Babies are distressed most of the time, especially when the caregiver leaves. Babies go to the caregiver when he/she returns but there are no warm hugs and even some pushing the caregiver away
Infants are not able to use their mothers as secure base and avoid their mothers after reuniting.
Babies will avoid or ignore the caregiver showing little emotion when the caregiver leaves or returns. The child will not explore much regardless of who is there.
Attachment has two functions
1. Provides feelings of security - so that children can explore freely
2. Forms the basis for socializing children
Research shows that a childs attachment pattern is related to his or her academic learning.
"Studies have shown that securely attached children have better early cognitive development because of activation and maintenance of exploration, curiosity and early learning through new experience... When children feel safe and comfortable, complementary exploratory systems, which encourages them to explore, are activated" (Kristic 2015).
https://create.kahoot.it/l/#user/8f9951b0-a877-4992-b713-2327627891ac/kahoots/created
Educational research has overlooked the importance of these relationships because they have been viewed as soft, difficult to quantify variables.
But this is now changing. More research is being made on the subject and we can see the benefits of a positive student teacher relationship.
Teacher Student Relationship
Teacher Student Relationship
-Higher student test scores
-Improves engagement
-Improves motivation
-reduces high school dropout rates
"Young children's ability to form relationships with their teacher forecasts later academic and behavioral adjustments in school"
"Positive teacher-student relationships act as protective factors for children's social and academic development, and can be as important as a high quality educational program"
Add to your Teacher Heart
How do you build positive teacher-student relationship in your classroom?
John T. Guthrie
is a researcher and scholar in the area of student motivation as it relates to literacy.
He explained the difference between "engaged" and "disengaged" readers .
Engage Readers are those who are motivated to read and who read frequently.
Engaged readers are also
-Mentally active
-Use metagognitive strategies to build their understanding
-are social (talking with others about what they read)
HIGHLY ENGAGED STUDENTS read 8 times more than disengaged students
We recognize the POWERFUL role engagement plays in learning- How do you increase student motivation and interest?
1. Explain how you would motivate and engage your students to want to learn about these topics.
2. Chant
Affective Neuroscience
The brain networks supporting emotion, learning, and memory are intricately interwined. No longer can we assume that learning and emotions are separete
Academic benefits of helping students make coginitve connections to their background knowledge...
but the work of Immordino-Yang and her colleagues shows the importance of making emotional connections between what students are reading and themselves which leads to transferable, motivated learning.
NO longer can we think of learning as separate from emotion.
Just like other forms of learning and interactng, building academic knowledge involves intergrating and cognition in social context (Immordino-Yang).
Add to your heart <3
What is one thing that you gained from this presentation that you can take back to your classroom?