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CRAZY BY DESIGN BRAIN RESEARCH AND ADOLESCENCE: IMPLICATIONS FOR CLASSROOM TEACHING, TEACHER LEARNING AND POSSIBILITIES OF TEACHER RESEARCH Submitted by Donna Plumridge Bachelor of Education, University of Western Sydney Master of Education – Educational Administration, University of Western Sydney A portfolio submitted in total fulfilment of the requirements of the degree of Doctor of Education Centre for Educational Research School of Education Western Sydney University August 2018 ACKNOWLEDGEMENTS The completion of this doctorate would not have been possible without the encouragement and support of many people. I would like to acknowledge and thank my supervisors, Professor Wayne Sawyer, Associate Professor Mary Mooney and Dr Danielle Tracey for their patience when I lacked confidence, wisdom when I was lost or confused, encouragement when I doubted and guidance to overcome problems. I would like to acknowledge and thank the students and teachers involved in the Purple High School action research team for trusting me with their time and for sharing their learning with me. I would like to acknowledge Marion, Cathy, Samantha and Maria and thank my education colleagues. You gave me the confidence, encouragement and energy to complete this research. I would like to acknowledge and thank my family for their patience and understanding. ii STATEMENT OF AUTHENTICATION The work presented in this doctorate is, to the best of my knowledge and belief, original except as acknowledged in the text. I hereby declare that I have not submitted this material, either in full or in part, for a degree at this or any other institution. Donna Plumridge August 2018 iii TABLE OF CONTENTS page List of Tables xvi List of Graphs xviii List of Figures xix List of Photographs xx List of Appendices xxi A Western Sydney University Educational Doctorate xxiii CHAPTER 1 - OVERARCHING STATEMENT 1 Background to the Research 1 Aims of this Research 4 Research Plan 5 Context of the Research - The Researcher 7 Context of the Research - Purple High School 8 Context of the Research - The Teachers 9 Context of the Research - Schooling in Australia 10 Context of the Research - The NSW Education System, Policies and Reforms 11 The Middle Years of Schooling 11 Quality Teaching Model (2003) 12 Melbourne Declaration of Educational Goals for Young Australians (Melbourne Declaration) (2008) 12 NSW Education Reforms 14 Every Student, Every School (2012) 16 Great Teaching, Inspired Learning – A Blueprint for Action (2013) 16 Supported Students, Successful Students (2015) 17 Innovative Education, Successful Students and the Secondary Schools Renewal Project (2015-2016) 17 New Mandatory Teacher Accreditation 17 Schools Excellence Framework (2014) 17 Literacy and Numeracy Strategy (2017-2020) 18 National STEM School Education Strategy (2016-2026) 18 Benefits of the Research 18 Why is it Important for Teachers to Know about Neuroscience? 19 Why Focus on the Brain? 20 How do we Know about the Brain? 22 Why Focus on Adolescence? 23 Existing Classroom-Based Studies 25 Structure of the Portfolio 26 Conclusion 28 Ethics Approval 29 References 30 CHAPTER 2 - SCHOLARLY PAPER 1 - LITERATURE REVIEW OF BRAIN RESEARCH 37 Defining Terms and Practices 38 Neuroscience 38 iv Learning 40 Educational Neuroscience and Neuroeducation 41 Cognitive Neuroscience 42 Mind Brain Education (MBE) 43 Brain-Based Learning 49 The Marriage of Education and Neuroscience 56 A ‘Bridge Too Far’ 57 The Neuroscience-Education Divide 60 Nothing New to Add 62 Communication and Language Barriers 64 Training Hybrid Professionals 64 Two-Way Street 66 Useable Knowledge 67 Current Application of Neuroscience in Education 70 The ‘In-Principle’ Arguments 70 Literature Review Carried Out by Beauchamp and Beauchamp (2012) 71 The Mistress - Neuromythology, Neuroethics and the Seductive Allure of Neuroscience Explanations 73 Neuromyth 1: Learning Styles 76 Neuromyth 2: Hemispheric Laterality - Left Brain/Right Brain Theory 78 Neuromyth 3: Multiple Intelligence Theory 79 Scope of Prevalent Neuromyths 80 Avoiding the Seductive Allure of Neuroscience Explanations 81 Empty-nesters (Gaps, Likelihoods and Future Research Opportunities) 82 Conclusion 84 References 108 CHAPTER 3 - WORKPLACE PROJECT 1 - ‘CRAZY BY DESIGN’ WORKSHOP PACKAGE 119 ‘Crazy by Design’ - A Teacher Learning Workshop Conducted at PHS 121 The Brain 101 … for Teachers 121 How the Brain Learns - The Information Processing Model 121 Essential Understandings of Adolescence 121 Organisation of This Teacher Learning Workshop Package 122 Background Research 123 The Brain 101 … for Teachers 123 The brain 123 The plastic brain 124 Building the brain 124 Brain cells 124 Neurons 125 Glial cells 125 A synapse 126 Myelin 126 The male and female brain 127 The