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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
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


Why are you here
Why are you here?

  • Turn to your neighbor

  • and discuss

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11 10 08

Full Disclosure: relatives who are artists who include my brother, niece, & Alexander Calder

Pictured donated by Steve Van Hooks

Slide 22

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COSMOS board & symposium


Cosmos teaching and learning community at bgsu
COSMOS Teaching and Learning Community brother, niece, & Alexander Calderat 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.

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Three research questions related to visualization
Three Research Questions related to visualization: brother, niece, & Alexander Calder

  • Does Visualization Skill predict course grades?

  • Do certain courses improve visualization skills more than others?

  • Can Courses be changed to improve visualization skill?

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11 10 08

11/10/08

COSMOS Board & Symposium


How do you think you would do on 3 d visualization
How do you think you would do on 3-D visualization? Spatial Test of Rotations was chosen for several reasons:

  • Turn to your neighbor

  • and discuss

11/10/08


Overall percent on 3 d rotations mean of 60 numbers change slightly in later analysis
Overall Percent on 3-D Rotations Spatial Test of Rotations was chosen for several reasons:Mean of 60 (numbers change slightly in later analysis)

11/10/08

COSMOS board & symposium


Male vs female 3 d rotations
Male vs Female 3-D Rotations Spatial Test of Rotations was chosen for several reasons:

74.07 59.58

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COSMOS board & symposium


11 10 08
Oldrieve a reading assessment prof added Spatial Test of Rotations was chosen for several reasons: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.

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COSMOS Board & Symposium


To test for fast vs slow used a test for speech pathology developed by wiig semel nystrom 1982
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.

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Rapid Automatic Naming of Objects pathology developed by Wiig, Semel, & Nystrom Wiig, Semel, Nystrom 1982

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COSMOS board & symposium


How do you think you could do on processing speed
How do you think you could do on “processing” speed? pathology developed by Wiig, Semel, & Nystrom

  • Turn to your neighbor

  • and discuss

11/10/08


Rapid automatic naming
Rapid Automatic Naming pathology developed by Wiig, Semel, & Nystrom

  • 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.

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Book cup cat spoon
book cup cat spoon pathology developed by Wiig, Semel, & Nystrom

Please try to name the first 4 objects.

Please practice one more time.

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COSMOS board & symposium


Key comb pen ring
key comb pen ring pathology developed by Wiig, Semel, & Nystrom

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.

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COSMOS board & symposium


Final directions for ran of objects
Final Directions for pathology developed by Wiig, Semel, & Nystrom 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.

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COSMOS board & symposium


Begin ran of objects
Begin pathology developed by Wiig, Semel, & Nystrom RAN of Objects

  • Exit power point

Use external timer,

then return to power point.

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COSMOS board & symposium


Overall ran of objects without music 17 23 seconds numbers change slightly in later analysis
Overall RAN of Objects without music pathology developed by Wiig, Semel, & Nystrom 17.23 seconds (numbers change slightly in later analysis)

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COSMOS board & symposium


Ran of objects individualized mean 16 81
RAN of Objects individualized pathology developed by Wiig, Semel, & Nystrom mean 16.81

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COSMOS board & symposium


Male vs female on ran 1
Male vs Female on RAN 1 pathology developed by Wiig, Semel, & Nystrom

17.20 17.34

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COSMOS board & symposium


X y z axis ecology piaget s stages implications for teachers
X - Y - Z axis + ecology + Piaget’s stages pathology developed by Wiig, Semel, & Nystrom Implications for Teachers

High Visual

  • Fast process Slow process

ADHD/depression

High Concentration

Low Visual

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Intro bio 201 @ owens c c 11 students under 25
intro Bio 201 @ pathology developed by Wiig, Semel, & Nystrom Owens C.C.11 students under 25%

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COSMOS board & symposium


Early childhood reading assessment
Early Childhood Reading Assessment pathology developed by Wiig, Semel, & Nystrom

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

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COSMOS Board & Symposium


Calculus for math science majors
Calculus for Math & Science Majors pathology developed by Wiig, Semel, & Nystrom

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COSMOS board & symposium

COSMOS Board & Symposium


Proposed interaction between auditory and visual processing
Proposed Interaction between Auditory and Visual Processing.

High Visual

Fast Auditory

High Visual

Slow Auditory

Low Visual

Fast Auditory

Low Visual

Slow Auditory

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COSMOS Board & Symposium


Aural music iv real fast 5 perfect 3 d
Aural Music IV - real fast 5 perfect 3-D

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COSMOS board & symposium


Print making only 1 below 50
Print-Making -- only 1 below 50%

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COSMOS board & symposium


3 d art class all 45 and above
3-D art class -- all 45% and above

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Industrial hygiene
Industrial Hygiene

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Early childhood reading assessment1
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

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COSMOS board & symposium


Middle childhood assessment
Middle Childhood Assessment

All 6 males are in red box

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Aya adolescent young adult pre service high school teachers
AYA Adolescent & Young Adult (pre-service high school teachers)

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Odds a student s course grade is standard above mean 69 ile
Odds a student’s course grade is ½ 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

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Aya science
AYA Science

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Aya language arts
AYA Language Arts

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Aya mathematics
AYA Mathematics

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Aya social studies
AYA Social Studies

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Middle childhood math
Middle Childhood Math

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Mce reading and language arts
MCE Reading and Language Arts

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Mce science
MCE Science

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Mce language arts
MCE Language Arts

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COSMOS board & symposium


Intro physics 101 @ bgsu unexplainable 3 second gap
intro Physics 101 @ BGSUunexplainable 3 second gap

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COSMOS board & symposium


Highly significant correlations
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

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Highly significant correlations1
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

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11 10 08

Full Disclosure: relatives who are artists who include my brother, niece, & Alexander Calder

Pictured donated by Steve Van Hooks

Slide 22

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  • High Visual /Fast Auditory brother, niece, & Alexander Calder

  • 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.


11 10 08

  • High Visual /Slow Auditory brother, niece, & Alexander Calder

  • 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

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COSMOS board & symposium


11 10 08

  • Low Visual /Fast Auditory brother, niece, & Alexander Calder

  • 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.

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COSMOS board & symposium


11 10 08

  • Low Visual /Slow Auditory brother, niece, & Alexander Calder

  • 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.

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COSMOS board & symposium


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