brainstem 128 The cerebellum 128 The cerebrum 129 The cortex 129 v Grey matter and white matter 129 The lobes 130 The limbic system 131 Thalamus and hypothalamus 131 Hippocampus 131 Amygdala 132 What Brain Research Explains About How the Brain Learns 133 The Information Processing Model 135 Information is Collected Through the Senses 136 Limited Capacity for Attention 137 Memory 138 Immediate memory 138 Novelty 139 Working memory 140 Chunking 140 Working memory has a limited timeframe 141 When is important - The serial position, primacy and recency effects 141 Teach new material first 144 Closure 144 Long term memory and storage 145 Sense and meaning 145 Think-time 147 Retrieval 148 Rehearsal 148 Practise 149 Forgetting 150 Retention 151 Feedback 155 Essential Understandings of Adolescence 156 Essential Understanding 1: There is Large Scale Brain Remodelling During Adolescence with the Prefrontal Cortex the Last to Mature 158 Adolescence is a time of large scale brain remodelling 158 Massive remodelling 160 The emotional and rational parts of the brain mature on different timelines 160 Pedagogical practices and learning tools 161 Essential Understanding 2: Adolescent Brains Process Information Differently to the Adult Brain 164 Essential Understanding 3: Adolescents Operate with a Different Sleep Clock 165 Essential Understanding 4: Serotonin and Dopamine Fluctuate During Adolescence 170 Pedagogical Practices and Learning Tools Handbook 172 Conclusion 172 References 176 Section 2: ‘Crazy by Design’ Teacher Learning Package Presenter Notes and PowerPoint Slides 189 Presenter Notes and PowerPoint Slides 190 vi References 233 Section 3: Summary of Workshop Evaluations 246 Participants 246 Question 1 248 Question 2 248 Question 3 248 Question 4 - 15 249 Findings 250 Question 4 250 Question 5 250 Question 6 251 Question 7 251 Question 8 252 Question 9 253 Question 10 253 Question 11 254 Question 12 255 Question 13 256 Question 14 257 Question 15 258 Discussion 258 Knowledge and understanding of the brain 258 Information processing model 259 Essential understandings of adolescence 259 Conclusion 261 References 262 Section 4: ‘Crazy by Design’ Pedagogical Practices and Learning Tools Handbook 264 Summary and Recommendations 278 CHAPTER 4 - SCHOLARLY PAPER 2 - LITERATURE REVIEW OF TEACHER LEARNING 280 What is Teacher Learning? 280 The Nature of Knowledge 283 The SECI Process 284 Churchman’s Systems of Inquiry 286 Aristotle’s Intellectual Virtues 287 Knowledge in Education 288 The Nature of Knowledge and its Relationship with Research 289 Teacher knowledge as a ‘Computer Database’ 291 Teacher knowledge as ‘Craft’ 292 Teacher knowledge as ‘Complexity’ 292 Teacher knowledge as ‘Change’ 292 The Purpose of Teacher Learning 293 Professional Development or Professional Learning? 294 Professional Development 295 vii Professional Learning 296 Participation in professional learning 297 The Confusion Between Professional Development and Professional Learning 299 Criteria for Quality Teacher Learning 301 The Characteristics of Quality and Effective Teacher Learning Adopted in the PHS Research Project 311 Focus on Improving Student Learning Outcomes 311 Evidence-Informed (Data Driven) and Research-Based 313 Relevant, Cohesive and Situated 314 Active and Inquiry Based 314 Collaborative 315 Timely and Sustainable 317 Criteria for Effective Teacher Learning Leadership 318 How an Instructional Leader and Learner Influences Teacher Learning 319 How a Leader Influences Teacher Learning by Creating a Learning Environment 319 How a Leader Influences Teacher Learning by Designing, Delivering and Selecting the Content of Teacher Learning 320 How a Leader Influences Teacher Learning Through Evaluating Teacher Implications 322 Conclusion 323 References 324 CHAPTER 5 - WORKPLACE PROJECT 2 – PURPLE HIGH SCHOOL ACTION RESEARCH REPORT(S) 330 Defining Action Research 331 Participants 331 Students 332 The Teacher’s Research 333 Case Study of Teacher C 336 Spiral 1: Action Research Cycle 1 - 4 September 2012 336 Action Research Cycle 2 - 21 September 2012 338 Action Research Cycle 3 - 4 October 2012 340 Action Research Cycle 4 - 7 December 2012 341 Spiral 2: Action Research Cycle 1 - 22 February 2013 343 Co-designed Peer Observation Lesson 1 - 26 March 2013 346 Action Research Cycle 2 - 26 March 2013 347 Co-designed Peer Observation Lesson 2 - 17 May 2013 347 Action Research Cycle 3 - 17 May 2013 348 Action Research Cycle 4 - 13 June 2013 349 Data Collection 352 Discussion 352 Teacher A 352 Teacher B 354 Teacher C 355 Findings from Teacher Research 357 My Research on Using Action Research as a Teacher Learning Methodology 358 Supplementary Teacher Learning at PHS 361 viii Where are we now? - Situational analysis 361 Where do we want to be? - Establishing
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